మా గ్రూప్ ప్రతి సంవత్సరం USA, యూరప్ & ఆసియా అంతటా 3000+ గ్లోబల్ కాన్ఫరెన్స్ ఈవెంట్లను నిర్వహిస్తుంది మరియు 1000 కంటే ఎక్కువ సైంటిఫిక్ సొసైటీల మద్దతుతో 700+ ఓపెన్ యాక్సెస్ జర్నల్లను ప్రచురిస్తుంది , ఇందులో 50000 మంది ప్రముఖ వ్యక్తులు, ప్రఖ్యాత శాస్త్రవేత్తలు ఎడిటోరియల్ బోర్డ్ సభ్యులుగా ఉన్నారు.
ఎక్కువ మంది పాఠకులు మరియు అనులేఖనాలను పొందే ఓపెన్ యాక్సెస్ జర్నల్స్
700 జర్నల్స్ మరియు 15,000,000 రీడర్లు ప్రతి జర్నల్ 25,000+ రీడర్లను పొందుతున్నారు
Lina Natalya
Academic achievement was considered as an important evaluation in learning processes. There were many factors affecting the levels of academic achievement. Two possible factors were procrastination and academic motivation. The purpose of this research was to illustrate the correlation between procrastination and academic motivation towards academic achievement in three different groups of subjects. The groups consisted of group of college students who don’t play games, group of college students who play games but not addicted, and group of collegestudents who are addicted to games. Pure Procrastination Scale (Steel,2007); Academic Motivation Scale Indonesian version (Natalya, 2018), and GPA. Both Academic Motivation Scale Indonesia version and GPA were designed to measure the academic achievement, and both of them had good internal consistencies (α ≥ 0.6; CITC for all items ≥0.3). The results of the analysis were obtained from n1=59 people; n2=84 people and n3=32 people. Thus, the total of subjects in this research were 175 college students from second and third batch from a private university in Surabaya. The analysis showed that there were significant correlations between procrastination with each dimensions of academic motivation for the group of college students who don’t play games. The same results were not found in college students that played games but not addicted, and to college students who were addicted to games. On the other hand, the only dimension that had significant correlation with academic achievement was amotivation. The other two dimensions of academic motivation weren’t significantly correlated. The level of intrinsic and extrinsic motivation would not affect the academic achievement of a student, but the academic achievement would decrease if the level of apathy of a student increased. Therefore, it was recommended for education institutions to provide detailed information regarding consequences and rewards for students who failed to undergo the required learning process.