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

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.