الفهرس 
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Abstract
Academic procrastination is a common issue among nursing students that has a
negative impact on the students’ academic achievement. Therefore, it is important to know the
causes of academic procrastination. One of the most important reasons for academic
procrastination is self-regulatory failure. SRL is a set of skills that can help students to
overcome academic procrastination behavior and achieve their academic goals. These skills
are essential for nursing students in their profession. So, the present study aimed to assess
levels of academic procrastination behavior and self-regulation and explore the relationship
between academic procrastination behavior and self-regulation among nursing students.
Aim of This Study
Assess the levels of academic procrastination behavior and self-regulation and explore
the relationship between academic procrastination behavior and self-regulation among nursing
students.
Research Questions
• What are the levels of academic procrastination behavior among nursing students?
• What are the levels of self-regulation among nursing students?
• Is there a relationship between academic procrastination behavior and self-regulation
among nursing students?
• What is the relationship between academic procrastination behavior and selfregulation
among nursing students?
Research design
A descriptive correlational research design was used in this study.
Setting
This study was conducted at all the nine scientific nursing departments: namely:
Medical Surgical Nursing, Critical Care and Emergency Nursing, Obstetric and
Gynecological Nursing, Pediatric Nursing, Psychiatric and Mental Health Nursing,
Community Health Nursing, Gerontological Nursing, Nursing Administration and Nursing
Education departments.
Subjects
The subjects of this study comprised of 400 nursing students who were selected
randomly by using the stratified sample method and distributed by proportional allocation
technique to represent all nursing students (N=2695) who enrolled in the four academic levels
at the Faculty of Nursing, Alexandria University, during the second semester of the academic
year 2021-2022. Students who registered in the Critical Care Nursing department were
excluded because they were the same student who registered in Pediatric Nursing and
Obstetric and Gynecological Nursing departments.
Tools
Two tools were used for data collection in this study as the following:
Tool I: Academic Procrastination Scale (APS):
This tool was developed by McCloskey (2011). It was adopted by the researcher to
assess the nursing students’ academic procrastination behavior. It consists of 25 statements.
Students’ responses were measured on the 5-point Likert scale ranging from agree (5) to
disagree (1). The scoring system of this tool was ranged from 25-125 distributed as follows:
25-30 indicates a low level of academic procrastination behavior, 31-90 indicates moderate
level of academic procrastination behavior, and 91-125 indicates a high-level academic
procrastination behavior.
Tool II: Motivational Strategies for Learning Questionnaire (MSLQ)
This tool was developed by Pintrich et al (1991). It was adopted by the researcher to
assess the nursing students’ SRL. It consists of 81 distributed into two broad parts, the first
part related to motivation (31 statements) and the second part related to learning strategies (50
statements). Students’ responses were measured on the 5-point Likert scale ranging from very
true of me (5) to not all true of me (1). The scoring system of this tool was ranged from 81-
405 distributed as follows: 81-100 indicates a low-level self-regulated learning, 101-300
indicates a moderate level of self-regulated learning, and 301-405 indicates a high-level selfregulated
learning.
Method
1. Permission to conduct the study was obtained from the Research Ethics Committee
(REC) at the Faculty of Nursing, Alexandria University.
2. Permission to conduct the study was obtained from the Dean of the Faculty of Nursing
and the Heads of all scientific departments, Alexandria University.
3. The tools were tested for their content validity by five experts in Nursing Education
and Psychiatric and Mental Health Nursing departments then the necessary
modifications were accordingly done.
4. A pilot study was carried out on 10% (40) nursing students who were selected
randomly from the previously mentioned academic levels to assess the feasibility,
clarity and applicability of the tools. Those students were excluded from the total
study sample.
5. The reliability of the tools was tested using Cronbach’s Alpha Test. For tool I (APS)
was 0.89. Tool II (MSLQ) was 0.94 and for its dimensions ranged from 0.70 to 0.85.
6. Students were selected randomly by using the stratified sample method and distributed
by proportional allocation technique from each academic level.
7. Data collection was carried out at the Faculty of Nursing, Alexandria University from
the four academic levels during the second semester of the academic year 2021-2022.
8. Data was collected through a questionnaire over a period of two months starting from
the beginning of April 2022 and continued till the beginning of June 2022.
