Multivariable Analysis of Thesis Completion Procrastination: Evaluating Personal Traits, Campus Services, and Academic Stress
This study investigates the complex determinants of academic procrastination in thesis completion, specifically examining the roles of academic stress, campus services, perfectionism, and self-regulation, with gender as a moderating variable. While university support is traditionally viewed as a mitigating factor in procrastination, empirical evidence on its interaction with gender-specific psychological traits remains underdeveloped. This study employs a quantitative research design utilizing Moderated Regression Analysis (MRA) to examine the hypothesized relationships. Data analysis was conducted using the R statistical software with the lm package for linear modeling. The target population consisted of undergraduate students currently in the final phase of their thesis completion. A total of 115 respondents participated in the study, comprising the primary data set for the analysis. Bootstrapped regression analysis revealed that academic stress was the sole robust positive predictor of thesis procrastination . Gender emerged as a pivotal moderator, with a significant interaction confirmed between perfectionism and gender . Perfectionism operates as an adaptive motivational force for male students but shifts into a maladaptive trait among functions as an adaptive motivational force for male students but becomes a maladaptive trait for females. Furthermore, a marginally significant interaction was observed between self-regulation and gender suggesting a tendency for self-regulation to mitigate procrastination more pronouncedly among female students. Conversely, the direct effects of campus services proved statistically unreliable under the bootstrap framework. Thesis procrastination is not merely a reflection of time-management deficits or direct environmental influences, but a situational emotional response to chronic academic stress bounded by gender-specific psychological mechanisms. In practice, the findings imply that higher education institutions must move beyond generic academic support or physical facility enhancements. Universities and thesis advisors should prioritize dismantling structural stressors in the supervision workflow while implementing gender-aware psychological interventions to mitigate maladaptive perfectionism and foster self-compassion among female students.
Keywords: Thesis completion, procrastination, perfectionism, self-regulation, academic stress, and campus service
Abdullah, F. (2006). The development of HEdPERF: A new measuring instrument of service quality for the higher education sector. International Journal of Consumer Studies, 30(6), 569–581. https://doi.org/10.1111/j.1470-6431.2005.00480.x
Akpur, U. (2019). Structural Relationships Among Academic Motivation, Procrastination and Perfectionism : A Modelling Study Akademik Motivasyon, Mükemmeliyetçilik ve Erteleme Arasındaki Yapısal İlişkiler : Bir Modelleme Çalışması Öz Introduction To understand the nature. Cumhuriyet International Journal of Education, 8(1), 95–112.
Alajaili, H. M. A., & Barella, Y. (2023). Exploring The Factors And Experiences Of Academic Procrastination Among Libyan Students : A Qualitative Study. 05(04), 17738–17744.
Alqahtani, A., & Al-momen, S. (2025). Gender Differences in Academic Procrastination and Self-Compassion : Evidence from Saudi Postgraduate Students. 19.
Ardi, Z., Ifdil, I., Orji, C. T., & Zola, N. (2022). Investigation of online counseling with solution-focused brief counseling-based implementation for students with severe academic stress conditions. 10(3), 399–407.
Basri, A. S. H. (2018). Prokrastinasi Akademik Mahasiswa Ditinjau Dari Religiusitas. Hisbah: Jurnal Bimbingan Konseling Dan Dakwah Islam, 14(2). https://doi.org/10.14421/hisbah.2017.142-05
Berinšterová, M., Bozogáňová, M., Magdová, M., Kapová, J., & Fuchsová, K. (2021). Procrastination and Self-Concept in More/Less Conscientious Students. Psychological Applications and Trends 2021, 4(Grunová, 2015), 162–166. https://doi.org/10.36315/2021inpact034
Bhatt, T. (2023). Understanding The Factors Influencing Academic Procrastination: A Comprehensive Review. Journal of Namibian Studies, 35, 4396–4414.
Busari, A. (2011). Validation of student academic stress scale (SASS). European Journal of Social Sciences, 21, 94–105.
Chuah, F., & Cham, T. H. (2020). Sample Size For Survey Research : Review And Recommendations. Journal of Applied Structural Equation Modeling, 4(June).
