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Home > Vol 4, No 1 (2024) > Rochani


WORK STRESS AND PROCRASTINATION ON SELF-MANAGEMENT AND ACADEMIC PERFORMANCE OF
LECTURERS: CASE STUDY AT A PRIVATE UNIVERSITY IN SERANG CITY, INDONESIA

Rochani Rochani, Syadeli Hanafi, Yuyu Yuhana


ABSTRACT


The following variables will be examined in this research to determine their
respective influences: (1) the direct impact of stress on academic performance;
(2) the direct impact of stress on self-management; (3) the direct impact of
procrastination on academic performance; (4) the direct impact of
procrastination on self-management; and (5) the direct impact of self-management
on academic performance. Explanatory research is the methodology utilized in the
study to explain the variables examined and provide a causal relationship
between variables through hypothesis testing. This research examines the direct
and indirect effects of stress, work, and procrastination on Self-Management and
Academic Performance. The sample in this research was lecturers from the
University in Serang City, Indonesia. Remember the population of around 100-200
people. Then, for technique, data collection uses a saturated (complete) sample,
where all populations make a sample. The tools used in this research, apart from
computers (laptops), are (1) Microsoft Office (Word, Excel, PowerPoint, and
Visio) and (2) Smart-PLS 3.2.9 Professional. Results: The research involved 110
respondents in a study. In part, most respondents are in a group aged 31-40
years, with as many as 48 lecturers (43.64 %). Sex between men and women was
almost balanced, with men at 57 (51.82 %) and women at 53 (48.18 %).
Qualification _ There were 103 postgraduate academics (93.64%) and seven
postgraduate academics (6.36%). Statistical test results show that stress
positively affects academic performance, indicated by a parameter coefficient of
0.053. Thus, the hypothesis (H1) cannot be accepted: Stress has a positive but
insignificant effect on academic performance. Hypothesis 2 (H2): Procrastination
positively affects Academic Performance, indicated by a parameter coefficient of
0.054. Thus, the hypothesis can be accepted: Procrastination has a positive but
insignificant effect on Academic Performance. Hypothesis 3 (H3): Stress
positively affects self-management; this is indicated by a parameter coefficient
of 0.482. Thus, the hypothesis can be accepted: Stress positively and
significantly affects Self-Management. Hypothesis 4 (H4): Procrastination
positively affects self-management, indicated by a parameter coefficient of
0.324. Thus, the hypothesis can be accepted: Procrastination positively and
significantly affects academic performance. Hypothesis 5 (H5): Self-management
positively affects academic performance, indicated by a parameter coefficient of
0.809. Thus, the hypothesis can be accepted: Self-Management positively and
significantly affects Academic Performance.


KEYWORDS


Work Stress; Procrastination; Self-management; Academic Performance


FULL TEXT:

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DOI: https://doi.org/10.53889/jpig.v4i1.327

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