Do adaptive perfectionism and self-determined motivation reduce academic procrastination? Learning and Individual Differences, 36, 165-172. Cao, L. (2012). Examining “active” procrastination from a self-regulated learning perspective. Educational Psychology, 32(4), 515-545. https://doi.org/10.1080/01443410.2012.663722 Carden, R., Bryant, C., & Moss, R. (2004), Locus of control, test anxiety, academic procrastination, and achievement among college students. Psychological Reports, 95(2), 581-582. Cavusoglu, C., & Karatas, H. (2015). Academic procrastination of undergraduates: Self- mn, Anthropologist, 20(3), 735— determination theory and academic motiv: 743. Milgram, N., Marshevsky, S., & Sadeh, C. (1995). Correlates of academic procrastit Journal of Psychology, 129(2), 145-155. Motie, H., Heidari, M., & Sadeghi, M. A. (2012). Predicting academic procra school students. Procedia-Social and Behavioral Sciences, 69, 2299-2308. Pychyl, T. A., Coplan, R. J. & Reid, P. A. M. (2002). Pare jon: gender differences in the relations between procrastination, jon: Discomfort, task aversiveness, and task capability. The ion during self-regulated learning in Iranian first grade high and procras parenting style and self-worth in early adolescence. Personality and Individual Differences, 33(2), 271-285. 26Quy dinh vé nhigm vy hge tp cita hye sinh trich tir BO gido dye vA dao t20 Vigt Nam Officesaigon.yn Procras (Joseph Ferrari, 1989) the Things We Do: A Grounded Theory of Academic ation and Task Avoidance: Theory, Research, and Treatment ion( Schraw, Wadkins, & Olafson, 2007) . wikipedia org/wiki/Tr%C3%AC_ho%C3%A3n https://www.researchgate.net/publication/263917324_ Procrastination When. Good_ Things Don't Come to Those Who Wait https://www.researchgate.net/publication/6598646_The_nature_of_procrastin ation_a_meta-analytic_and_theoretical_review_of_quintessential_self- regulatory failure Psychol Bull 133 65-94 Ackerman, D. S., & Gross, B. L. (2005). My instructor made me do ‘ask characteristics of procrastination, Journal of Marketing Education, 27(1), 5~ 13. Blunt, A. K., & Pychyl, T. A. (1998), Volitional action and inaction in the lives of undergraduate students: State orientation, procrastination and proneness to boredom. Personality and Individual Differences, 24(6), 837-846. Blunt, A. K., & Pychyl, T. A. (2000). Task aversiveness and procrastination: A multi- dimensional approach to task aversiveness across stages of personal projects. and Individual Differences, 28(1), 153-167. Broussard, 8. C., & B. (2004), The relationship between classroom motivation and academic achievement in Person: Garrison, M. elementary school-aged children. Family and Consumer Sciences Research Journal, 33(2), 106-120 Burnam, A., Komarraju, M., Hamel, R., & Nadler, D. R. (2014) 25REFERENCES The Procrastination Equation: How to Stop Put Getting Stuff Done (2011) Exploring Behavioral Delay in Real-Life Set 9(746). Rahimi, S., Hall, N. C., & Pychyl, T. A. (2016). : Psychological Antecedents Revisited(2016) i Things Off and Start gs. Frontiers in Psychology, Academic Procrasti The New York Times -Procrastination and Task Avoidance--Theory, Research and Treatment (2008) Academie procrastination in college students: The role of self-reported executive function.(2011) Tir dién tiéng Viet Academic interventions for academic procrastination: A review of the literature (2018) Philosopher John Perry (Stanford), author of the book "The Art of Procras Tir dién tam ly hgc cia Attributions of Respons Front. Psychol. 05 August 2016. Zacks, S. & Hen, M. (2018). Academic interventions for academic procrastination: A review of the literature. lity and Blame for Procrastination Behavior. Journal of Prevention & Intervention in the Community, 46(2), 117-130. Tir dién Oxford ion Scale (Lay, 1986) When Good Things Don't Come to Those Who Wait( Katrin Klingsieck, 2013) ion, health, and well-being.(Timothy Pychyl, 2016) Paul Newton ( How to Overcome Procrastination, 2014) Procrastit 24~ You're less likely to procrastinate if you're really focused. When you study, you often don't pay attention but study while doing other things, even eating, surfing facebook... The most practical solution is to block social networks, snacking habits when studying. Then your brain is not distracted by many different things, only focusing on learning, so the ability to absorb will be much better. And you should also choose a suitable, quiet study location. This is one of the ways to help you focus in the shortest time to achieve the highest efficiency. 