Academic Procrastination and Its Relationship to the Self-Concept Among Freshmen Students in Bachelor of Science in Tourism Management

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{"abstract":"Academic procrastination remains a prevalent concern among university students because of its adverse effects on academic performance, psychological well-being, and learning engagement. This study examined the relationship between academic procrastination and self-concept among freshmen students enrolled in the Bachelor of Science in Tourism Management program. Specifically, it determined the levels of academic procrastination and self-concept and assessed whether a significant relationship exists between these variables. The study employed a descriptive-correlational research design involving sixty-one (61) freshmen students selected through convenience sampling. Data were gathered using a researcher-made questionnaire that underwent expert validation to ensure content validity and relevance. Descriptive statistics, including mean and standard deviation, were used to describe the respondents’ levels of academic procrastination and self-concept, while the Pearson Product-Moment Correlation Coefficient was utilized to determine the relationship between the variables. Results revealed that the respondents demonstrated an average level of academic procrastination (M = 2.59, SD = 0.87) and an above-average level of self-concept (M = 3.83, SD = 0.91). Furthermore, the findings indicated a statistically significant low positive relationship between academic procrastination and self-concept (r = 0.310, p = .015). This suggests that students with relatively positive perceptions of themselves may still engage in procrastination behaviors, possibly due to overconfidence or optimistic beliefs regarding their ability to complete academic tasks despite delays. The study concludes that while a positive self-concept may contribute to resilience and confidence, it does not necessarily prevent procrastination. Educational interventions focusing on self-regulation, time management, and metacognitive awareness are recommended to help students manage procrastination and improve academic success.","abstract_source":"original","authors":["Darmel Villamon","Angela Antaran","Aleaj Yvonne Aurelio","Christian Hezron Dorado","John Lorenz Gelito","Jay Loquinto","Angela Prado","Assia Mae Samontina","Aimee Sullano","Angelyn Aquino","Jesalem Capanas","Cherry Escarilla","Naregin Flores-Fare","Krystle Marie Compuesto","Mary Criss Tus","Jhoselle Tus"],"date":"2026-06-27","doi":"10.70838/pemj.580907","id":8242,"issue":9,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"c98d60321a347422ee9ffb0bd7c3c529f64d0ef84500fa88e1d78e4b00662e1a","schema":"scimatic-article/1","title":"Academic Procrastination and Its Relationship to the Self-Concept Among Freshmen Students in Bachelor of Science in Tourism Management","volume":58}

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printf '%s' "$(curl -s https://scimatic.org/nft/articles/8242.json | jq -r .canonical_record)" | sha256sum

2. The hash stored on chain (contentHash(8242)):

curl -s https://rpc.scimatic.net -H 'content-type: application/json' \
  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c2900000000000000000000000000000000000000000000000000000000000002032"},"latest"]}'

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