Dangaiso, P., & Tsvere, M. (2025). Linking service quality to academic achievement : student perspectives from a Zimbabwean public university. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2533302
Deng, Y., Cherian, J., Un, N., Khan, N., & Kumari, K. (2022). Family and Academic Stress and Their Impact on Students ’ Depression Level and Academic Performance. 13(June), 1–13. https://doi.org/10.3389/fpsyt.2022.869337
Eka Sari, Happy Karlina Marjo, E. W. (2026a). The Relationship Between Academic Stress And Self-Regulation in Learning on Academic Procrastination among Students at State Junior High Schools in Jakarta. G-COUNS: Jurnal Bimbingan Dan Konseling, 10(01), 600–609. https://doi.org/10.31316/g-couns.v10i01.8400
Evans, P., Vansteenkiste, M., Parker, P., Kingsford, A., & Sijing, S. (2024). Cognitive Load Theory and Its Relationships with Motivation : a Self ‑ Determination Theory Perspective. Educational Psychology Review, 36(1), 1–25. https://doi.org/10.1007/s10648-023-09841-2
Frazier, P., Gabriel, A., Merians, A., & Lust, K. (2019). Understanding stress as an impediment to academic performance. Journal of American College Health, 67(6), 562–570. https://doi.org/10.1080/07448481.2018.1499649
Haider, A., Najam, S., Sherazi, S. N., & Akmal, T. (2022). Self-Regulated Learning And Academic Procrastination Among Young Adult E- Learners : Moderating Role Of Gender. ASEAN Journal of Psychiatry, 23(3), 1–7.
Hewitt, P. L., & Flett, G. L. (1991). Perfectionism in the Self and Social Contexts: Conceptualization, Assessment, and Association With Psychopathology. Journal of Personality and Social Psychology, 60(3), 456–470. https://doi.org/10.1037/0022-3514.60.3.456
Htang, L. K. (2021). A look at university student service quality and satisfaction. Quality Assurance in Education, 29(2–3), 101–115. https://doi.org/10.1108/QAE-09-2020-0108
Huda, M. J. N. (2015). Perbandingan Prokrastinasi akademik menurut Pilihan Jenis kelamin di UIN Sunan Kalijaga Yogyakarta [Comparison of Academic Procrastination by Gender Choice at UIN Sunan Kalijaga Yogyakarta]. Palastren, 8(2), 423–438.
Jamila, J. (2020). Konsep prokratinasi akademik mahasiswa [The concept of student academic procrastination]. EduTech: Jurnal Ilmu Pendidikan Dan Ilmu Sosial, 6(2), 257–261. https://doi.org/10.30596/EDUTECH.V6I2.4935
Jan, S., & Parveen, A. (2025). Self-regulated learning among college students : the role of psychological capital with gender and academic progression as moderators. Discover Education, 4(439).
Khadija, K., & Azim, S. (2023). Impact of Negative Perfectionism on Procrastination and Job Burnout among Public Sector Employees : Role of Stress as Mediator. Academy of Education and Social Sciences Review, 3(2), 190–202. https://doi.org/10.48112/AESSR
Klingsieck, K. B., Fries, S., Horz, C., & Hofer, M. (2012). Procrastination in a distance university setting. Distance Education, 33(3), 295–310. https://doi.org/10.1080/01587919.2012.723165
Knapp, S., & Sweeny, K. (n.d.). Stress and Coping with Stress. 1–10. https://doi.org/10.4324/9780367198459-REPRW91-1
Kooren, N. S., Van Nooijen, C., & Paas, F. (2024). The Influence of Active and Passive Procrastination on Academic Performance: A Meta-Analysis. Education Sciences, 14(3). https://doi.org/10.3390/educsci14030323
Kunti Mu’alima. (2021). Faktor-Faktor yang Mempengaruhi Prokrastinasi Akademik Peserta Didik [Factors Influencing Students' Academic Procrastination]. KoPeN: Konferensi Pendidikan Nasional, 3(2), 30–33.
Kurtovic, A., Vrdoljak, G., & Idzanovic, A. (2019). Predicting procrastination: The role of academic achievement, self-efficacy and perfectionism. International Journal of Educational Psychology, 8(1), 1–26. https://doi.org/10.17583/ijep.2019.2993
Labiro, C. S., Kusumiati, R. Y. E., Kristen, U., & Wacana, S. (2022). Hubungan Antara Stres Akademik dengan Prokrastinasi Akademik pada Mahasiswa di Masa Pandemi Covid-19 [The Relationship Between Academic Stress and Academic Procrastination in College Students During the Covid-19 Pandemic]. 4(3), 590–598.