4. Create a class schedule - You should establish a regular study schedule, Rate the difficulty of each of your modules and set aside a reasonable amount of time each week to complete assignments and put aside other things like hanging out with friends, watching movies... When studying Once it becomes a habit, procrastination is less likely 5. Find classmates Finding a classmate is a great way to hold yourself accountable for getting work done on time, You and your friend will have an arranged schedule together and that forces you to stick to the set study schedule if you don't want to miss the appointment and affect your friend, Studying with a friend can be a great motivator to study in the first place, especially if you tend to get bored studying alone. 6, Reward yourself, - This will give you more motivation and excitement to continue studying diligently. Remember to periodically reward your study efforts with fun and healthy things, like going to the movies after school or going out with friends... You'll procrastinate less if you're alone. feel happy, healthy and motivated! 23Despite some theoretical and pr: | contributions, this study suffers from the following limitations: - Non-standard measurement tools reduce the reliability of research results - how the measurement affects the results of the study, - The study was conducted with a group of ULIS students and as a convenience sample, the results of this study cannot be used for broader populations. Students will do things better if you have the time needed to learn and complete them in the m appropriate wa Of course, then there is a high probability that students will get higher grades and even not affect their health. To do so, beat learning procrastination with these 6 helpful methods: 1. Let's break down each I son - Do not take on too many things at once, this will make you easily frustrated and give up. Because in the process of self-studying at home, we don't have a pusher, if the goal is out of reach, you will be confused as to where to start and of course can’t concentrate at that time. . This overload makes you not able to do your job well and always remember when to forget. Therefore, let's break down each piece of knowledge and tackle each problem one by one, You will feel “easier” and fully focus on doing well on small goals! 2. Learn from basic to advanced ~ If you want to go long distances, you must have a basic foundation, go from easy to difficult, but you must not leapfrog. Many of you have a leaming style that is “accelerated review", a huge mistake that makes you never get high scores in exams. It's just a way of leaning to cope that can’t be applied later. If you want any math problem you can solve, the only way is to master the basics. Let's start with the basic knowledge so that it is fluent and then gradually learn more advanced knowledge. 3. Minimize distractions 22people to move forward to complete the set goals for themselves. Therefore, the habit of procrastinating will negatively affect each person. Over time, we will become lazy, not trying to study and work to improve ourselves. Along with that, your goals or intentions will only lie in your imagination, not becoming reality. One person procrastinating on work affects the entire company. In particular, if the work is not solved immediately, rushing day after day, reaching the deadline, people often rush to do it, leading to overwork and getting things done. This habit makes people unable to promote their own strengths, staying in one place forever. Such people also cannot receive respect and love from everyone. As such, this is a bad habit. Everyone needs to stay away to be able to improve themselves more and more. Theoretically, the results of this study have contributed to proving the hypothesis about the influence of the satisfaction of basic psychological needs on learning retardation through learning motivation, New variables are the cause or precondition of procrastination. Future studies need to consider and find more factors that may mediate the relat niship between satisfaction of basic psychological needs and learning delay. Recommendations - In practical terms, these research results show that in order to limit the delay in learning among students, schools, lecturers and educators need to find ways to create a learning environment in which students be connected with each other and with the faculty; creating conditions for students to be autonomo s in their learning activities as well as opportunities for students to demonstrate their abilities and be recognized for their competence. Theoretically, the results of this study have contributed to pro g the hypothes about the influence of the satisfaction of basic psychological needs on learning retardation through learning motivation, New variables are the cause or precondition of procrastination. Future studies need to examine and find more factors that may mediate the relationship between satisfaction of basic psychological needs and learning delay. 