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.
Description:
A Thesis in the Department of Counselling Psychology,
Faculty of Applied Behavioural Science in Education, submitted
to the School of Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Counselling Psychology)
in the University of Education, Winneba
JULY, 2024