Lubis, I. H., & Meliala, S. M. S. (2022). Perbedaan prokrastinasi akademik ditinjau dari jenis kelamin pada mahasiswa Universitas X stambuk 2018 [Differences in academic procrastination viewed from the perspective of gender in students of University X, grade 2018]. Jurnal Penelitian Pendidikan, Psikologi Dan Kesehatan, 3(2), 107–112.
Marković, Z., Stoilkovska, B. B., & Nedeljković, J. (2021). Procrastination and working styles in high school students: Does gender moderate this relationship? Psychological Thought, 14(1), 94–114. https://doi.org/10.37708/psyct.v14i1.545
Muliani, R., Imam, H., & Dendiawan, E. (2020). Relationship Between Stress Level And Academic Procrastination Among New Nursing Students. The Malaysian Journal Of Nursing, 11(3), 63–67. https://doi.org/10.31674/mjn.2020.v11i03.010
Nagpal, N. (2023). Procrastination and Life Satisfaction Among Young Adults: A Multicultural Perspective (India, UK, USA). The International Journal of Indian Psychology, 11(1), 1216–1227. https://doi.org/10.25215/1101.123
Nieto Fernández, S., Faure Carvallo, A., Calderón, C., & Gustems, J. (2024). Procrastination Among University Students: A Study Investigating Sociodemographic and Psychological Factors. International Journal of Instruction, 17(2), 367–382. https://doi.org/10.29333/iji.2024.17221a
Nigam, A., & Srivastava, N. (2024). Relationship Between Personality Traits and Academic Procrastination Among College Students: A Correlational Study. International Journal for Multidisciplinary Research (IJFMR), 6(3).
Novirson, R., & Putri, Y. E. (2024). Prokrastinasi Akademik : Studi Komparasi Siswa Ditinjau dari Jenis Kelamin dan Jenis Sekolah. 167–173.
Obenza, B. N., Kileste, F. L. B., Mesajon, J., Canciller, C., Escudero, M. J. F., Ligasan, N. G., Palacios, G., & Solis, J. (2024). The Mediating Effect of Academic Stress on Fear of Failure and Academic Procrastination of College Students. International Journal of Humanities, Management and Social Science (IJ-HuMaSS). https://api.semanticscholar.org/CorpusID:275122322
Olsson-Collentine, A., Assen, M. A. L. M. Van, & Hartgerink, C. H. J. (2019). The Prevalence of Marginally Significant Results in Psychology Over Time. Psychological Science, 30(4), 576–586. https://doi.org/10.1177/0956797619830326
Peña-Lang, M. B., Barrutia, J. M., & Echebarria, C. (2022). Service quality and students’ academic achievement. Quality Assurance in Education, 31(2), 247–262. https://doi.org/https://doi.org/10.1108/QAE-02-2022-0039
Pollack, S. R. (2023). Mindful Self-Care and Procrastination: Examining the Role of Distress and Life Satisfaction among University Students. The University at Buffalo, The State University of New Yorkhe University at Buffalo, The State University of New York.
Pritschet, L., Powell, D., & Horne, Z. (2016). Marginally Significant Effects as Evidence for Hypotheses: Changing Attitudes Over Four Decades. Psychological Science, 27(7), 1036–1042. https://doi.org/10.1177/0956797616645672
Putra, D. J. H., & Affandi, G. R. (2023). Hubungan Antara Self-Monitoring dengan Prokrastinasi Akademik pada Siswa SMA Muhammadiyah 2 Sidoarjo. ResearchJet Journal of Analysis and Inventions, 3(2), 1–10. https://doi.org/10.47134/researchjet.v3i2.18
Rahmadani, D. A., Rahmawati, N. R., & Laksana, E. P. (2022). Prokrastinasi Akademik Siswa Sekolah Dasar Kelas Tinggi pada Masa Pandemi COVID-19 [Academic Procrastination of Upper Elementary School Students During the Covid-19 Pandemic]. Belantika Pendidikan, 5(2), 71–76. https://www.researchgate.net/publication/365425443
Ramadhan, R. P., & Winata, H. (2020). Prokrastinasi Akademik Menurunkan Prestasi Belajar Siswa [Academic Procrastination Reduce Students Achievement]. Jurnal Pendidikan Manajemen Perkantoran, 1(1), 154.