24CONCLUSION When it comes to degree of procrastination, group analysis shows that students procrastinate mainly 1 to 6 times/month, At the same time, the difference between men’s and women's delay in menses was not significant. The fact that freshmen and 4th years both have a degree of procrastination is due to different reasons. For first-year and second-year students, the delay in studying is because you think that other jobs have higher priority such as extracurricular activities, going out, ... because you have thoughts. think that the time T have just studied for the university exam is already hard, now is the time to relax and you are gradually delaying completing the assignments on time. As for the 4th year students, the students are mainly due to the lack of interest in performing that earning task and causing the problem of procrastination. Through the group analysis given above, the main cause of student procrastination is, from not being interested in the assigned work and not knowing how to manage time and work effectively. According to the data that the analysis team showed, there were no major differences between genders or different educational levels (from year I to year 4). This is consistent with the proposed hypothesis. After analyzing the data, the solution when students are about to be late to complete the main study task is to speed up the processing of the work and there is no too big difference in gender in the responses of the research subjects, However, from the reasons drawn above, we see that the most effective solution is: Make a detailed list of things to do in the remaining time and follow this list. Because if we use the method to speed up the proces ng of work, we find that it is only a temporary method. Because when using this method, students are trying to complete the learning task in a reluctant and customary way. At that time, the efficiency and quality of learning becomes very low. Not only that, the closeness to speed up the work will result in the students gradually forming the habit of procrastination: when they are close to the deadline, they will start working on the test. If that situation persists, it will be like a loop, causing a decrease in learning outcomes in the near future. Procrastination as mentioned is an extension of time, causing work interruption. Life is always in motion, requiring 20study “My instructor made me do it: Task characteristics of procrastination” has shown that students will also experience negative effects on the body such as: - Rhythmic disorders (Eating late, staying up late, getting up early, ...) ~ Make time for other tasks - Not trusted and appreciated by Parents, Teachers and Friends Since the main cause of procrastination in ULIS students is because students do not know how to manage their plans and are not interested in their assigned work, we need to come up with reasonable solutions to overcome this problem. 19processing (Sprint) Extension of time to submit products 18 Make a detailed to-do list for the 28 remaining time and follow this checklist Other ideas ny Bang 3.3.2. Table of specific data on ULIS students’ solutions when they're about to be late for deadlines Through chart 3.3.1, we can see that: the majority of students at ULIS choose the solution as "high concentration and speeding up the remaining work"; and solutions thanks to support (friends and relatives, refresh competition products, study plans). When asked about the solution when they are about to be late for class, female students often choose the solution of "high concentration, speeding up work" and "ask for support", while male students often choose solution "high concentration, speed up processing work". . Since then, I have noticed that there is a similarity in the way men and women respond when they are about to complete a learning task. ‘Through all the data analyzed from the schools, I found that the solution that ULIS students used was to increase the speed and focus on the work. From here, the research team found that because the solution when dealing with students’ procrastination is to concentrate and speed up the process of work, most students will have to experience psychological stress when solving problems. job. At the same time, working for such a short time will not guarantee work efficiency. When procrastinating, Ackerman in the 18| « a a ee eunrdod (cohnoter Seenche cocci, teetaet mists tte Yarchaot "poms, “te? Sodurnok "peace ‘ens me ‘Ssowe’ pets) worane)"pesng cara (Sprint) checklist Bang 3.3.1. Table of ULIS students’ solutions when they're about to be late for deadlines Solutions when students are about | Specific figures (students) to be late for deadlines Inform the teacher about your 2 situation for advice Ask for support (teachers, other 20 groups, parents, ..) Give up that academic job (No 6 workaround) High concentration, speed up work 61 17Other ideas Baing 3.2.2. Table of specific data on causes of procrastination in students According to chart 3.2.1, the causes of the psychology of procrastination at ULIS mainly come from: not being interested in the assigned work and students do not know how to make a scientific study plan. There was no difference in other grades. Time management skills are extremely important skills in study and work, When going to school, students have to study many subjects at the same time, each subject has group assignments, presentations, exercises, tests, etc. With each subject, it will be easy to be overloaded, learn first, forget later, when, The exam date is approaching, it will be very difficult because there is too much unreviewed knowledge. Hurry up. At the same time, it is necessary to plan the most appropriate time to complete each task so as not to be disappointed or waste time on something. 