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All Journal Idaarah: Jurnal Manajemen Pendidikan International Journal of Educational Management and Innovation (IJEMI)
Handayani, Selvian
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Religion Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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PENGARUH KONTROL DIRI TERHADAP PROKRASTINASI TENAGA KEPENDIDIKAN DAN DOSEN BERDASARKAN GENDER Handayani, Selvian; Alif, Muh. Ikhsan; Fitria, Irma; Hidayat, Muhammad Afdelpiero; Syabina, Masayu Sitti Nur
Idaarah: Jurnal Manajemen Pendidikan Vol 8 No 2 (2024): DESEMBER
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/idaarah.v8i2.52430

Abstract

The role of academics in achieving the goal of educating the nation is very important, as demonstrated by lecturers and academic staff. Effective time management is essential, yet procrastination is still common, often putting off tasks such as preparing teaching materials, grading, and completing research. Procrastination, a complex issue involving self-control, negatively impacts work quality and academic productivity. This study aims to analyses the influence of self-control on academic procrastination among lecturers and academic staff at Kalimantan Institute of Technology, focusing on gender-based patterns. Using purposive sampling, data was collected through questionnaires and analyzed using Structural Equation Modeling (SEM-PLS). Findings showed a significant negative relationship between self-control and procrastination, with a stronger effect among male academics. This suggests that higher self-control correlates with lower procrastination tendencies. These results underscore the importance of self-control in managing academic responsibilities and highlight the need for targeted interventions to improve time management and self-regulation. It is recommended that educational institutions develop training programs that focus on improving self-control, especially tailored to male academics, to reduce procrastination and improve overall productivity.
Self-Control Demand Affects Procrastination: Moderated by Proactive Behavior and Perceived Social Support From Educators and Lecturers in Higher Education Institutions Alif, Muhammad Ikhsan; Fitria, Irma; Handayani, Selvian; Hidayat, Muhammad Afdelpiero; Syabina, Masayu Sitti Nur
International Journal of Educational Management and Innovation Vol. 6 No. 3 (2025): in press
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v6i3.13765

Abstract

Background. This study aims to examine: (1) the impact of self-control demands on procrastination, (2) the moderating role of proactive behavior in weakening the positive relationship between self-control demands and procrastination, and (3) the moderating effect of perceived social support on the influence of self-control demands on procrastination. The research subjects consisted of the academic community, specifically educators and lecturers in higher education institutions. Methods. Primary data were collected using a purposive sampling method, involving 190 respondents, and analyzed using the Partial Least Squares (PLS) approach within Structural Equation Modeling (SEM) with the Warp-PLS 8.0 software. Results. The findings reveal that, contrary to some theoretical expectations, higher self-control demands are significantly associated with lower levels of procrastination. Furthermore, the analysis uncovers significant and complex moderation effects. A unique and counterintuitive finding emerged regarding proactive behavior, which positively moderated the relationship. This indicates that for highly proactive individuals, the pressure of high self-control demands is linked to increased procrastination, potentially because their high personal standards and initiative lead to greater psychological resource depletion. Perceived social support also demonstrated a significant, though similarly complex, positive moderating effect, suggesting that it may weaken the beneficial impact of self-control. Conclusion. These findings yield critical practical implications. Rather than simply encouraging proactivity, higher education institutions must provide resources to manage the associated psychological strain. It is recommended that institutions implement structured, task-oriented support systems, such as formal mentorship, and design workload management policies that prevent excessive self-control demands, thereby preserving educator well-being and reducing procrastination.
Co-Authors Alif, Muh. Ikhsan Alif, Muhammad Ikhsan Fitria, Irma Hidayat, Muhammad Afdelpiero Syabina, Masayu Sitti Nur