TO explore the relationship between self-conscious emotions, procrastination, and academic self-confidence and achievement, a sample of 365 undergraduates was randomly selected from among all students of one university. Analysis of the data collected using a questionnaire, showed that academic achievement has a significant correlation with shame, guilt, and selfishness. A negative correlation was seen between procrastination and academic self-confidence. Close to 9% of the variance in academic achievement is explained by self-conscious emotions, whereas the procrastination factor, along self-conscious emotions account for only 8% of academic self-confidence. The results can be used in counseling students.
(2012). Self-conscious emotions and procrastination as predictors of academic self-confidence in university students. The Journal of New Thoughts on Education, 8(1), 9-28. doi: 10.22051/jontoe.2012.153
MLA
. "Self-conscious emotions and procrastination as predictors of academic self-confidence in university students". The Journal of New Thoughts on Education, 8, 1, 2012, 9-28. doi: 10.22051/jontoe.2012.153
HARVARD
(2012). 'Self-conscious emotions and procrastination as predictors of academic self-confidence in university students', The Journal of New Thoughts on Education, 8(1), pp. 9-28. doi: 10.22051/jontoe.2012.153
VANCOUVER
Self-conscious emotions and procrastination as predictors of academic self-confidence in university students. The Journal of New Thoughts on Education, 2012; 8(1): 9-28. doi: 10.22051/jontoe.2012.153
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