Correlation between

Academic Procrastination and Anxiety

among FTU Junior and
Senior Students
 Authors:
Tran Thi Quynh Anh
Pham Mai Anh
Le Hong Phuong
Bui Thi Ngoc Ha
Vu Thi Minh Ngoc
Nguyen Thi Khanh Huyen
Nguyen Thi Thanh Huyen
 Table of Contents

Rationale Objective Methodology Findings

& Significance & Questions & Method

Limitation Conclusion Recommendation Implication for

for Practice Further Research
 Rationale of the study

• Little credible research on academic

procrastination in Eastern settings.
• Lack of in-depth research on the relationship
between academic procrastination and anxiety.
• To help college students have an understanding
of academic procrastination and its relation to
anxiety.
 Significance of the study
• Contribute to the understanding of academic
procrastination and its relationship with
college students’ anxiety.
• Encourage similar or further researches.
• Assist in designing instructional strategies.
 Significance of the study

For teachers
• Provides a new perception on
students’ procrastinatory tendency.
For students
• Encourage them to adopt methods
which minimize students’ academic • Help alleviate academic
procrastination. deferment.
 Our Research Objective
To explore the correlation between
academic procrastination and anxiety
among Foreign Trade University junior
and senior undergraduates.
 Our Research Questions

How often do When students Is anxiety a

students procrastinate, at contributing factor
procrastinate when which point do they that results in
they have an start to feel students’ desire to
academic task? anxious? procrastinate?
 Correlational Design

• Researchers use the correlational

statistic to describe and measure the
degree or association (or relationship)
between two or more variables or sets of
scores (Creswell, 2012).
• Correlations can be strong or weak.
• The results are more likely to reflect
relationships that exist in the real world.
 Participants
A sample of seventy-nine college students was taken.

Enroll in
various
departments Regardless of
3rd or 4th and faculties gender and
year of religion
college
Randomly
selected,
FTU voluntary,
students anonymous
 Data Collection

• Combination of closed-ended and

open-ended questions.
• Questions were designed basing on
PASS and GAD-7 screening tool.
• Posted on main FTU student groups
and pages, randomly 79 students
voluntarily filled out the survey.
 Findings
Procrastinatory tendency among FTU third- and forth-year students

48.1% Active
51.9% Passive
 Findings
Procrastinatory tendency among FTU third- and forth-year students

Studying for
exams
72.2%
Wring a
88.6% term paper
Daily 78.5%
assignments
 Findings
Procrastinatory tendency among FTU third- and forth-year students

Studying for
exams
94.9%
Wring a
96.2% term paper
Daily 93.7%
assignments
 Findings
Correlation between academic procrastination and anxiety
among FTU third- and forth-year students
7.6%

Related
Unrelated

92.4%
 Findings
How did the anxiety level change
after procrastinating?

Decrease
12%

No change Increase
32% 56%
 Findings
How did the procrastination level
change after the anxiety?

Increase
17%

No change Decrease
25% 58%
 Conclusions
The prevalence of academic procrastination among
01 undergraduate students of FTU

Students’ procrastinatory tendency depend on the difficulty or

02 complexity of the academic tasks

The hypothesis “There is a link between academic procrastination

03 and anxiety among students” was confirmed

04 Both positive and negative sides of procrastination

 Limitations
40% Lack of researches on the correlation in Eastern
countries settings, particularly in Vietnam

20%
The credible researches are out-of-dated

30% Limited access to study papers, and the

complication of the research problem

10%
Being assessed via a self-report
instrument
 Recommendations for practice
Recommendations for college students
Being aware of the correlation between anxiety and academic
procrastination
Using this as a self-assessment tool, identifying to what extent their
academic procrastination is related to anxiety
The enhancement of abilities to set and maintain goal achievement, define
priorities, evaluate the time boundaries
Timely and systematic rest, maintaining environment optimal for learning
activities
Focusing on anxiety management and reduction
 Recommendations for practice
Recommendations for college teachers
A more justified distribution of the workload associated with the
educational process

Applying coursework to the teaching method instead of using examinations

and tests

Workload is broken down into smaller tasks, each is attached with deadlines
given for delivery and execution

Developing a sense of duty and responsibility among students

 Implications for further research
Investigating the effects students’ anxiety have upon their procrastinatory
tendency

Investigating other factors underlying college students’ anxiety

Being replicated in other Vietnamese regions, and extend to other countries

in Eastern setting where such research is still lacking.
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