3.3. Investigate how ULIS students can deal with late deadi 162» ° a |_| | Feeling Thinking thati_Thinkng that Having to do Uunntsrestes nam nt qualfied other jobshave other more ‘theassigned todo thejob more prlrty. Important wer (ouacutiular — ewreses ‘scttieg, housework ete.) Thinking that Dorit know how Arete havealotot to make a study time eto do plan sent Bang 3.2.1. The cause of the student's procrastination ‘The cause of the student's Specific figures (students) procrastination Feeling uninterested in the assigned work 58 Thinking that | am not qualified to do the task 13 Thinking that other jobs have more priority : (extra-curricular activities, housework, etc.) Having to do other more important exercises 4 Thinking that | have a lot of time left to do 2 Don't know how to make a study plan 40 scientifically 15From 4 to 6 times/month 34, From 7 to 9 times/month 6 More than 9 times/mont 5 Other ideas 3 Bang 3.1.2 Table of specific data on the degree of procrastination of students Out of a total of 156 students, 92 students (about 45%) have a procrastination level that is usually "From 1 to 3 times / Month", Meanwhile, 34 students (accounting for about 21.8%) answered “From 4 to 6 times/month”, which shows the degree of procr: stination is quite frequent. From the data obtained from 156 students, I found that in the survey, the majority of students procrastinate from 1 to 3 times/month and 4 to 6 times/month. From here, the group concludes, the reality of delaying learning tasks in ULIS students is mainly about | to 6 times/month and there is no difference at all levels. Due to the degree of procrastination that is quite frequent, radical measures are needed problem. 3.2. Investigate the causes of procrastination among ULIS students 14CHAPTER 3: RESULTS AND DISCUSSION The number of valid votes collected included 156 votes, of which female students accounted for 85%, male students 159%. The group of students in the 4th year accounted for 63%; 3rd year students accounted for 3.5% and Ist year students accounted for 33.5% 3.1. Degree of procrastination in learning tasks 100 18 50 i ° | oa Never From1to3 From4to6 From7to9 More than9 Another idea timesimonth times/month times/month __times/month. Bang 3.1.1. Procrastination rate of students Degree of procrastination on learning | Specific figures (students) tasks Never 16 From | to 3 times/month 92 13- Method of conducting: Interviewing 10 students selected from the case study method and using a list of 3 questions to better understand the reasons for the participants’ chi of answers. Semi-structured interviews took place in the form of 1-1 through Zoom meeting software. 2.2.4, Data processing by mathematical statistics method Calculate the percentage of data collected from the survey using a questionnaire to analyze the status of student procrastination and the reasons for procrastination, confirming the research hypothesis of the topic. 12CHAPTER 2: RESEARCH ORGANIZATION AND METHODS 2.1, Research organization, 2.1.1. Theoretical research. - Conduct research on domestic and foreign documents related to the research content. + Systematize some basic theoretical problems related to student learning delay and reasons for procrastination. + An overview of some typical studies by domestic and foreign authors on the problem of procrastination in student learning. + Leam the scales of student procrastination. - Contents of theoretical research: + Define the concept of procrastination and related concepts + Analyze, synthesize, and evaluate research works of domestic and foreign authors on the problem of procrastination in student learning and the causes of procrastination. 2.1.2. Practical research ‘The implementation of the practical research was conducted from December 2021 to February 2022. In thi process, we build research tools including questionnaires, in-depth interviews. Conduct pilot surveys, edit questionnaires, interviews, improve research tools and conduct surveys 2.2. Research Methods. 2.2.1. Document research methods . This method is used to systematize some basic theoretical problems related to procr stination in student learning and the reasons for procrastination. 2.2.2. Questionnaire survey method. From the content systematized in the theoretical framework, we proceed to build a questionnaire in accordance with the research content, focu ing on understanding the problems related to student learning procrastination. 