Gender Difference in Procrastination Among University Students

Asian Journal of Research in Education and Social Sciences
e-ISSN: 2682-8502 | Vol. 4, No. 3, 11-22, 2022

http://myjms.mohe.gov.my/index.php/ajress
Gender Difference in Procrastination Among University Students

Farhah Kassim1, Nurul Syifaa Samiun1, Nurrulaini Ahmad1, Nur Aini Az-zahara
Ahmad Zamri1, Wirawani Kamarulzaman1*
1
Kulliyyah of Education, International Islamic University Malaysia, Gombak, Malaysia
*Corresponding Author: wirawani@iium.edu.my
Accepted: 15 August 2022 | Published: 1 September 2022
DOI: https://doi.org/10.55057/ajress.2022.4.3.2
_________________________________________________________________________________________
Abstract: Procrastination is the act of delaying an activity unnecessarily, and individuals

experience extreme anxiety when they begin to think about it, such as a late submission and
pressure to complete the work or assignment. Since previous research did not fully address the
impact of gender on procrastination, the purpose of this study is to determine whether there is
a correlation between gender and procrastination. Also, to compare the procrastination levels
of male and female students from a public university in Selangor. This study's data were
collected via a questionnaire utilising the Procrastination Scale by Lay (1986) with a 5-Likert
scale. This survey's sample consists of 51 students (25 male and 26 female students) enrolled
in various courses at the university. This study's data were analysed using correlational
analysis and the t-test. Students demonstrate a moderate level of procrastination, and it was
determined that males procrastinate more frequently than females. In this study, the limitations
and improvements are discussed.
Keywords: procrastination, university students, gender, quantitative study

_________________________________________________________________________
1. Introduction
According to Mandap (2016), procrastination is extremely prevalent among university students

who must complete an abundance of assignments, projects, and exams. Procrastination
typically occurs when one activity is unnecessarily postponed, and individuals experience
extreme anxiety when they begin to consider it (Motie et al., 2012). It always has negative
consequences, such as late assignment submission, anxiety, and a rush to prepare for exams,
as well as social anxiety.
There are numerous studies on the procrastination of male and female students. Mandap (2016)
found that male students procrastinate more than female students, with a mean of 41.36 versus
39.39 for males and females, respectively. On the other hand, according to a study conducted
by Uzun Ozer (2005), several tasks, such as completing homework assignments and studying
for exams, are interrelated for female students, whereas male students may avoid such tasks.
According to the findings of Yaakub's (2000) study, approximately 80 percent of Malaysian
university students are considered procrastinators. Moreover, according to a second study
conducted by Bilge Uzun Ozer and Joseph R. Ferrari (2017), a total of 117 out of 214 students
(55 percent) report that they frequently engage in academic procrastination. This is supported
by Hafsa Arif et al. (2014), who found that male students procrastinate more than female
students (M: 38.64). (M: 36.69). Furthermore, a study done by Murat Balkis and Erdinc Duru
(2017) who conducted a study on 441 undergraduate students (49.4% of female and 50.6% of
male found that male students had higher-level academic procrastination and low in terms of
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e-ISSN: 2682-8502 | Vol. 4, No. 3, 11-22, 2022
their academic performance also in academic life satisfaction as compared to females. In a

