The aim of this empirical research study is to ascertain if there is a significant inverse relationship between a student’s perceived level of self-efficacy and academic behavior and their tendency to procrastinate.
The objective is to verify the extent to which self-efficacy scores and academic behavioral confidence scores are reliable indicators of a student’s tendency to procrastinate on academic work/assignments.
Using mixed methodologies including the Academic Behavioral Confidence Scale (Yockey, 2016), Coping Self-Efficiency Scale (Chesney et al., 2006) and the Academic Procrastination Scale (Sander et al., 2011) to draw quantitative data. Qualitative data will be gained via semi- structured face to face interviews.
We will analyse, interpret and critically evaluate these findings using Multiple regression and Thematic analysis.
Type of service-Academic paper writing
Type of assignment-Research Paper
Pages / words-15 / 4000
Number of sources-16
Language style-UK English