Influence of academic self-efficacy and procrastination on academic motivation among students of University of Education Winneba

Abstract

The study investigated influence of academic self-efficacy and procrastination on academic motivation among undergraduate students. Level of academic self-efficacy, academic procrastination and academic motivation was also investigated among students. A sample of 360 students participated in the study. The study was significant in terms of policy decision making and behavioral change. The research was hinged on positivist paradigm and single objective reality as the philosophical underpinning. Again, the researcher adopted a quantitative approach with cross sectional design. Sampling procedure was stratified with simple random sampling. The data was analyzed using mean and standard deviation for questions 1, 2 and 3 respectively, and the last question was also analyzed using regression. The findings suggest high academic procrastination and low academic self-efficacy among undergraduate students. The study recommended that the university policy makers should collaborate with the Department of Counseling Psychology to develop standardized instrument in the form of self-report test aimed at measuring a particular trait. These recommendations have implication for educational interventions aimed at enhancing students’ academic performance within the university to internally assess students who gained admission into the University of Education Winneba in order to mitigate the negative effects of high academic procrastination.