Volume 9, Issue 2 (9-2024)
cjhaa 2024, 9(2): 0-0 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
The Relationship between Academic Procrastination and Academic Burnout Among Nursing Students at Ramsar Nursing Faculty. cjhaa 2024; 9 (2) : 3
URL: http://cjhaa.mubabol.ac.ir/article-1-227-en.html
URL: http://cjhaa.mubabol.ac.ir/article-1-227-en.html
Abstract: (534 Views)
Background and Objective: Academic procrastination, as a debilitating factor, is associated with anxiety, low self-esteem and academic burnout. The aim of this study was to determine the extent of academic procrastination and academic burnout among students at Ramsar Nursing Faculty.
Methods: In this descriptive-correlational study, 250 nursing students were studied using a census sampling method. Data were collected through the Maslach and Jackson Academic Burnout Questionnaire (1981) and the Solomon and Rothblum Academic Procrastination Scale (PASS, 1984 - Student Version). The data were analyzed using Pearson’s correlation coefficient and regression with SPSS 16.
Findings: The results indicated that the students had a moderate level of academic procrastination (82.86 ± 14.35) and academic burnout (41.20 ± 13.97). A significant positive correlation was found between academic procrastination and academic burnout (r=0.556, P<0.001). Additionally, academic procrastination and burnout showed significant relationships with demographic variables.
Conclusion: Based on the findings, academic procrastination among nursing students was at a moderate level. Given the significant impact of academic procrastination on various aspects of education and students' future careers, it is critical for faculty and academic advisors to address this issue. Identifying the causes and implementing appropriate strategies to reduce this behavior—such as organizing workshops on time management, stress management techniques, and ways to increase academic motivation—can be effective in minimizing academic procrastination among students.
Methods: In this descriptive-correlational study, 250 nursing students were studied using a census sampling method. Data were collected through the Maslach and Jackson Academic Burnout Questionnaire (1981) and the Solomon and Rothblum Academic Procrastination Scale (PASS, 1984 - Student Version). The data were analyzed using Pearson’s correlation coefficient and regression with SPSS 16.
Findings: The results indicated that the students had a moderate level of academic procrastination (82.86 ± 14.35) and academic burnout (41.20 ± 13.97). A significant positive correlation was found between academic procrastination and academic burnout (r=0.556, P<0.001). Additionally, academic procrastination and burnout showed significant relationships with demographic variables.
Conclusion: Based on the findings, academic procrastination among nursing students was at a moderate level. Given the significant impact of academic procrastination on various aspects of education and students' future careers, it is critical for faculty and academic advisors to address this issue. Identifying the causes and implementing appropriate strategies to reduce this behavior—such as organizing workshops on time management, stress management techniques, and ways to increase academic motivation—can be effective in minimizing academic procrastination among students.
Article number: 3
Type of Study: Research |
Subject:
General
Received: 2024/12/29 | Accepted: 2025/02/21 | Published: 2025/03/17
Received: 2024/12/29 | Accepted: 2025/02/21 | Published: 2025/03/17
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
