In everlasting fight against academic procrastination: The roles of classroom engagement and internal locus of control

Yen Ling Hui, Kususanto Ditto Prihadi, Najiya I. Arif, Sam X. Y. Yap, Melissa J. Chua, John Chen, Jia C. Chong, James L. H. Yeow


This study aims to study the mediation role of classroom engagement on the impact of internal locus of control on academic procrastination among university students in Malaysia. Data was collected from 302 university students by utilizing instruments such as Rotter internal-external locus of control scale, Classroom engagement inventory, and Academic procrastination scale. Multiple regression with PROCESS macro was utilized to analyse the data and it was shown that full mediation occurred; the prediction of internal locus of control on academic procrastination became insignificant when controlling for classroom engagement. In other words, when students believe that they are in control of their events, the less likely they will procrastinate doing their tasks due to helpless feeling. However, another finding indicated that classroom engagement did not show significant contribution to academic procrastination when controlling for internal locus of control. Further discussion on the findings are discussed in the final section of the article


Academic procrastination; Classroom engagement; Locus of control


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