The Impact of Academic Self Efficacy, Acculturation Difficulties, and Language Abilities on Procrastination Behavior in Chinese International Students.
This study examined the role of academic self efficacy, acculturation difficulties, and language abilities on procrastination behavior using a convenience sample of 264 Chinese international students studying at three public universities in the United States. While there were no significant mean gender differences on any of the measures, results indicate that the impact of the independent variables on procrastination behavior varied by gender. For males, significant correlations with academic procrastination were found for discrimination (r=.30, p=.00) and homesickness (r=.19, p=.05) For females, significant correlations with academic procrastination were found for academic self efficacy (r=.41, p=.00) English language ability (r= .24, p=.01) and culture shock stress (r= 18, p=.05) There were no significant effects with academic procrastination for age (F=.15, p=.70) marital status (F=.16, p=.69) undergraduate/graduate status (F= 16, p=.69) or length of time in the United States (F=1.57, p=.21) Key words: Chinese international students, procrastination, self efficacy, acculturation, language abilities Academic procrastination has been defined as an irrational delay in performing academic tasks required of students (e.g. studying for exams, reading assignments, performing academic administrative and attendance tasks) (Ozer, Demir, Ferrari, 2009) It has been shown to have considerable negative consequences including poor academic performance and increased stress (Chu Choi, 2005) Despite these negative consequences, more than 70% of students report that they procrastinate regularly and roughly 20% do so habitually (Schraw, Wadkins, Olafson, 2007) Asia is the largest region sending students to the U.S. by a wide margin. The Open Doors report (Institute of International Education, 2011) shows that 58% of international students studying in the U.S. in 2004/05 came from Asia, and China is the second leading place of origin with 62,523 students (Obst Forster, 2011) International students face many cultural and academic challenges in the new culture (Poyrazli, Arbona, Nora, McPherson, Pisecco, 2002) Therefore, it is important that issues of academic adjustment including academic procrastination be studied in this population. Although there is little or no research on academic procrastination in Chinese international students or even other groups of international students, there is significant research on the factors associated with academic procrastination in students, including Chinese students, attending college in their native countries (e.g. Ackerman Gross, 2005; Klassen et al. 2010; Lee, 2005; Ozer Ferrari, 2011; Senecal, Julien, Guay, 2003) The research on academic procrastination among native students has explored a multitude of potential causative psychological variables and task characteristics; among the psychological factors, academic self efficacy is the highest reported negative predictor of academic procrastination (Ferrarri, 2004) The idea that self efficacy affects procrastination was first suggested by Bandura (1986) and has an impressive body of research support (Chu Choi, 2005) Some of the other psychological variables explored as predictors of academic procrastination include self efficacy for self regulated learning (Klassen et al. 2010) conscientiousness and neuroticism (Moon Illingworth, 2005) hope as a coping strategy (Alexander Onwuegbuzie, 2007) fear of failure (Schraw, Watkins, Olafson, 2007) motivation and flow experience (Lee, 2005) role conflict (Senecal, Julien, Guay, 2003) and academic ability (Collins, Onwuegbuzie, Jiao, 2008) In addition, a number of task variables have also been considered as factors in procrastination behavior including task aversiveness (Onwuegbuzie, 2004) task interest and variety (Ackerman Gross, 2005) and task challenge and pleasureableness (Ferrari Scher, 2000)