Adverse Childhood Experiences and Academic Procrastination in Emerging Adult Students: The Mediating Effect of Self-Regulation

Authors

  • Adhwaa Viera Mahsa Tahani Universitas Diponegoro
  • Kurniawati Kurniawati Universitas Diponegoro
  • Anindhita Parasdyapawitra Amaranggani Universitas Diponegoro
  • Amalia Rahmandani Universitas Diponegoro https://orcid.org/0000-0002-1743-4126

DOI:

https://doi.org/10.18196/ijiep.v4i2.19206

Keywords:

Childhood adversity, Emerging adult, Undergraduate student, Academic procrastination, Self-regulation

Abstract

Academic procrastination has been investigated for its relationship with low self-regulation, which is most likely influenced by adverse childhood experiences (ACEs). This quantitative study utilizes a survey and cross-sectional approach to explore the role of self-regulation in mediating the connection between ACEs and academic procrastination in emerging adult students. A convenience sample of 253 Indonesian students (Mage=20.40; SDage=1.518; Nfemale=97.1%) was obtained. The measurements included the Indonesian version of the Adverse Childhood Experiences Questionnaire (ACE-Q), the short version of the Self-Regulation Questionnaire (SSRQ), and the Academic Procrastination Scale. Statistical analysis was conducted using SPSS version 26. Out of all the participants, 74.3% reported experiencing at least one ACE. Although bivariate correlation analysis revealed a relationship between the variables, hypothesis testing through path analysis indicated that ACE did not have a direct effect on academic procrastination (B=0.871, SE=0.576, β=0.080; p > 0.05), except when mediated by self-regulation (Sobel Statistic Test results: Z=4.51; p < 0.001). This study highlights the importance of understanding the severity of ACEs in addressing poor self-regulation and mitigating academic procrastination among emerging adult students. Future studies may consider examining different types of ACEs, various aspects of self-regulation, and the role of sex.

References

Adityas, A., & Hadi, C. (2022). Perilaku prokrastinasi berbasis performansi kerja. Buletin Riset Psikologi dan Kesehatan Mental (BRPKM), 2(1), 324–329. https://doi.org/10.20473/brpkm.v2i1.33723

Akoglu, H. (2018). User’s guide to correlation coefficients. Turkish Journal of Emergency Medicine, 18(3), 91–93. https://doi.org/10.1016/J.TJEM.2018.08.001

Arum, A., & Khoirunnisa, R. N. (2021). Hubungan antara regulasi diri dengan penyesuaian diri mahasiswa baru psikologi. Character: Jurnal Penelitian Psikologi, 8(8), 227–236. Retrieved from https://ejournal.unesa.ac.id/index.php/character/article/view/41717

Arnett, J. J. (2006). Emerging Adulthood: Understanding the New Way of Coming of Age. In J. J. Arnett & J. L. Tanner (Eds.), Emerging adults in America: Coming of age in the 21st century (pp. 3–19). American Psychological Association. https://doi.org/10.1037/11381-001

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/METRICS

Basri, A. S. H. (2017). Prokrastinasi akademik mahasiswa ditinjau dari religiusitas. Hisbah: Jurnal Bimbingan Konseling dan Dakwah Islam, 14(2), 54-77. https://doi.org/10.14421/hisbah.2017.142-05

Booth, A., Hennessy, E., & Doyle, O. (2018). Self-regulation: learning across disciplines. Journal of Child and Family Studies, 27, 3767–3781. https://doi.org/10.1007/S10826-018-1202-5

Ediati, A., Salma, S., & Kaloeti, D. V. S. (2020). Perceptions of family hurdles among emerging adults: a preliminary study about resilience in the indonesian family. Jurnal Psikologi, 19(1), 15–25. https://doi.org/10.14710/JP.19.1.15-25

Fajriani, N., Ismawati, I., & Abidi, F. (2021). Hubungan regulasi diri dengan prokrastinasi akademik mahasiswa magister yang bekerja pada perguruan tinggi surabaya. Edumaspul: Jurnal Pendidikan, 5(2), 691–698. https://doi.org/10.33487/edumaspul.v5i2.1625

Furstenberg F. F., Rumbaut R. C., Settersten R. A. Jr. (2005). On the frontier of adulthood: Emerging themes and new directions. On the frontier of adulthood: Theory, research, and public policy, 3–25. Retrieved from http://www.rglewis.com/Handouts/On%20the%20Frontier%20of%20Adulthood.pdf

Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss, M. P., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The adverse childhood experiences (ACE) study. American Journal of Preventive Medicine, 14(4), 245–258. https://doi.org/10.1016/S0749-3797(98)00017-8

FitriYanti, L., Adiputra, F. B., & Anisa, R. (2021). Adiksi internet dan prokrastinasi akademik selama pembelajaran daring serta pengaruhnya terhadap performa akademik mahasiswa preklinik fakultas kedokteran. Jurnal Kedokteran Komunitas (Journal of Community Medicine), 10(1). https://jim.unisma.ac.id/index.php/jkkfk/article/view/14273

Ford, J. (2014). Procrastination and the college student: An analysis on contributing factors and academic consequences. Education Undergraduate Research, 15. https://knowledge.e.southern.edu/undergrad_ed/15

Frodl, T., & O’Keane, V. (2013). How does the brain deal with cumulative stress? A review with focus on developmental stress, HPA axis function and hippocampal structure in humans. Neurobiology of Disease, 52, 24–37. https://doi.org/10.1016/J.NBD.2012.03.012

Glick, D. M., Millstein, D. J., & Orsillo, S. M. (2014). A preliminary investigation of the role of psychological inflexibility in academic procrastination. Journal of Contextual Behavioral Science, 3(2), 81–88. https://doi.org/10.1016/J.JCBS.2014.04.002

Gómez-Romero, M. J., Tomás-Sábado, J., Montes-Hidalgo, J., Brando-Garrido, C., Cladellas, R., & Limonero, J. T. (2020). Procrastinación académica y riesgo de conducta suicida en jóvenes universitarios: el papel de la regulación emocional. Ansiedad y Estrés, 26(2–3), 112–119. https://doi.org/10.1016/J.ANYES.2020.06.002

Gultom, S. A., Wardani, N. D., & Fitrikasari, A. (2018). Hubungan adiksi internet dengan prokrastinasi akademik. Jurnal Kedokteran Diponegoro, 7(1), 330–347. https://doi.org/10.14710/dmj.v7i1.19392

Hapsari, D., & Budiani, M. S. (2019). Hubungan antara konflik peran ganda dengan prokrastinasi kerja pada karyawati pt pertamina (persero). Jurnal Penelitian Psikologi, 6(4), 1–5. Retrieved from https://ejournal.unesa.ac.id/index.php/character/article/view/29663

Hayyinah, H. (2004). Religiusitas dan prokrastinasi akademik mahasiswa. Psikologika: Jurnal Pemikiran Dan Penelitian Psikologi, 9(17), 31–41. https://doi.org/10.20885/psikologika.vol9.iss17.art3

Hughes, K., Bellis, M. A., Hardcastle, K. A., Sethi, D., Butchart, A., Mikton, C., Jones, L., & Dunne, M. P. (2017). The effect of multiple adverse childhood experiences on health: a systematic review and meta-analysis. The Lancet Public Health, 2(8), e356–e366. https://doi.org/10.1016/S2468-2667(17)30118-4

Husain, A. R., Wantu, T., & Pautina, M. R. (2023). Perilaku prokrastinasi akademik dan faktor penyebabnya pada mahasiswa. Student Journal of Guidance and Counseling, 2(2), 145–157. https://doi.org/10.37411/sjgc.v2i2.1907

Nurcahyani, I, D., Prastuti, E., & Negeri Malang, U. (2020). Regulasi diri sebagai prediktor stres akademik mahasiswa bekerja paruh waktu. Psikovidya, 24(2), 94–101. https://doi.org/10.37303/PSIKOVIDYA.V24I2.161

Kaloeti, D. V. S., Rahmandani, A., Sakti, H., Salma, S., Suparno, S., & Hanafi, S. (2019). Effect of childhood adversity experiences, psychological distress, and resilience on depressive symptoms among Indonesian university students. International Journal of Adolescence and Youth, 24(2), 177–184. https://doi.org/10.1080/02673843.2018.1485584

Klingsieck, K. B. (2013). Procrastination. European Psychologist, 18(1), 24–34. https://doi.org/10.1027/1016-9040/A000138

Visser, L., Korthagen, F. A., & Schoonenboom, J. (2018). Differences in learning characteristics between students with high, average, and low levels of academic procrastination: Students’ views on factors influencing their learning. Frontiers in psychology, 9, 808. https://doi.org/10.3389/fpsyg.2018.00808

