Abstract
Enhancing the efficiency of the education system to align with the demands of human capital development and sustainable development goals holds the key to elevating the performance of higher education systems. With this principle as the guiding premise, this study is conducted with the guiding principle of evaluating the occurrence of academic procrastination in Ethiopian university PhD students, as well as exploring the factors contributing to it and the strategies employed to manage it. Employing a mixed-methods approach, the study utilized a concurrent parallel design. The McCloskey scale, adapted to the Ethiopian context, formed the basis of a survey incorporating both closed- and open-ended inquiries, administered to 324 randomly selected PhD candidates, yielding 294 valid responses. The pilot test demonstrates a commendable Cronbach’s alpha reliability of .95. The prevalence was elucidated through descriptive analysis, and the scale was tailored to discern factors contributing to academic procrastination. Additionally, a narrative approach was employed to delve into coping mechanisms outlined in the open-ended responses. The findings unveiled a discernible prevalence of academic procrastination in Ethiopia. Factor analysis underscored psychological beliefs concerning abilities, attention diversion, inertia, and external influences as predominant contributors. Furthermore, the study sheds light on student strategies in combating procrastination, notably emphasizing self-regulation, adept time management, conducive learning environments, and prioritization throughout their academic journeys. Ultimately, the study advocates for institutional-level interventions in support systems for students, alongside policy-level initiatives aimed at refining the academic trajectory within the nation.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
ACADEMIC PROCRASTINATION, FACTORS, COPING MECHANISMS, STUDY JOURNEY, PHD STUDENTS