9. The researcher introduced herself to students, the aim of the study was explained to
them, and they were assured that the responses would be kept secret.
10. The questionnaire was distributed to each nursing student at the end of the clinical day
to prevent learning interruption; they were asked to fill it in and return it to the researcher.
11. Each student needed about 30-45 minutes to complete the study tools.
Results
The current study revealed the following results:
• Almost half of nursing students (51.25%) ranged from 20 to less than 22 years old,
more than two thirds of them were females (68.25%) and the majority of them were
single (90.25%) and from urban areas (92.75%). Around one third of them (31.00%)
were working during their study period, the majority of working students (91.12%)
spent six working hours or more per week. More than half of the students (56.75%)
didn’t practice any recreational activities at all. In addition, almost two thirds of them
(67.00%) were wasting their time on navigating the internet for six hours or more per
week. Moreover, there was a descending distribution of students’ size according to
their academic semester from second to eighth (35.00%, 30.00%, 20.00%, and
15.00%) respectively. The GPA of nearly three quarters of them (74.50%) ranged
from B+ to B-. In addition, around two thirds of them registered from five to seven
courses per semester and were studying from one to five hours per week (61.50% and
64.75%) respectively.
• The majority of nursing students (95.0%) perceived that they procrastinate their
academic work. The causes of their procrastination for around two thirds of them were
feeling pressured and overwhelmed (40.37%, 32.96%) respectively, while the causes
of only minority of them were fear of failure, lack of interest, poor time management,
and online learning (7.78%, 5.19%, 4.81%, 2.41%) respectively. 6.48% of them
revealed that they procrastinate their academic work for unknown reasons. In addition,
almost three quarters of nursing students (77.11%) made trial to reduce their academic
procrastination behavior. The most common procrastinated courses were for nonnursing
courses (42.11%) followed by nursing courses (31.84%) while only one
quarter of them revealed that they procrastinate all courses (26.05%). Meanwhile,
making schedule for studying, reduce distraction from social media, increase
motivation, and studying in groups were the strategies that used by them to overcome
their academic procrastination behavior (43.2%, 22.6%, 14.7%, 1.1%) respectively.
Only 18.4% of them stated that they have intention to overcome this behavior, but
they didn’t do anything.
• The majority of nursing students (80.50%) had moderate levels of academic
procrastination behavior and 19.25% of them had high levels, while only 0.25% of
them had low levels of academic procrastination behavior.
• In relation to levels of SRL, it was found that more than two thirds of nursing students
(74.25%) had a moderate level of SRL while, the rest of them 25.75% had a high level
of SRL. There was a significant negative, moderate correlation between academic
procrastination and overall SRL.
It can be concluded from the present study that academic procrastination behavior
is a common phenomenon among nursing students. It has destructive consequences not only
on their academic achievement but also on their wellbeing. Self-regulated learning plays a
vital role in helping students achieve their learning goals effectively and in eliminating the
harmful consequences of academic procrastination. However, any decline in self-regulated
learning skills sheds light on the various factors that contribute to this behavior, including
feeling pressured, feeling overwhelmed, and fear of failure. Therefore, recognizing the dangers of academic procrastination and empowering students with effective self-regulation
techniques are imperative to overcome these challenges and achieve academic excellence.
Recommendations
For Nursing Educators
• Develop orientation programs for nursing educators to increase their awareness about
the phenomenon of academic procrastination and how to overcome it.
• Conduct training programs for all nursing students at the beginning of the academic
year to equip them with the approaches needed for effective studying including time
management and note-taking, reducing distractions and maintaining motivation.
• Provide access to digital resources, time management apps, or online platforms that
assist students in organizing their tasks, setting reminders, and tracking their progress.
• Conduct training programs for all nursing students about using relaxation techniques
such as guided imagery and mindfulness meditation to reduce test anxiety.
• Develop educational materials to guide nursing students on how to stay organized and
plan their study time effectively.
Recommendations for Further Studies
• Conduct a study to identify the most common types of academic procrastination
prevalent among nursing students.
• Conduct a study to assess the relationship between academic procrastination and
personality traits among nursing students.
• Conduct a study to explore the various interventions needed to reduce academic
procrastination and improve self-regulated learning among nursing students.