ACADEMIC PROCRASTINATION IN RELATION TO FEAR OF FAILURE & RELATED ATTITUDES: A RESEARCH PROPOSAL
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 procrastination could be minimized through effective management of anxiety.
Fear of failure, an absence of motivation, poor self-concept, and related stress-producing factors long have been associated with the development of anxieties and stresses that manifest themselves in behaviors such as academic procrastination that, in turn, lead to poor academic performance (Senecal, 1995). Rubenzer (1990) contended that school-related stress is the most prevalent untreated cause of ...