Writing Anxiety and Academic Procrastination On Undergraduate Thesis Writing: The Role Of Self-Regulation
DOI:
https://doi.org/10.30762/jeels.v9i1.4010Keywords:
academic procrastination, academic writing, self-regulation, thesis writing, writing anxietyAbstract
Writing anxiety and academic procrastination are said to be interconnected and have a substantial impact on students’ thesis completion. Self-regulation, on the other hand, is what allows students to make progress while writing their thesis. The goal of this research is to find out how writing anxiety and academic procrastination influence students' thesis writing and how they self-regulate themselves to write their thesis. A quantitative study utilizing descriptive statistics was used to conduct this research. Twelve students in a thesis class expressed their consent to participate in the research. The data was gathered by keeping track of the students' thesis writing progress based on word count development on their research drafts, assigning them to write a standardized weekly journal, and delivering two adapted questionnaires from the self-regulation learning strategy survey. The results suggest that the students had a high level of anxiety, with a score of 65.25, with avoidance behaviour being the highest. They also procrastinate on academic revision and review. Goal planning and requesting help, on the other hand, involve their self-regulation the most, whereas task methods and time management engage in the least. Future researchers are urged to do a further in-depth study on this issue since it is worth researching. Lecturers are also urged to introduce students to different reading and writing techniques.
Downloads
References
Abadikhah, S., Aliyan, Z., & Talebi, S. H. (2018). EFL students’ attitudes towards self-regulated learning strategies in academic writing. Issues in Educational Research, 28(1), 1–17.
Ariyanti, Fitriana, R., & Pane, W. S. (2018). Self-Regulated Learning in Writing of EFL Learners. Indonesian Journal of English Language Teaching and Applied Linguistics, 3(1), 155–166.
Aunurrahman, A. (2019). Exploring Writing Anxiety of the EFL University Students in Pontianak Indonesia. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 4(1), 109. https://doi.org/10.21093/ijeltal.v4i1.336
Balkis, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: underregulation or misregulation form. European Journal of Psychology of Education, 31(3), 439–459. https://doi.org/10.1007/s10212-015-0266-5
Balta, E. E. (2018). The Relationships Among Writing Skills , Writing Anxiety and Metacognitive Awareness, 7(3), 233–241. https://doi.org/10.5539/jel.v7n3p233
Blasco, J. A. (2016). The relationship between writing anxiety, writing self-efficacy, and Spanish EFL students’ use of metacognitive writing strategies: A case study. Journal of English Studies, 14, 7. https://doi.org/10.18172/jes.3069
Cheng, Y. S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313–335. https://doi.org/10.1016/j.jslw.2004.07.001
Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches. 4th ed. (4th ed.). Thousand Oaks, California: SAGE Publications Ltd.
Daly, J., & Miller, M. (1975). The Empirical Development of an Instrument to Measure Writing Apprehension. Research in the Teaching of English, 9(3), 242–249.
Dörnyei, Z. (2005). Introduction: Definition, brief history, and taxonomy of individual differences. The Psychology of the Language Learner: Individual Differences in Second Language Acquisition, 1–9.
Fuertes, M. C. M., Jose, B. M. D., Nem Singh, M. A. A., Rubio, P. E. P., & de Guzman, A. B. (2020). The moderating effects of information overload and academic procrastination on the information avoidance behavior among Filipino undergraduate thesis writers. Journal of Librarianship and Information Science, 52(3), 694–712. https://doi.org/10.1177/0961000619871608
Güneyli, A. (2016). Analyzing writing anxiety level of Turkish cypriot students. Egitim ve Bilim, 41(183), 163–180. https://doi.org/10.15390/EB.2016.4503
Hacker, D. J., & Bol, L. (2019). Calibration and Self-Regulated Learning. The Cambridge Handbook of Cognition and Education. https://doi.org/10.1017/9781108235631.026
Hallberg, D., & Olsson, U. (2017). Self-Regulated Learning in Students’ Thesis Writing. International Journal of Teaching & Education, V(1). https://doi.org/10.20472/te.2017.5.1.002
Ho, M. (2015). Exploring writing anxiety and self-efficacy among EFL graduate students in Taiwan. Higher Education Studies, 6(1), 24. https://doi.org/10.5539/hes.v6n1p24
Huerta, M., Goodson, P., Beigi, M., Chlup, D., Huerta, M., Goodson, P., & Beigi, M. (2016). Graduate students as academic writers : writing anxiety, self-efficacy and emotional intelligence, 4360(October). https://doi.org/10.1080/07294360.2016.1238881
Joseph-Edwards, A. (2020). The effect of standardised learning diaries on self-regulated learning, calibration accuracy and academic achievement. Dissertation Abstracts International Section A: Humanities and Social Sciences, 81(6-A), 1–100. https://doi.org/10.25776/jgcq-dj97
Long, H. B. (1994). Resources related to overcoming resistance to self‐direction in learning. New Directions for Adult and Continuing Education, 1994(64), 13–21.
