FEAR OF FAILURE AND SELF-ESTEEM AS PREDICTORS OF ACADEMIC PROCRASTINATION AMONG COLLEGE STUDENTS

Abstract

In this study, the researcher investigated the role of fear of failure and different aspects of self-esteem (positivity, openness, competence, humility, self-worth, and learning orientation) in relation to academic procrastination. The primary data was collected from a sample of 200 students (96 males and 104 females) from St. John's College, Agra. The students were selected using random cluster multistage sampling, and their age ranged from 17 to 25 years. The study utilized three scales for data collection: the Academic Procrastination Scale by Gupta and Bashir (2018), the Performance Failure Appraisal Inventory by Conroy (2003), and the Self-Esteem Scale by Dhar and Dhar (2015). The collected data was then analyzed using t-tests, Pearson correlations, and linear regression in SPSS-22. The results of the t-tests indicated significant differences between male and female students in terms of academic procrastination, self-worth, and fear of failure. Male students scored higher than female students in academic procrastination, while female students scored higher in fear of failure and self-worth compared to male students. The Pearson correlation analysis revealed a positive correlation between fear of failure and academic procrastination, and a negative association between the different subscales of self-esteem and academic procrastination. Furthermore, the linear regression analyses indicated that fear of failure and self-worth were predictors of academic procrastination among college students. In summary, this study explored the relationship between fear of failure, self-esteem, and academic procrastination. The findings suggest that fear of failure and low self-worth are associated with higher levels of academic procrastination among college students.