2.2.3, In-depth interview method This method aims to supplement, check and clarify the collected information focusing on the reasons leading to student leaning delay. "1did not motivate push yourself to complete the work within the expected time frame (Ackerman & Gross, 2005). [5] - Procrastination in the school context is considered academic procrastination. Steel and Klingsieck (2016) define this term as the voluntary act of delaying learning despite the anticipation of undesirable outcomes [54]. Through the above concepts, we choose the concept "Procrastination in learning tasks refers to the individuals self-awareness that he or she needs to perform a learning task or perform a learning activity. , but for various reasons didn't push myself to get the job done within the scheduled time frame" SUB-CONCLUSION CHAPTER 1 After analyzing and synthesizing from related documents, we based on the definitions of Silver (1974) and Steel (2007) to give the definition of delay as "Procrastination is when a person intentionally push the execution time after the optimal task start time despite being aware of the accompanying negative consequences.” [51], [54]. Regarding the definition of procrastination in learning tasks, The group chose the definition of Ackerman & Gross (2005): “Leaming procrastination refers to. the individual's self-consciousness that he or she needs to perform a learning task or perform a learning activity, but for different reasons, did not push themselves to complete the work within the expected time frame” In chapter 1, we also clarified the concepts related to student learning activities at the same time. Several factors influence student procrastination. 10According to the University of Oxford, learning activities are defined as follows: - Learning Activity: A specific human activity driven by a voluntary goal to acquire new knowledge, skills, techniques, values, behavioral patterns, and most types of activities. determined. - Student learning activities: The process by which students acquire knowledge and skills in a university environment. The scope of study covers many areas, not only theoretical knowledge but also practical skills. According to the regulations of the Ministry of Education and ‘Training of Vietnam, students’ learning tasks will include: - Carry out learning and training tasks according to the school's educational and training programs and plans; Actively proactive in self-study, research, creativity, self-training in morality and lifestyle. - Comply with the guidelines and policies of the Party, the laws of the State and the regulations, rules and regulations of the Universit According to the modem teaching concept of Oxford University, students! classroom. activities can be understood as their participa sed n in classroom learning tasks, exp! in three aspects including cognition, behavior behavior and attitude. In the credit-based training environment, the lessons are methodically conducted by the lecturers according to the interactive pedagogical method, in addition to self-study activities and the students’ level of participation in learning activities. Class staff can be considered as the most important factor determining the quality of class hours. 1.3.2. Procrastination in student learning Studies on proc stination in defining learning activities often define this concept as delay in activities nation in aking place in chool. More specifically, studies on procras! learning activities have introduced the concept of this phenomenon as follows: - Procrastination on learning tasks related to the individual's self-awareness that he or she needs to perform a learning task or perform a learning activity, but for various reasonsion to homework was one of the two main causes of psychology course, ave procrastination. Furthermore, the task distaste factor included dislike of participation in learning activities and lack of energy to participate, These findings lead them to conclude that there are two groups of procrastinators at the college level: (a) a relatively small but extremely homogeneous group of students who reported procrastination as a result of fear of failure, and (b) a relatively heterogeneous group of students who reported procrastination as a result of task aversion. According to Blunt (2000), three aspects related to task aversion in all stages of learning are: boredom, frustration and resentment [10]. Milgram (1995) suggested that procrastination can increase when students feel the task they are doing is boring [39]. This interpretation is reinforced by the work of Hermon, Grossman-Baklash and Sela (1991) (cited in Milgram, 1995), who demonstrated that among tasks of the interesting nature, easy, difficult difficult and boring, boring tasks were most associated with the degree