Mbato, C. L., & Cendra, A. (2019). EFL undergraduate students’ self-regulation in thesis writing: help-seeking and motivation-regulation. JELE (Journal of English Language and Education). https://doi.org/10.26486/jele.v5i1.949
Miri, M. A., & Joia, J. (2018). Writing anxiety in an Afghan EFL setting: Voices from five Afghan students. Journal of Foreign Language Teaching and Learning, 3(1). https://doi.org/10.18196/ftl.3125
Mitchell, K. M., McMillan, D. E., & Rabbani, R. (2019). An Exploration of Writing Self-Efficacy and Writing Self-Regulatory Behaviours in Undergraduate Writing. The Canadian Journal for the Scholarship of Teaching and Learning, 10(2). https://doi.org/10.5206/cjsotl-rcacea.2019.2.8175
Mukti, T. (2017). The Role of Students’ Motivational Self-Regulation in Structure III. LLT Journal: A Journal on Language and Language Teaching, 20(2), 116–126. https://doi.org/10.24071/llt.2017.200205
Onwuegbuzie, A. J., & Collins, K. M. T. (2001). Writing apprehension and academic procrastination among graduate students. Perceptual and Motor Skills, 92(2), 560–562. https://doi.org/10.2466/pms.2001.92.2.560
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8(APR), 1–28. https://doi.org/10.3389/fpsyg.2017.00422
Pintrich, P. R. (2000). The Role of Goal Orientation in Self-Regulated Learning. Handbook of Self-Regulation, 451–502. https://doi.org/10.1016/b978-012109890-2/50043-3
Rahman, D. H. (2019). The Development and Validation of the Thesis-Writing Procrastination Scale. In The 1st International Conference on Education, Social Sciences and Humanities (Vol. 3, pp. 175–180).
Rezaei, M., & Jafari, M. (2014). Investigating the Levels, Types, and Causes of Writing Anxiety among Iranian EFL Students: A Mixed Method Design. Procedia - Social and Behavioral Sciences, 98, 1545–1554. https://doi.org/10.1016/j.sbspro.2014.03.577
Sari, W. L., & Fakhruddiana, F. (2019). Internal locus of control, social support and academic procrastination among students in completing the thesis. International Journal of Evaluation and Research in Education, 8(2), 363–368. https://doi.org/10.11591/ijere.v8i2.17043
Sarirah, T., & Chaq, S. A. (2019). Academic Self-Efficacy As A Predictor Toward Decisional Procrastination Among College Students Preparing A Thesis in Indonesia. Journal of Advanced Research in Social Sciences and Humanities, 4(1), 23–28. https://doi.org/10.26500/jarssh-04-2019-0104
Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503–509. https://doi.org/10.1037/0022-0167.31.4.503
Syarifudin. (2020). Survey on EFL students’ writing anxiety: Level, types, and causes, 4(2), 122–132.
Tadlock, J., Assistant, G., & Roberts, E. D. (2011). Encouraging Self-Regulated Learning in the Classroom: A Review of the Literature Sharon Zumbrunn Assistant Professor Foundations of Education. Copyright©2011. Metropolitan Educational Research Consortium (MERC), (October). https://doi.org/10.13140/RG.2.1.3358.6084
Wahyuni, D., Oktavia, W., & Marlina, L. (2019). Writing anxiety among Indonesian EFL college students: Levels, causes, and coping strategies. Lingua Cultura, 13(1), 67. https://doi.org/10.21512/lc.v13i1.5239
Wahyuni, S., & Umam, M. K. (2017). An analysis on writing anxiety of Indonesian EFL college learners. Journal of English Education and Linguistics Studies, 4(1), 105–128.
Yendri, Y. (2019). Psychological factors affecting undergraduate students’ difficulties in writing thesis. State Institute for Islamic Studies (IAIN) Bengkulu.
Zimmerman, B. (2000). Attaining Self-regulation. In Handbook of Self-regulation (pp. 13–39). Academic Press.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329.
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3–17.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 JEELS (Journal of English Education and Linguistics Studies)
This work is licensed under a Creative Commons Attribution 4.0 International License.
