The relationship between academic success, fear of the consequences of success and academic procrastination

Napica, Anka. (2012). The relationship between academic success, fear of the consequences of success and academic procrastination. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology. [mentor Lugomer Armano, Goranka].

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Abstract

The main goal of this study was to investigate the relationship between fear of the consequences of success, academic procrastination and academic success. 182 students from all academic levels at the Department of psychology, Faculty of Social Sciences at The University of Zagreb participated in the study. Two questionnaires were used: Fear of the Consequences of Success Scale (Kolić, 1988) and the Procrastination Scale (Tuckman, 1991). Academic success was investigated using six variables which included self-assessment of academic success, frequency of failing and postponing exams, satisfaction with oneself as a student, the importance of academic success and the grade point average. The fear of the consequences of success (FOS) did not correlate significantly with neither academic procrastination nor with the indicators of academic success. The subscale of concern regarding heightened expectations (FOS – heightened expectations) had a significant positive correlation with the importance of academic success. The subscale of concern regarding the negative reactions of others to success (FOS – reactions of others) had a significant positive correlation with academic procrastination. Academic procrastination was negatively associated with the indicators of academic success. The students who tend to procrastinate more, view themselves as less successful than their colleagues, tend to fail and postpone exams more, are less satisfied with themselves as students, consider academic success to be less important than success in other areas of life and have a lower grade point average than the students who tend to procrastinate less.

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