Academic Procrastination in Relation to Fear of Failure

A research study is proposed to investigate the effects on academic procrastination of reductions in perceived fear of failure. Reductions in perceived fear of failure will be accomplished through reductions in the levels of test anxiety. Therefore, the proposed investigation will test relationship between levels of test anxiety and the frequency of academic procrastination.

One hypothesis, as follows, will be tested: The frequency with which a subject participates in academic procrastination will vary positively will the level of the subject's perceived fear of failure as reflected by the level of test anxiety experienced by the subject. Thus, higher levels of test anxiety will be associated with a higher frequency of occurrence of academic procrastination, while lower levels of test anxiety will be associated with a lower frequency of occurrence of academic procrastination.

Assuming that the proposed research were actually to be performed, the anticipation is that the null hypothesis would be rejected and, by inference, the research hypothesis would be accepted. Thus, the anticipation is that the proposed research would confirm that a positive relationship exists between test anxiety levels and the frequency of academic procrastination behavior. Based on this anticipated finding, the conclusion that would be drawn would be that problems with academic procrastin

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tion, (2) perceptions of relevant normative pressure, and (3) personal control. According to the model, one's attitudes toward engaging in a specific activity, such as working to maintain abortion rights, are positively correlated with intentions to engage in this behavior. Intentions, in turn, predict actual behavior. Test Anxiety Test anxiety is a widely reported and investigated phenomenon across a broad spectrum of educational settings (Griffin & Griffin, 1998). Sharma and Sud (1990) found that female students experience higher levels of test anxiety than do males irrespective of cultural background. The study involved students from four Asian cultures. The conclusion drawn from these findings was that a major causal factor involved in the gender-related differences in test anxiety among students was a greater role expectation conflict among females than among males. Females in some cultures are not expected to be able to qualify for college-level work, yet many female students aspire to enter postsecondary studies, and this role conflict exacerbates their experiences of test anxiety Sud (1991) examined test anxiety among students in India and the United States. This study found no differences in levels of test anx
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Some common words found in the essay are:
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Approximate Word count = 9415
Approximate Pages = 38 (250 words per page)