study involving 450 students, Limone et al. (2020) found that males tend to procrastinate, have
poor time management skills, and employ metacognitive strategies more frequently than
females in academic settings. Aside from that, Clarry developed this survey in 1986 with the
purpose of examining procrastination in relation to achievement, energy level, and self-esteem.
Problem Statement
Research on procrastination has been conducted in numerous disciplines, including education,
psychology, political science, and economics. However, most of the research has focused on
investigating this phenomenon in academic contexts, where the nature, causes, and
consequences of procrastination remain controversial (Bakar et. al., 2016). Academic
procrastination, which occurs in academic situations, is the most prevalent form of
procrastination. Gender differences in procrastination have also been studied in order to
determine which gender has a greater procrastination propensity or if there is no gender
difference in procrastination. In this study, gender was therefore viewed as an important
variable, as it is generally accepted that gender influences academic procrastination (Gropel et
al., 2008; Klassen et al., 2009).
Studies on gender differences in academic procrastination have shown varied and contradictory
results. Some research has found no gender differences in procrastination. Some scholars have
stated that females are more prone to procrastination and the other group researcher also stated
that males are more likely to procrastinate (Balkis et al., 2017). For example, a recent large-
sample study among undergraduate students that has been done by Steel and Ferrari (2013)
found that males are more likely to procrastinate than females. Even in Asian nations such as
India (Sharma et al., 2011) and Pakistan (Saleem et al., 2012), no gender difference in
procrastination was discovered. However, Senecal, Koestner, and Vallerand (1995) claimed in
their study that women are often believed to be more internally driven and less externally
controlled and motivated in academic activities than males. There was only few research
regarding procrastination that had been done before, yet much of the research was not specified
for undergraduate students in Kulliyyah of Education specifically in Gombak, Selangor. As a
result, the aim of this study is to see whether gender gives an impact on procrastination among
male and female students from Kulliyyah of Education, IIUM.
Research Objectives
There are three objectives of this study, as follows:
1) To determine the level of procrastination among KOED students in IIUM.
2) To compare the level of procrastination between male and female among KOED
students in IIUM.
3) To examine the relationship between procrastinatory behaviour among KOED students
and their gender.
Research Questions
Relating to the issue of the relationship between gender and procrastination among Kulliyyah
of Education (KOED) students in IIUM, the research addressed the following questions:
1) What is the level of procrastination among KOED students in IIUM?
2) Is there any statistically significant difference in level of procrastination between male
and female among KOED students in IIUM?
3) Is there any statistically significant relationship between procrastinatory behaviour
among KOED students and their gender?
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Hypotheses
Research Question 2
• H0: There is no significant difference between procrastination among male and female
students in IIUM.
• H1: There is a significant difference between procrastination among male and female
students in IIUM.
Research Question 3
• H0: There is no statistically significant relationship between procrastinatory behaviour
among KOED students and their gender.
• H2: There is a statistically significant relationship between behaviour among KOED
students and their gender.
2. Methodology
The study adopted quantitative design, with the use of survey. The survey instrument contains
several components, such as demographic data and 20 questions in total. The questionnaire was
distributed to the students via google form through WhatsApp that uses 5 Likert scales to see
whether KOED students are being categorised as low, moderate, or high level of
procrastination.
Sample and Population

The sample that was involved in this study is KOED students, which we managed to get 25
male and 26 female students, where we targeted around 50 KOED students. The students must
be active students who are from first-year first semester until fourth-year second semester
which are GUIDE, TEASL, TAASL and ISED courses. The population and sampling were
randomly chosen among KOED students.
Instrument
The data was collected through a developed questionnaire by the researchers, the results of
Cronbach's Alpha are indicated in table 1 below:
Table 1: Cronbach Alpha

Items Cronbach Alpha
20 items 0.82
Example Example
From this table, it shows that Cronbach Alpha is 0.82 where its reliability level is good.
Data Collection Procedures

We took approximately 3 days, which started from 4th January 2022 until 7th January 2022, to
collect the data by using google forms and spreading the survey to all education intake groups
in WhatsApp where our focus is to get the students from Kulliyyah of Education.
Data Analysis
The collected data was transformed into an excel sheet and analysed descriptively using SPSS
software where the result of data is collected in a specific way. Therefore, by this we can know
if we can use or fix our data to complete the process of making. For each research question, we
were using different types of methods. It was shown in table 2 below.
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Table 2: Types of methods

Research question Data Analysis
What is the level of procrastination among KOED students in IIUM? Mean, SD
Is there any statistically significant difference in level of procrastination between male and T-test
female among KOED students in IIUM?
Is there any statistically significant relationship between procrastinatory behaviour among Correlation
KOED students and their gender? analysis
3. Results
Respondents’ Demographic Profile

Table 3 shows that both gender male and female students have slight differences in the number
of participants which are 25 and 26 participants (49% &51%). For the course, there were four
main courses which were GUIDE, TEASL, TAASL and ISED. The majority came from
GUIDE students which were 26 participants (51%) and the minority was from the TEASL
course which consists of 7 participants (13.7%). Moreover, there were also participants from
TAASL and ISED courses which were 10 and 8 participants respectively (19.6% & 15.7%).
Furthermore, we also included the year of study of students from first-year first semester
students until fourth-year second semester students in this survey. The highest was from third
year first semester with 12 participants (23.5%), followed by fourth year first semester, with 8
participants (15.7%) while fourth-year second semester and first-year first semester shared the
same amount which is 6 participants (11.8%). There were also students with the same number
of participants which consisted of 5 participants from first-year second semester, second-year
first semester and third-year second semester (9.8%). The last one was from the second-year
second semester with 4 participants (7.8%).
Table 3: Demographic Information

