Personal factors of academic procrastination in female students of higher education institutions
Students Name: Machyta Anastasiia Bohdanivna
Qualification Level: magister
Speciality: Psychology
Institute: Institute of Jurisprudence, Psychology and Innovative Education
Mode of Study: part
Academic Year: 2024-2025 н.р.
Language of Defence: ukrainian
Abstract: The paper investigates the personal factors of academic procrastination in female students of higher educational institutions. The theoretical analysis showed that procrastination in learning is caused by cognitive distortions, emotional reactions and specific personality characteristics. It was found that low levels of conscientiousness, resilience, and increased Internet addiction contribute to procrastination, while emotional stability and self-efficacy reduce its likelihood. The empirical study involved 70 female students of different courses, for whom valid questionnaires were used, including the Tuckman Procrastination Scale, the TIPI Personality Inventory, and the ARS-30 Academic Resilience Scale. The results of the study showed that female undergraduates are less prone to procrastination due to academic maturity and higher self-regulation skills. The correlation analysis showed that emotional stability and resilience are protective factors against procrastination, while a high level of Internet addiction, on the contrary, is associated with its increase. Factor analysis has identified the main factors influencing procrastination: maladaptive behavioral patterns, emotional stability, social support, and low goal orientation. Based on the results, practical recommendations have been developed, including support from teachers, trainings on the development of emotional stability and resilience to reduce procrastination and improve academic performance. Key words: academic procrastination, female students, resilience, Internet addiction, emotional resilience, social support.