The relationship between academic procrastination with parenting styles and self-esteem among primary school students

• المؤلف الرئيسي: Lim, Siao Kee
• التنسيق: أطروحة
• اللغة: English
• منشور في: 2021
• الموضوعات: H Social Sciences (General)
• الوصول للمادة أونلاين: http://eprints.utm.my/id/eprint/102573/1/LimSiaoKeeMSP2021.pdf.pdf; http://eprints.utm.my/id/eprint/102573/; http://dms.library.utm.my:8080/vital/access/manager/Repository/vital:150422

Academic procrastination is a deliberate postponement of school-related activities. The purpose of this study is to investigate the relationship between academic procrastination with parenting styles and self-esteem among primary school students. Through the cluster sampling technique, a sample of 103 Year 5 primary school students were selected: 53 of which are boys and 50 of which are girls. In this current study, the survey data was collected using modified Procrastination Assessment Scale - Students (PASS) developed by Solomon and Rothblum (1984), Parental Authority Questionnaire - Short Version (PAQ - Short Version) by Alkharusi, Aldhafri, Kazem, Alzubiadi, and Al-Bahrani (2011) and Rosenberg Self-esteem Scale (RSE) originated by Rosenberg (1965). The findings revealed that there were significant relationships between three different parenting styles and academic procrastination. No significant relationship between self-esteem and academic procrastination was found in this study. The results also indicated that authoritative parenting style was significantly related to self-esteem, in contrast, authoritarian and permissive parenting styles were no significant related to selfesteem. Several implications of the current study were discussed as well as the recommendations for further research.