Demographic Frequency (N) %
Gender
Male 25 49%
Female 26 51%
Course
GUIDE 26 51%
TAASL 10 19.6%
TEASL 7 13.7%
ISED 8 15.7%
Year Of Study
1st Year 1st Sem 6 11.8%
1st Year 2nd Sem 5 9.8%
2nd Year 1st Sem 5 9.8%
2nd Year 2nd Sem 4 7.8%
3rd Year 1st Sem 12 23.5%
3rd Year 2nd Sem 5 9.8%
4rd Year 1st Sem 8 15.7%
4rd Year 2nd Sem 6 11.8%
The level of procrastination among KOED students in IIUM

Table 4 shows the results obtained from the participants to each item in the scale of
procrastination. The scale of the participant was ranging from 1.00- 1.83, showing a very low
level of procrastination, 1.84-2.67 showing a low level of procrastination, 2.61-3.20 indicating
a medium level of procrastination whereas 3.21-4.20 indicating a high level of procrastination
and 4.21-5.00 indicating a very high level of procrastination. From the result, the participants
mostly had a medium level of procrastination and the item “I usually have to rush to complete
a task on time” had the highest mean score which is M= 3.63.
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Based on table 5, it shows descriptive statistics of procrastination among students where the
mean is 3.13 and the standard deviation is 0.41 whereas the number of KOED students who
participate in this survey is (N=51). It indicates that the students have a moderate level of
procrastination. To support this result, there was findings from a research study conducted by
Chehrzad et al. (2017) showed that 70% of university students had moderate procrastination
and 14% of students had severe procrastination, and older age, academic level and gender were
the main predictors of procrastination.
Table 4: Level of Procrastination

Item Mean level
I often find myself performing tasks that I had intended to do days before 3.61 High
I do not do assignments until just before they are to be handed in. 3.22 High
When I am finished with a library book, I return it right away regardless of 2.63 Medium
the date it is due (r)
When it is time to get up in the morning, I most often get right out of bed. (r) 3.12 Medium
A letter may sit for days after I write it before mailing it.
I generally return phone calls promptly. (r) 2.98 Medium
Even with jobs that require little else except sitting down and doing them, I 2.61 Medium
find they seldom get done for days 3.47 High
I usually make decisions as soon as possible (r)
I generally delay before starting on work I have to do 2.88 Medium
I usually have to rush to complete a task on time. 3.49 High
When preparing to go out, I am seldom caught having to do something at the 3.63 High
last minute. (r) 2.75 Medium
In preparing for some deadline, I often waste time by doing other things.
I prefer to leave early for an appointment. (r) 3.53 High
I usually start an assignment shortly after it is assigned. (r) 2.51 Low
I often have a task finished sooner than necessary. (r) 3.00 Medium
I always seem to end up shopping for birthday or Christmas gifts at the last 2.88 Medium
minute. 3.61 High
I usually buy even an essential item at the last minute.
I usually accomplish all the things I plan to do in a day. (r) 3.49 High
I am continually saying I’ll do it tomorrow. 3.06 Medium
I often find myself performing tasks that I had intended to do days before. 3.57 High
2.63 Medium
Table 5: Descriptive Statistics
N Minimum Maximum Mean Std. Deviation

Procrastinate 51 2.00 3.90 3.1324 .40973
Valid N (listwise) 51
The difference in level of procrastination between male and female among KOED students
in IIUM
Hypotheses:
• H0: There is no significant difference between procrastination among male and female
students in IIUM.
• H1: There is a significant difference between procrastination among male and female
students in IIUM.
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Table 6: Descriptive Statistics of procrastinate
procrastinate
N Valid 51
Missing 0
Mean 3.1324
Median 3.1500
Mode 3.15
Std. Deviation .40973
Variance .168
Skewness -.725
Std. Error of Skewness .333
Kurtosis .573
Std. Error of Kurtosis .656
Range 1.90
Minimum 2.00
Maximum 3.90
Based on table 6 above, it shows descriptive statistics of procrastination. The mean is 3.13
whereas the median is 3.15 and the mode is the same as the median which is 3.15. There are
slight differences between the mean, median and mode. So, it can be concluded that the data is
normally distributed.
Figure 1: Histogram with a normal curve for procrastinate
Figure 1 shows a histogram with a normal curve for procrastination. This graph is in a bell-
shape. Thus, it is normally distributed. It means that the sample represents the population.
Table 7: Homogeneity of Variance