Lackner, C. L., Santesso, D. L., Dywan, J., O’Leary, D. D., Wade, T. J., & Segalowitz, S. J. (2018). Adverse childhood experiences are associated with self-regulation and the magnitude of the error-related negativity difference. Biological Psychology, 132, 244–251. https://doi.org/10.1016/J.BIOPSYCHO.2018.01.006

Lawson, D. M., & Quinn, J. (2013). Complex trauma in children and adolescents: Evidence-based practice in clinical settings. Journal of Clinical Psychology, 69(5), 497–509. https://doi.org/10.1002/JCLP.21990

Loeffler, S. N., Stumpp, J., Grund, S., Limberger, M. F., & Ebner-Priemer, U. W. (2019). Fostering self-regulation to overcome academic procrastination using interactive ambulatory assessment. Learning and Individual Differences, 75, 101760. https://doi.org/10.1016/J.LINDIF.2019.101760

Ma, H., & Chen, L. (2022). Time management disposition mediates the influence of childhood psychological maltreatment on undergraduates; procrastination. Psychology Research and Behavior Management, 15, 1489–1494. https://doi.org/10.2147/PRBM.S367446

Miswanto, M. (2022). Prokrastinasi akademik mahasiswa di era kuliah online masa pandemi covid-19. Psychocentrum Review, 4(1), 125–139. https://doi.org/10.26539/pcr.41789

Murray, D. W., Rosanbalm, K. D. Christopoulos, C., & Hamoudi, A. (2014). Self-regulation and toxic stress: foundations for understanding self-regulation from an applied developmental perspective. OPRE Report #2015-21, Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. Retrieved from https://dukespace.lib.duke.edu/dspace/bitstream/handle/10161/10283/report_1_foundations_paper_final_012715.pdf;sequence=1

Neal, D. J., & Carey, K. B. (2005). A follow-up psychometric analysis of the self-regulation questionnaire. Psychology of Addictive Behaviors, 19(4), 414–422. https://doi.org/10.1037/0893-164X.19.4.414

Nelson, C. A., Scott, R. D., Bhutta, Z. A., Harris, N. B., Danese, A., & Samara, M. (2020). Adversity in childhood is linked to mental and physical health throughout life. BMJ, 371. https://doi.org/10.1136/BMJ.M3048

Papalia, D. E., Feldman, R. D., & Olds, S. W. (2009). Human Development. McGraw-Hill.

Pasha-Zaidi, N., Afari, E., Urganci, B., Sevi, B., & Durham, J. (2020). Investigating the relationship between adverse childhood experiences (aces) and resilience: a study of undergraduate students in turkey. Journal of Aggression, Maltreatment & Trauma, 29(10), 1204–1221. https://doi.org/10.1080/10926771.2020.1725212

Prasetyo, I., & Handayani, N. S. (2019). Prokrastinasi akademik dan kecurangan akademik pada mahasiswa yang kuliah sambil bekerja. Jurnal Psikologi, 12(1), 22–30. http://dx.doi.org/10.35760/psi.2019.v12i1.1913

Purba, L. S., & Yulianto, J. E. (2019). Hubungan antara regulasi diri dan prestasi belajar pada mahasiswa perantau di universitas x surabaya. Psychopreneur Journal, 3(1), 16–25. https://doi.org/10.37715/PSY.V3I1.904

Rahmandani, A. (2017). Pemaafan dan prokrastinasi akademik mahasiswa. Jurnal Psikologi, 16(1), 64–76. https://doi.org/10.14710/JPU.16.1.64-76

Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387. https://doi.org/10.1037/A0026838

Robson, D. A., Allen, M. S., & Howard, S. J. (2020). Self-regulation in childhood as a predictor of future outcomes: a meta-analytic review. Psychological Bulletin, 146(4), 324–354. https://doi.org/10.1037/BUL0000227

Rollins, E. M., & Crandall, A. A. (2021). Self-regulation and shame as mediators between childhood experiences and young adult health. Frontiers in Psychiatry, 12, 649911. https://doi.org/10.3389/FPSYT.2021.649911/BIBTEX

S, Fahmawanti., S, Dwi Rio S., & Trihartantyo, L. (2020). Hubungan self efficacy terhadap prokrastinasi guru pendidik di smpn 1 kretek. Psyche 165 Journal, 13(1), 126–131. https://doi.org/10.35134/jpsy165.v13i1.74

Santrock, J. W. (2016). Adolescence, Sixteenth Edition. McGraw-Hill.

