Correlation between the Subscales of Academic Self-Concept and the Academic Procrastination Among Young Females

Introduction: Academic self-concept reflects students’ perceptions of their own abilities and competence, influencing confidence, engagement, and goal-directed behaviors. Academic procrastination, conversely, represents the tendency to delay academic tasks, which often undermines performance and increases stress. Objective: The primary objective of this research was to study the correlation between two sub scales of academic Self-concept and the Academic Procrastination among young females. The two subscales, also the two variables thus studied were academic confidence and academic effort.

Method: The study utilized Academic Self-concept Scale by Liu and Wang (2005) and Academic Procrastination Scale by McCloskey (2010) to collect responses from 100 young females currently studying in grade 12, under-graduation and post-graduation. These females were from 18 years to 25 years of age, and they were selected conveniently to use quantitative correlation research design. The respondents were approached personally, for them to fill out the questionnaires. The females, who were able to read, write and understand English and who gave their consent were selected to respond to the questionnaires. First hypothesis formulated was H1) There will be no significant correlation between Academic confidence (ACS) and Academic Procrastination (AP) among young females the second being, H2) There will be no significant correlation between Academic effort (ACS) and Academic Procrastination (AP) among young females.

Conclusion: According to the result, no significant difference was found between Academic Confidence (AC) and Academic Procrastination (AP) rendering the first hypothesis accepted at 0.43 level. The second hypothesis was also accepted at 0.36 level because no significant difference was found between academic effort and academic procrastination. While these results contrast with several studies in the literature that noted an inverse relationship—such as those by Rao et al. (2023) and Saha et al. (2024) but these results align closely with Bhati et al. (2024), who found no significant correlation between academic procrastination and academic performance in their study.

Self-concept, Academic Procrastination, Academic confidence, Academic effort

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