Levene Statistic df1 df2 Significance
Procrastinate Based on Mean 1.795 1 49 .186
Based on Median 1.655 1 49 .204
Based on Median and with 1.655 1 48.706 .204
adjusted df
Based on trimmed mean 1.978 1 49 .166
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Based on table 7, the based-on mean is 0.186, p>0.05. Thus, the homogeneity of variance is
fulfilled. This means that the sample represents the population.
Table 8: Group statistics
Std. Std. Error Mean

Gender N Mean Deviation
procrastinate Male 25 3.2700 .35000 .07000
Female 26 3.0000 .42544 .08344
Based on this table, the mean for male is 3.2700 (N=25) whereas for female is 3.0 (N= 26).
Table 9: Independent t-test
F Significance t df Sig(2-tailed)
Procrastinate Equal variances ... 1.795 .186 2.470 49 .017
Not Equal variances ... 2.479 47.873 .017
Based on table 9, t-test shows p < 0.05 ( t= 2.470, df= 49, p=0.017) which indicates that there
is a significant difference between male (m = 3.27) and female ( m= 3.00) in level of
procrastination. The mean scores for male and female are 3.27 and 3.0 respectively, which
indicates that male students have a higher level of procrastination than females. Thus, we can
conclude that the Ho is rejected. According to Steel (2007), his meta-analysis research reported
that men procrastinate in everyday life more than women.
To support this statement, there was research from Milgram et al. (1995) conducted a study
investigating the relationship between procrastination and related variables among 115 male
and 85 female students. Based on the result, it can be concluded that males were more likely to
procrastinate as compared to females. It was also supported by Steel and Klingsieck (2016),
showing that male college students, particularly younger males, would procrastinate more than
females. Thus, it was undeniable that our results were the same as the results of the other
researchers.
The relationship between procrastinatory behaviour among KOED students and their gender
Hypotheses:
• H0: There is no statistically significant relationship between procrastinatory behaviour
among KOED students and their gender.
• H2: There is a statistically significant relationship between behaviour among KOED
students and their gender.
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Figure 2: Homoscedasticity for procrastinate
Based on figure 2, the observed data are closed or near to the fit line which indicates the
homoscedasticity is satisfied or fulfilled. This indicates that the sample represents the
population.
Table 10: Descriptive statistics for correlation

Mean Std. Deviation N
Gender 1.51 .505 51
Procrastinate 3.1324 .40973 51
Based on table 10, it shows the descriptive statistics of correlation between gender and
procrastination. Mean for gender (1.51, SD = 0.51), whereas for procrastinate, Mean (3.13, sd
= 0.41).
Table 11: Correlation between gender and procrastinate

Gender procrastinate
Gender Pearson Correlation 1 -.333*
Significance(2-tailed) .017
N 51 51
Procrastinate Pearson Correlation -.333* 1
Significance(2-tailed) .017
N 51 51
*. Correlation at 0.05(2-tailed):
The analysis revealed that there is a significant relationship between these genders and
procrastination (r = -0.333, p = 0.017) p < 0.05. Thus, this shows that it has a negative low
correlation between these two variables. To conclude, KOED male students tend to
procrastinate more than KOED female students.
4. Discussion and Conclusion
In the present study, research question 1 is designed to determine the level of procrastination
among KOED students in IIUM. Based on the results, table 4 indicates that the participants
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mostly had a medium level of procrastination and the item “I usually have to rush to complete
a task on time” had the highest mean score which is M= 3.63. Based on other findings, the
results of research in educational contexts have revealed that the lack of satisfaction with
academic life and stress are linked with low performance (Balkis M., 2013). Apart from that,
Tice and Baumeister (1997) highlighted that working under the pressure of time can lead to
stress and it adversely affects the performance. In other words, the students that are more likely
to procrastinate will affect their brain condition and it will influence their academic
performance in school.
On the other hand, table 5 revealed descriptive statistics of procrastination among students
where the mean is 3.13 and the standard deviation is 0.41 whereas the number of KOED
students who participate in this survey is (N=51). It shows that the students have a moderate
level of procrastination. This result was supported by other studies where it is stated that
academic procrastination is significantly related to academic achievement although the strength
of the correlation is moderate. So, people who procrastinated more tend to have lower academic
performance as it is consistent with previous research (Howell & Watson, 2007; Collins,
Onwuegbuzie & Jiao, 2008; Bruinsma & Jansen, 2009).
Next, in research question 2, it is designed to compare the difference in level of procrastination

