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Performance Perfectionism and its Relation to Academic Procrastination and Depression among Early Childhood Student Teachers |
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PP: 1589- 1598 |
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doi:10.18576/isl/120508
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Author(s) |
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T. S. M. Khalifa,
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Abstract |
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| Academic procrastination is a complex, psychologically heterogenous phenomenon in academic settings. It involves postponing or evading the accomplishment of academic assignments and is associated with self-regulation, forgetfulness and intellectual dogmatism. The present study aimed at identifying the correlation between performance perfectionism and academic procrastination and depression among early childhood student teachers. Three tools were administered online to 600 randomly selected early childhood student teachers: The Performance Perfectionism Scale, the Active Academic Procrastination Scale, and the Depression Scale. Statistical analyses were conducted and hypotheses were tested using SPSS 20.0 and AMOS 20.0 (both by IBM). The results of the study indicated that there is a statistically significant positive correlation between performance perfectionism and academic procrastination (0.283), while there is a statistically significant negative correlation between performance perfectionism and depression (-0.223). The results of the study also indicated that there is a statistically significant negative correlation between depression and academic procrastination (-0.425). The results of the present study increase our insight into the academic procrastination problem and shed light on the variables that are considered to be a reason for its increased prevalence among school and university students. They also focus on the negative outcomes that affect learners’ psychology, performance, personality traits and quality of life. The study recommends educating school and university students, school teachers, faculty members and families on the causes of the spread of academic procrastination among students, mainly external factors. The study maintains that schools and universities should provide an encouraging and reinforcing environment for both young and adult learners (e.g., balanced division of workload, and not pressuring students with courses that challenge their ability, rely on memorization, are not connected with reality, and are not needed by the labor market), and train teachers to vary the teaching strategies used in the classrooms, taking into consideration individual differences, whether in abilities and competences or in personality traits. The study also recommends that schools and universities should prepare educational counselors and psychological specialists in kindergartens, schools and universities so that they can raise children and students’ awareness, and train them to employ and develop adaptive emotional regulation strategies.
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