Big Five Theory Of Procrastination
Procrastination is a deliberate delay of a task. It has become a common tendency to avoid the task by postponing it to the future. Procrastination is prevalent among the student community. Though there are various facets of procrastination, academic procrastination is interesting. It has become one of the major issues among the students. It influences health, education, personality behavior in long run. The main objective of the term paper is to explain the relation between procrastination and intellectual accomplishment. The paper examines nomological network to determine unique contribution of active procrastination and passive procrastination. The big five model framework is used to examine whether different personality traits speculate different types
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The survey on students revealed that active procrastination determined Grade Point Average to a significant level than the passive procrastination and the big five model. An interview was conducted on the students regarding the prevailing education system, academic records and scholarly conduct. It reported that the interrelation between procrastination and approaches to academics were feeble to fair. It was also observed that the academic results of passive procrastinations declined among conventional students and distance learning students. A test revealed that the mean outcome of all the grades was attributable to the big model, active and passive procrastination. However, the mean value had no effects with respect to one’s lifetime and specific gender. The relationship between procrastination and the intellectual feat is leveraged by procrastination quantifiers, performance measure, individual data assessment and statistical data. Overall, it can be concluded from the hypothesis that procrastination is negatively correlated to academic
The survey on students revealed that active procrastination determined Grade Point Average to a significant level than the passive procrastination and the big five model. An interview was conducted on the students regarding the prevailing education system, academic records and scholarly conduct. It reported that the interrelation between procrastination and approaches to academics were feeble to fair. It was also observed that the academic results of passive procrastinations declined among conventional students and distance learning students. A test revealed that the mean outcome of all the grades was attributable to the big model, active and passive procrastination. However, the mean value had no effects with respect to one’s lifetime and specific gender. The relationship between procrastination and the intellectual feat is leveraged by procrastination quantifiers, performance measure, individual data assessment and statistical data. Overall, it can be concluded from the hypothesis that procrastination is negatively correlated to academic