Sawitri, D. R., & Dewi, K. S. (2018). Aspirasi karir, regulasi diri, dan self-perceived employability pada mahasiswa. Jurnal Psikologi, 17(1), 68–76. https://doi.org/10.14710/JP.17.1.68-76

Scheunemann, A., Schnettler, T., Bobe, J., Fries, S., & Grunschel, C. (2022). A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education. European Journal of Psychology of Education, 37(4), 1141–1164. https://doi.org/10.1007/S10212-021-00571-Z/TABLES/4

Schouwenburg, H. C. (1995). Academic procrastination: Theoretical notions, measurement, and research. In J. R. Ferrari, J. L. Johnson, & W. G. McCown, Procrastination and task avoidance: Theory, research, and treatment (pp. 71–96). Plenum Press. https://doi.org/10.1007/978-1-4899-0227-6_4

Song, W., & Qian, X. (2020). Adverse childhood experiences and teen sexual behaviors: the role of self-regulation and school-related factors. Journal of School Health, 90(11), 830–841. https://doi.org/10.1111/JOSH.12947

Stead, R., Shanahan, M. J., & Neufeld, R. W. J. (2010). “I’ll go to therapy, eventually”: procrastination, stress and mental health. Personality and Individual Differences, 49(3), 175–180. https://doi.org/10.1016/J.PAID.2010.03.028

Strunk, K. K., & Steele, M. R. (2011). Relative contributions of self-regulation, self-efficacy, and self-handicapping in predicting student procrastination. Psychological Reports, 109(3), 983–989. https://doi.org/10.2466/07.09.20.PR0.109.6.983-989

Tahani, A. V. M., Kurniawati, Syehan, W., Panjaitan, J., Amaranggani, A. ., & Rahmandani, A. (2021). Adverse childhood experiences, regulasi diri, dan prokrastinasi akademik pada mahasiswa emerging adult. Prosiding Seminar Nasional Psikologi Undip, 682–691. https://semnaspsikologi.undip.ac.id/prosiding-2021/

Tanner, J. L., & Arnett, J. J. (2016). The emergence of emerging adulthood: The new life stage between adolescence and young adulthood. In Routledge handbook of youth and young adulthood (pp. 50-56). Routledge. Retrieved from https://www.taylorfrancis.com/chapters/edit/10.4324/9781315753058-13/emergence-emerging-adulthood-new-life-stage-adolescence-young-adulthood-jennifer-lynn-tanner-jeffrey-jensen-arnett

Wang, Y., Gao, H., Sun, chang, Liu, J., & Fan, X. long. (2021). Academic procrastination in college students: The role of self-leadership. Personality and Individual Differences, 178, 110866. https://doi.org/10.1016/J.PAID.2021.110866

World Health Organization. (2018). Adverse childhood experiences international questionnaire. Adverse childhood experiences international questionnaire (ACE-IQ), 245-258. Retrieved from https://www.who.int/publications/m/item/adverse-childhood-experiences-international-questionnaire-(ace-iq)

World Medical Association. (2013). World Medical Association Declaration of Helsinki: ethical principles for medical research involving human subjects. Jama, 310(20), 2191-2194. Retrieved from https://www.wma.net/policies-post/wma-declaration-of-helsinki-ethical-principles-for-medical-research-involving-human-subjects/

Downloads

Additional Files

Published

2023-12-28

How to Cite

Tahani, A. V. M., Kurniawati, K., Amaranggani, A. P., & Rahmandani, A. (2023). Adverse Childhood Experiences and Academic Procrastination in Emerging Adult Students: The Mediating Effect of Self-Regulation. International Journal of Islamic Educational Psychology, 4(2), 190–208. https://doi.org/10.18196/ijiep.v4i2.19206

Issue

Vol. 4 No. 2 (2023): December

Section

Articles

License

 
Creative Commons License
 
Articles published in the International Journal of Islamic Educational Psychology (IJIEP) are licensed under a Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) license. You are free to:
  • Share — copy and redistribute the material in any medium or format
  • Adapt—remix, transform, and build upon the material for any purpose, even commercially.

The licensor cannot revoke these freedoms as long as you follow the license terms. Under the following terms:

  • Attribution: You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
  • ShareAlike: If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
  • No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.