THE CORRELATION BETWEEN SELF-EFFICACY AND ACADEMIC PROCRASTINATION IN THE THESIS WRITING PROCESS AMONG ENGLISH EDUCATION STUDENTS OF CLASS 2022 AT STATE ISLAMIC UNIVERSITY OF KIAI HAJI ACHMAD SIDDIQ JEMBER

Rofiqoh, Emilda (2026) THE CORRELATION BETWEEN SELF-EFFICACY AND ACADEMIC PROCRASTINATION IN THE THESIS WRITING PROCESS AMONG ENGLISH EDUCATION STUDENTS OF CLASS 2022 AT STATE ISLAMIC UNIVERSITY OF KIAI HAJI ACHMAD SIDDIQ JEMBER. Undergraduate thesis, UIN KHAS JEMBER.

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Abstract

Emilda Rofiqoh, 2026: The Correlation between Self-Efficacy and Academic Procrastination in the Thesis Writing Process among English Education Students of Class 2022 at State Islamic University of Kiai Haji Achmad Siddiq Jember.
Keywords: Self-Efficacy, Academic Procrastination, Thesis Writing, Undergraduate Students.

Academic procrastination is one of the common problems faced by students during the thesis writing process. It is characterized by delaying the initiation and completion of academic tasks, which may hinder students from completing their thesis on time. One factor that is assumed to be related to academic procrastination is self-efficacy, which refers to an individual’s belief in their ability to organize and execute actions required to achieve specific goals. In the context of thesis writing, self-efficacy plays an important role in influencing how students face challenges, overcome difficulties, and maintain their efforts in completing academic tasks.
This study aims to examine the correlation between self-efficacy and academic procrastination among English Education students of class 2022 at State Islamic University of Kiai Haji Achmad Siddiq Jember who are currently writing their thesis.
This study employed a quantitative approach with a correlational design. The research population consisted of English Education students of class 2022, with a total sample of 82 students. Data were collected using a self-efficacy questionnaire developed based on Bandura’s theory (1997) consisting of 32 valid items with a Cronbach’s Alpha reliability of 0.873, and an academic procrastination questionnaire developed based on Ferrari’s theory (1995) consisting of 35 valid items with a Cronbach’s Alpha reliability of 0.887. The normality test using Kolmogorov-Smirnov showed that the data were normally distributed (p = 0.200) and the linearity test showed a linear relationship between the variables (p = 0.132). Data analysis was conducted using the Pearson Product Moment correlation technique.
The results revealed a significant positive correlation between self-efficacy and academic procrastination (r = 0.591, p = 0.000). This indicates that the higher the students’ self-efficacy, the higher their academic procrastination tends to be. This result differs from the initial hypothesis and is discussed in relation to the possible occurrence of overconfidence effect among students in the thesis writing process.

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