Socially Determined Perfectionism and Academic Procrastination

Oct 13, 2025 by wbrum.org 122 views

The Role of Perfectionism Types on Academic Procrastination Efficiently Mediated by Self Efficacy in High School Students in Bireuen Regency

Introduction

Academic procrastination is a common phenomenon among high school students, which can have a significant impact on their academic performance and overall well-being. Perfectionism, a personality trait characterized by high standards and a desire for flawlessness, is often cited as a contributing factor to academic procrastination. However, the relationship between perfectionism and academic procrastination is complex, and the role of self-efficacy, or an individual's belief in their ability to complete tasks, is not well understood. This study aims to investigate the role of perfectionism, specifically self-oriented perfectionism and socially determined perfectionism, on academic procrastination, and the mediating effect of self-efficacy in high school students in Bireuen Regency.

Methodology

This study involved 336 high school students, consisting of 100 males and 236 females, who were randomly selected using accidental sampling. Data collection was carried out using three measurement scales: the Academic Procrastination Scale, the Child and Adolescent Perfectionism Scale, and the General Self-Efficacy Scale. The data analysis was conducted using a path analysis test.

Results

The results of this study showed that:

Self-Oriented Perfectionism and Academic Procrastination: Self-oriented perfectionism has a significant negative relationship with academic procrastination, with a value of f = 17,886, p = .000 (p <.05), r = .225, b =-. 779, and an effective contribution of 5.1%. This suggests that students who exhibit self-oriented perfectionism are less likely to engage in academic procrastination.
Socially Determined Perfectionism and Academic Procrastination: Perfectionism that is determined socially also has a significant negative relationship with academic procrastination, with a value of f = 12,636, p = .000 (p <.05), r = .191, b =-. 496, and an effective contribution of 3.6%. This suggests that students who exhibit socially determined perfectionism are also less likely to engage in academic procrastination.
Self-Efficacy and Academic Procrastination: Self-efficacy plays a significant role with a negative relationship to academic procrastination, with a value of f = 4.201, p = .041 (p <.05), r = .111, b =-. 214, and an effective contribution of 1.2%. This suggests that students who have high self-efficacy levels are less likely to engage in academic procrastination.
Mediating Effect of Self-Efficacy: However, self-efficacy does not act as a mediator variable between self-oriented perfectionism and socially determined perfectionism to academic procrastination. This suggests that self-efficacy is an independent variable that influences academic procrastination, rather than a mediator that connects the two types of perfectionism.

Discussion

Perfectionism in students often acts as a driving factor that encourages them to achieve academic achievement. However, there are two different types of perfectionism: self-oriented perfectionism and socially determined perfectionism. Self-oriented perfectionism usually encourages students to set high standards and try hard to achieve them, which in turn can reduce academic procrastination. Conversely, perfectionism that is determined socially can cause pressure from the social environment, which causes students to feel depressed and ultimately tend to postpone academic tasks.

Self-efficacy, or individual belief in his ability to complete tasks, play an important role in the learning process. Students who have high self-efficacy levels tend to be more confident and more committed to completing their academic tasks. However, this study shows that self-efficacy does not function as a mediator that connects the two types of perfectionism with academic procrastination. This might indicate that other factors, such as the learning environment, social support, or even individual tendencies, also contribute to influencing student procrastination behavior.

Conclusion

It is essential for educators and parents to understand the role of perfectionism and self-efficacy in academic procrastination. By knowing this, they can provide better support to students to overcome academic challenges and encourage them to achieve maximum potential without being trapped in the procrastination cycle. Through a more holistic approach, students are expected to develop positive attitudes towards learning and reduce the tendency to delay academic tasks.

Recommendations

Based on the findings of this study, the following recommendations are made:

Developing a Holistic Approach: Educators and parents should adopt a more holistic approach to supporting students, taking into account the complex interplay between perfectionism, self-efficacy, and academic procrastination.
Promoting Self-Efficacy: Educators and parents should focus on promoting self-efficacy in students, by providing opportunities for them to develop a sense of control and confidence in their academic abilities.
Addressing Perfectionism: Educators and parents should address perfectionism in students, by helping them to develop a more realistic and achievable set of standards, and by providing support and encouragement to help them manage the pressure of perfectionism.
Creating a Supportive Learning Environment: Educators and parents should create a supportive learning environment that encourages students to take risks, make mistakes, and learn from their experiences.

By implementing these recommendations, educators and parents can help students to overcome academic procrastination and achieve their full potential.
Frequently Asked Questions (FAQs) about the Role of Perfectionism Types on Academic Procrastination Efficiently Mediated by Self Efficacy in High School Students in Bireuen Regency

Q: What is perfectionism, and how does it relate to academic procrastination?

A: Perfectionism is a personality trait characterized by high standards and a desire for flawlessness. In the context of academic procrastination, perfectionism can lead to an excessive focus on achieving perfect grades, which can result in procrastination as students become overwhelmed by the pressure to perform.

Q: What are the two types of perfectionism mentioned in the study?

A: The study mentions two types of perfectionism: self-oriented perfectionism and socially determined perfectionism. Self-oriented perfectionism refers to the desire to achieve perfect grades for personal satisfaction, while socially determined perfectionism refers to the pressure to achieve perfect grades due to social expectations.

Q: What is self-efficacy, and how does it relate to academic procrastination?

A: Self-efficacy refers to an individual's belief in their ability to complete tasks. In the context of academic procrastination, self-efficacy can play a significant role in determining whether students are able to complete their academic tasks on time.

Q: Does self-efficacy mediate the relationship between perfectionism and academic procrastination?

A: No, the study found that self-efficacy does not mediate the relationship between perfectionism and academic procrastination. Instead, self-efficacy is an independent variable that influences academic procrastination.

Q: What are the implications of the study's findings for educators and parents?

A: The study's findings suggest that educators and parents should adopt a more holistic approach to supporting students, taking into account the complex interplay between perfectionism, self-efficacy, and academic procrastination. They should also focus on promoting self-efficacy in students and addressing perfectionism in a supportive and encouraging manner.

Q: What are some strategies that educators and parents can use to promote self-efficacy in students?

A: Some strategies that educators and parents can use to promote self-efficacy in students include:

Providing opportunities for students to develop a sense of control and confidence in their academic abilities
Encouraging students to take risks and make mistakes in a supportive environment
Fostering a growth mindset in students, emphasizing the importance of effort and persistence over natural ability
Providing feedback and encouragement that is specific, timely, and relevant to the student's needs

Q: What are some strategies that educators and parents can use to address perfectionism in students?

A: Some strategies that educators and parents can use to address perfectionism in students include:

Helping students to develop a more realistic and achievable set of standards
Encouraging students to focus on the process of learning rather than the end result
Providing support and encouragement to help students manage the pressure of perfectionism
Fostering a growth mindset in students, emphasizing the importance of effort and persistence over natural ability

Q: What are some potential limitations of the study?

A: Some potential limitations of the study include:

The study's sample size and population may not be representative of all high school students in Bireuen Regency
The study's measures of perfectionism and self-efficacy may not be comprehensive or valid
The study's findings may not be generalizable to other populations or contexts

Q: What are some potential future directions for research on this topic?

A: Some potential future directions for research on this topic include:

Investigating the relationship between perfectionism and self-efficacy in different populations or contexts
Developing and testing interventions to promote self-efficacy and reduce perfectionism in students
Examining the role of other variables, such as motivation and self-regulation, in the relationship between perfectionism and academic procrastination.