Rosário, P., Costa, M., Núñez, J. C., González-Pienda, J., Solano, P., & Valle, A. (2009). Academic procrastination: Associations with personal, school, and family variables. Spanish Journal of Psychology, 12(1), 118–127. https://doi.org/10.1017/S1138741600001530
Saini, J. K., & Singh, M. M. (2024). The Relationship Between Procrastination and Perfectionism. International Journal For Multidisciplinary Research, 6(2). https://doi.org/10.36948/ijfmr.2024.v06i02.16744
Sakti, P., Handoyo, R. D., & Wihadanto, A. (2020). Pengaruh kecerdasan emosional, komitmen organisasional dan organizational citizenship behavior terhadap kinerja [The influence of emotional intelligence, organizational commitment and organizational citizenship behavior on performance]. Jurnal Ilmiah Manajemen Dan Bisnis, 21(1), 60–68. https://doi.org/10.30596/JIMB.V21I1.4149
Salguero-Pazos, M. R., & Reyes-de-Cózar, S. (2023). Interventions to reduce academic procrastination: A systematic review. International Journal of Educational Research, 121, 102228. https://doi.org/https://doi.org/10.1016/j.ijer.2023.102228
Sirois, F. M. (2023). Procrastination and Stress : A Conceptual Review of Why Context Matters.
Sirois, F. M., Molnar, D. S., & Hirsch, J. K. (2017). A Meta-analytic and Conceptual Update on the Associations Between Procrastination and Multidimensional Perfectionism. European Journal of Personality, Eur. J. Pers. https://doi.org/10.1002/per.2098
Smith, M. M., Sherry, S. B., Saklofske, D. H., & Mushqaush, A. R. (2017). Clarifying the perfectionism-procrastination relationship using a 7-day, 14-occasion daily diary study. Personality and Individual Differences, 112, 117–123. https://doi.org/https://doi.org/10.1016/j.paid.2017.02.059
Steinert, C., Heim, N., & Leichsenring, F. (2021). Procrastination, Perfectionism, and Other Work-Related Mental Problems: Prevalence, Types, Assessment, and Treatment—A Scoping Review. Frontiers in Psychiatry, 12(October), 1–12. https://doi.org/10.3389/fpsyt.2021.736776
Sulistiyana, S., Istati, M., & Rahmah, E. N. (2022). Group counseling using motivational interviewing technique : reducing students ’ academic procrastination. Jurnal Konseling Dan Pendidikan, 10(4), 668–675.
Surur, A. M., Fanani, M. Z., Septiana, N. Z., Purnomo, N. H., Ridwanulloh, M. U., & Soimah, Z. (2023). Management of Developing Mathematics Learning Modules to Reduce Students’ Academic Stress. AIP Conference Proceedings. https://doi.org/10.1063/5.0123808
Vanvoorhis, C. R. W., & Morgan, B. L. (2007). Understanding Power and Rules of Thumb for Determining Sample Sizes. Tutorials in Quantitative Methods for Psychology, 3(2).
Wulandari, D., Laily, U. F., Rahmawati, N. R., & Fernanda, J. W. (2025). The level of academic procrastination among students at IAIN Kediri and UIN Maulana Malik Ibrahim Malang. Proceeding International Conference on Islam, Law, and Society (INCOILS), 4(1). https://doi.org/10.70062/incoils.v4i1.277
Yar’adua, A. S., & Zakariya, N. (2021). Comparative Analysis of Male and Female Students Academic Performance Among Senior Secondary School Mathematics in Katsina State. SSRN Electronic Journal. https://doi.org/10.2139/SSRN.4589002
Zakirullah, Z., Camlibel, B. B., & Ying, H. (2025). Service Quality’s Impact on Educational Reputation and Students’ Happiness at Hohai University: The Mediating Role of Students’ Motivation. Journal of Human Resource and Sustainability Studies, 13(01), 16–39. https://doi.org/10.4236/jhrss.2025.131002
Zhou, M., Lam, K. K. L., & Zhang, Y. (2021). Metacognition and Academic Procrastination: A Meta-Analytical Examination. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 40, 334–368. https://api.semanticscholar.org/CorpusID:239717138
Zimmerman, B. J. (2000). Chapter 2 - Attaining Self-Regulation: A Social Cognitive Perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 13–39). Academic Press. https://doi.org/https://doi.org/10.1016/B978-012109890-2/50031-7
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The copyright is reserved to Pedagogy Review that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Address:
CV. IMRECS: Jalan Gagak I, Kecamatan Larangan, Kota Tangerang. Postal Code: 15155
STKIP Al Islam Tunas Bangsa: Jalan Z.A. Pagar Alam No. 41 Gedong Meneng Bandar Lampung