of procrastination [39]. Sheldon and Kasser (1995) suggested that to minimize frustration, individuals can engage in distracting activities such as watching television [51]. This interpretation is supported by research by Blunt (2000), who shows that when procrastinating, individuals rate their current activities (eg, watching television, playing video games). is less disruptive than the activities they are supposed to do (eg, studying for exams, doing homework) [10]. As a result, academic procrastination will occur as students will choose distracting activities to reduce frustration with assignments. Regarding resentment, in this view, procrastination occurs when individuals are not satisfied with having to participate in learning activities that are not really enjoyable. Procrastination is an avoidance of activities where the individual feels forced by others. However, to date, there have been no clear studies on the link between resentment and procrastination. 1.3. Procrastination in student learning activities 1.3.1. Student learning activitiesIn dire mn, researchers often focus on understanding the relationship between retention and personality traits in a five-factor model including openness, conscientiousness, extraversion, agreeableness, and psychoticism. and the characteristic variables associated with each of these personality traits. This is the approach from the point of view of differential psychology - treating procrastination as a personality trait or a behavioral predisposition rather than situation-dependent behaviors (Klingsieck, 2013a).. However, to explain the phenomenon of procrastination, besides this point of view, there are other perspectives, which are the environmental or situational perspective, the clinical psychology perspective, and the clinical psychology perspective. motivation and self- control (Klingsieck, 2013a) In a meta-analysis by Steel (2007) of 250 peer-reviewed articles on procrastination, mainly from psychology, procrastination was found to correlate with several personality traits, consists of: - (i) Low conscientiousness (Johnson, & Bloom, 1995; Milgram, MeyTal, & Levison, 1998). ) Inefficiency and low self-esteem (Low self-efficacy and selfesteem) (Milgram et al., 1998). i) Irrational beliefs (Brownlow, & Reas \ger, 2000; Soloman, & Rothblum, 1984). - (iv) Disability self-acceptance (Ferrari, & Tice, 2000; Milgram et al., 1998). - (v) Impulsivity (Blatt, & Quinlan, 1967; Schouwenburg, & Lay, 1995). - (vi) Emotions: + Anxiety (Rothblum, Solomon, & Murakami, 1986; van Eerde, 2003); + Depression (van Eerde, 2003); + frustration (Blunt, & Pychyl, 2000); + Stress (Tice, & Baumeister, 1997); + Sin (Fee, & Tangney, 2000; Pychyl, Lee, Thibodeau, & Blunt, 2000). 1.2.2. Features of quests with procrastination Solomon and Rothblum (1984) concluded that learning procrastination may be task dependent [53]. According to their survey of college students taking an introductory 7sufficient timelines to define procrastination along with the associated negative consequences. The characteristics of procrastination are (1) intentional, personal and (2) illogical (the subject knows there are negative consequences but still does it) [51], [54]. 1.1.2. Manifestations of procrastination There are many possible causes of procrastination, They appear silently and you can only realize when the consequences are too great. Some of the manifestations are listed by Dr. Bilge Uzun Ozer of the University of Bahgesehir (2011) in A Cross Sectional Study on Procrastination: Who Procrastinate More? as follows - Not really focused and dedicated to work. ~ Laziness, not high determination. - Excessive self-indulgence. - Easily distracted by things other than work. - Tired, depressed and do not want to do the work as planned. - Don't know where to start work but can't find a solution. - Misjudging the nature and time to perform the work. = Subjective, overconfident in own abilities and wasting time. ~ Have a habit of procrastinating for a long time but do not recognize and overcome. - Influence from people around. 1.2. Several factors are involved in procrastination Steel (2007) classifies the causes of procrastination into four main groups: task characteristics, individual differences, outcomes, and demographics [54]. Accordingly, task character tics are the nature of work and activities to be completed. Individual jientiousness. The results differences include factors such as traits, aptitudes, and con: were considered in two parts: mood and performance, and whether procrastination affected their mood and academic performance. What are the three demographic factors associated with procrastination: gender, age, and year/time to complete the task? (The older people get, the less people procrastinate, men tend to procrastinate more than women, and five recent studies show higher procrastination?) 1.2.1. Personality models and procrastination 6