Correlation between Academic Procrastination and Self-Confidence among Medical Students at an Eastern Indian Institution: A Cross-Sectional Survey

Sohini Saha; Ruchi Bhuyan; Nihar Ranjan Panda; Brinda Suhas Godhi; Vidya Gowdappa Doddawad

doi:10.54133/ajms.v6i2.955

Authors

Sohini Saha Institute of Medical Sciences and SUM Hospital, Bhubaneshwar, Odisha, India https://orcid.org/0009-0000-8869-2176
Ruchi Bhuyan Institute of Medical Sciences, SUM Hospital, Siksha 'O' Anusandhan (Deemed to be University), Bhubaneswar 751030, Odisha, India https://orcid.org/0000-0002-4082-8393
Nihar Ranjan Panda Department of Medical Research, Siksha 'O' Anusandhan (Deemed to be University) Bhubaneswar 751030, Odisha, India
Brinda Suhas Godhi Department of Paediatric and Preventive Dentistry, JSS Dental College & Hospital, JSS Academy of Higher Education & Research, Mysore, Karnataka, India
Vidya Gowdappa Doddawad Department of Oral Pathology and Microbiology, JSS Dental College and Hospital, JSS Academy of Higher Education & Research, Mysore 570015, Karnataka, India https://orcid.org/0000-0001-5204-8178

DOI:

https://doi.org/10.54133/ajms.v6i2.955

Keywords:

Academic performance, Medical students, Procrastination, Self-esteem

Abstract

Background: Procrastination can be seen as a form of self-sabotage. In educational contexts, this is often called academic procrastination, which means putting off academic tasks. Individuals who procrastinate might begin to feel overwhelmed and despondent, experiencing a decline in their self-assurance. This outlook can darken their view of the future and potentially result in diminished self-esteem. Objective: This study aimed to assess the relationship between academic procrastination and self-esteem among medical students. Methods: This cross-sectional study was conducted among 317 undergraduate medical students and data were collected through a questionnaire using the Procrastination Assessment Scale-Students (PASS) and the Rosenberg Self-Esteem Scale. The data were analyzed using descriptive analysis, an independent student’s t-test, an ANOVA, and Pearson’s correlation test. Results: Regarding gender, no significant difference was observed in the mean procrastination scores or the mean self-esteem scores and the difference found was non-significant. A negative correlation was found between procrastination and self-esteem, which was also found to be statistically significant (r= -0.138, p=0.036). Conclusions: Students with high self-esteem procrastinate less, whereas those who procrastinate more have comparatively lower self-esteem. Interventions designed to bolster students' problem-focused coping mechanisms can boost their motivation, help them manage their self-esteem more effectively, empower them to identify and tackle problematic scenarios with clear objectives and come up with various solutions.

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