between male and female among KOED students in IIUM. Based on the results for table 9, t-
test shows p < 0.05 ( t= 2.470, df= 49, p=0.017) which indicates that there is a significant
difference between male (m = 3.27) and female ( m= 3.00) in level of procrastination. The
mean scores for male and female are 3.27 and 3.0 respectively, which indicates that male
students have a higher level of procrastination than females. This was supported by another
research done by Steel and Ferrari (2013) where they have found that men procrastinate more
than women. Furthermore, Chapell et al. (2005) found that female college students reported
higher cumulative GPAs than male students. Moreover, Tessema et al. (2012) revealed that
female students are more likely to rate their academic satisfaction higher than male students.
Therefore, it can be concluded that male students tend to procrastinate academic tasks whereas
female students have higher levels of academic performance and also satisfaction with
academic life.
As for the research question 3, based on table 11, where the analysis revealed that there is a
significant relationship between these genders and procrastination (r = -0.333, p = 0.017) p <
0.05 which means that there is a negative low correlation between both variables. Thus, it
proves that the H0 is rejected as there is no statistically significant relationship between
procrastinatory behaviour among KOED students and their gender can be rejected and H2 is
accepted as there is a statistically significant relationship between behaviour among KOED
students and their gender is accepted. So, it has been proofed those male students tend to
procrastinate more than female students. The result was supported by previous research (e.g.,
Nasri et al., 2013; Tavakoli, 2013; Yong, 2010), where the findings from the current study
showed that males tend to procrastinate more than females. This might suggest that males are
at higher risk to academic procrastination.
In the same study, Sharma and Kaur (2011) discovered that females scored significantly higher
than males on the fear of failure as a procrastination-causing factor. In accordance with their
findings, the current findings indicated that fear of failure was greater among female students
than among male students, and that it significantly predicted procrastination. However, there
are a few limitations that must be addressed, so there will be a few improvements to future
research. To begin with, only 51 participants were included in this study. Therefore, a greater
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number of participants are required if we are to obtain reliable results. Moreover, this study
was limited to a single kulliyyah, KOED. Therefore, future research may need to include other
kulliyyah to compare procrastination and its impact on students' academic performance. This
study did not have an equal number of male and female participants, as it included 25 male and
26 female students. For the results to be more accurate, the number of male and female
participants should be proportional.
Conclusion
This study is aimed to find the relationship between the level of procrastination among male
and female students and the relationship between procrastinatory behaviour and gender among
KOED students in IIUM who are from first-year first semester until fourth-year second
semester with different major under Kulliyyah of Education such as GUIDE, ISED, TEASL
and TAASL. The data has been collected by spreading questionnaires in the WhatsApp group
for KOED students by using the google form platform.
To conclude, KOED male students tend to procrastinate more than KOED female students. To
support this statement, the research entitled “Academic Procrastination among Male and
Female University and College Students” by (Hafsa Arif, Syeda Sumbul and Noor Sidra
Muneer, 2014) stated that procrastination will be higher in male students as compared to female
students. The result for their analysis also has shown that male students tend to procrastinate
more than female students. So, it can be concluded that males were more likely to procrastinate
as compared to females. To add, many studies by other researchers show the result in the same
direction. Therefore, it can be concluded that procrastination behaviour is more commonly
found in male students rather than in female students. Overall, future researchers should not
only focus on gender but also include other variables such as academic performance and
procrastination during online learning in order to paint a clear picture of procrastination for
some populations.
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Gender Difference in Procrastination Among University Students

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Asian Journal of Research in Education and Social Sciences

e-ISSN: 2682-8502 | Vol. 4, No. 3, 11-22, 2022

Gender Difference in Procrastination Among University Students

*Corresponding Author: wirawani@iium.edu.my

Accepted: 15 August 2022 | Published: 1 September 2022

Abstract: Procrastination is the act of delaying an activity unnecessarily, and individuals

Keywords: procrastination, university students, gender, quantitative study

According to Mandap (2016), procrastination is extremely prevalent among university students

their academic performance also in academic life satisfaction as compared to females. In a

Sample and Population

Table 1: Cronbach Alpha

Data Collection Procedures

Table 2: Types of methods

Respondents’ Demographic Profile

Table 3: Demographic Information

The level of procrastination among KOED students in IIUM

Table 4: Level of Procrastination

Table 5: Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Table 6: Descriptive Statistics of procrastinate

Figure 1: Histogram with a normal curve for procrastinate

Table 7: Homogeneity of Variance

Table 8: Group statistics

Std. Std. Error Mean

Table 9: Independent t-test

Figure 2: Homoscedasticity for procrastinate

Table 10: Descriptive statistics for correlation

Table 11: Correlation between gender and procrastinate

4. Discussion and Conclusion

Next, in research question 2, it is designed to compare the difference in level of procrastination

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