Perceived Social Support, Academic Procrastination and Academic Engagement Among Undergraduate University Students

Abstract

This study examined the relationships between Perceived Social Support, Academic Procrastination, and Academic engagement among undergraduate university students. It was hypothesized that perceived social support and academic procrastination will significantly predict academic engagement, among undergraduate university. A correlational study with a convenient sample of 245 students (men = 119 and women = 126) was drawn from the different public and private universities of Islamabad. Measures include aMultidimension scale of perceived social support (Zimet et al., 1988), Academic Procrastination Scale (Mccloskey, 2011), and Academic engagement scale (Petričević et al., 2016) along with a demographic information sheet. Results of Pearson product-moment correlation analysis indicated that - Perceived Social Support is positively correlated with Academic Engagement (Behavioral and Cognitive) and negatively correlated with Academic Procrastination and Anxious Engagement. Significant Other and Family subscales are positively correlated with Academic Engagement and negatively correlated with Academic Procrastination and Anxious Engagement. Friends subscale is not significantly correlated with Academic Procrastination or Academic Engagement subscales. Academic Procrastination is positively correlated with Anxious Engagement and negatively correlated with Behavioral and Cognitive Engagement. Results of multiple linear analysis indicated that academic procrastination significantly predicts academic engagement (behavioral, anxious, cognitive) in undergraduates. This study has its practical implications in the education sector, policy making, and counseling. In addition, limitations such as participant biasness and future recommendations to enhance generalization of the research were also discussed.