Online Learning Self-Efficacy as Correlates to Academic Procrastination among Pre-Service Teachers

Erika Arazo, Ma. Robelene Durana, Abegail Umali, & Rona Christina Almazan*
College of Teacher Education, Laguna State Polytechnic University, Philippines
DOI – http://doi.org/10.37502/IJSMR.2023.6508

Abstract

This study investigates the relationship between academic procrastination and self-efficacy in online learning. The researchers noticed this phenomenon in a larger area because students put off finishing their academic assignments, putting off studying for exams despite being advised to do so beforehand, and presenting projects on time without procrastination or delay. To identify whether there is a correlation between academic procrastination and self-efficacy in online learning, researchers conducted the study. The respondents in this study were from the 5 majors of the third year of the Bachelor of Secondary Education. This study used a descriptive-correlational design. The results show that students who have high levels of self-efficacy are intrinsically driven and more likely to succeed in their efforts to finish the activities, which is not surprising. But even though pre-service teachers have high self-efficacy, this does not mean that they do not tend to procrastinate. Thus, a student’s decision to resist or run away from a task, such as an individual or group assignment, a midterm, or a final test, indicated their level of academic self-efficacy. According to the study’s findings and conclusions, the researchers recommend that for the students to stay on track and avoid procrastination, they can use tools or productivity apps like Forest, Pomodoro, and similar ones. They might also provide them with a checklist so they can keep track of the tasks and activities they should prioritize.

Keywords: Online Learning Self-Efficacy, Academic Procrastination, Pre-service Teachers.

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