INFLUENCE OF SELF EFFICACY ON ACADEMIC PROCRASTINATION OF SECONDARY SCHOOL STUDENTS

VILMA .K.M.

Dissertation
Submitted to the University of Calicut
In partial fulfillment of the requirements for the degree of
MASTER OF EDUCATION

FAROOK TRAINING COLLEGE
UNIVERSITY OF CALICUT

2012

DECLARATION
                                                                                                                                                                                                        
	I,vilma.K M., do hereby declare that this dissertation “INFLUENCE OF SELF EFFICACY ON ACADEMIC PROCRASTINATION OF SECONDARY SCHOOL STUDENTS” has not been submitted by me for the award of a Degree, Diploma, Title or Recognition before.							

Farook  Training College						VILMA.K.M

CERTIFICATE

	I, Anees Mohammed C., do hereby declare that this dissertation “INFLUENCE OF SELF EFFICACY ON ACADEMIC PROCRASTINATION OF SECONDARY SCHOOL STUDENTS” is a record of bonafide study and research carried out by vilma.k.m, under my supervision and guidance. The report has not been submitted by him for the award of a Degree, Diploma, Title or Recognition before.

Farook Training College				Anees Mohammed .C
							      Supervising Teacher
							      Assistant Professor
					      Farook Training College

					

ACKNOWLEDGEMENT

	The investigator is deeply indebted to his supervising teacher, 
Anees Mohammed C., Assistant Professor, Farook Training College, for his constant encouragement, generous help and valuable suggestions combined with expert criticism.
	The investigator would like to express her profound gratitude to 
Prof. A Fazaluddin, Principal, Farook Training College, for his whole hearted co-operation in extending facilities and encouragement to conduct this study.
	The investigator expresses his  thanks to the faculties, the librarian and the supporting staff for their co-operation extended to complete the present study.
	The investigator is obliged to the principals, teachers and students of various higher secondary Schools in Kozhikode and Malappuram  districts, who extended their support to collect the data related to this study.
	The investigator acknowledges with at most pleasure her friends and family members who have whole heartedly co-operated with the study. 

Farook Training College						vilma.k.m

CONTENTS

LIST OF TABLES
LIST OF APPENDICES

CHAPTERS	    Page
I	INTRODUCTION		 
II	REVIEW OF RELATED LITERATURE	 
III	METHODOLOGY	 
IV	ANALYSIS AND INTERPRETATION	
V	SUMMARY, FINDINGS AND SUGGESTIONS	 
	BIBLIOGRAPHY	
	APPENDICES

			

INTRODUCTION
According to Nelson Mandela’ Education is the most powerful weapon which you can use to change the world.’ Education is regarded as a potential instrument of individual development as well as social upliftment. it is intimately related with the national development and positively correlated with productivity and quality of life. Education is also found to be powerful means of removing disparities, discriminations and disabilities in the society. According to Indian sages and saints of the past ,education is that which liberates man from all bondages. Education enables an individual to proceed towards light from darkness and towards morality from immorality . Education is the means of of self -realization and self-expression. It helps bringing out the best in person and it promotes physical, intellectual, social, emotional and spiritual development of children.
     Aristotle’ considers that education is essential for the complete self-realization of man. The supreme good to which we all aspire is happiness. Education is a purposive attempt to bring about desirable changes in the students behavior. The study of educational psychology is thus very useful for teacher for planning, organizing and evaluating the teaching learning activities in the class. Today educational psychology is vital discipline that is contributing to the education of teacher and learners for example Bruner as an enduring figure in educational psychology recently noted the need to rethink our ideas of development, teaching and learning and the interactions among them .specifically Bruner (1996)urged educators and psychologist to see children as thinkers and stated. Psychology is an academic and applied discipline that involves the scientific study of mental functions and behaviors.
          Educational psychology is the study of how human learn in educational settings the effectiveness of educational interventions, the psychology of teaching and the social psychology of school as organizations. Educational psychology can in part be understood through its relationship with other disciplines. Educational psychology in turn informs a wide range of specialties with in educational studies Including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology develops and applies theories of human development. It helps to understand the characters of learners in childhood, adolescence, adulthood and old age.
          Each person has an individual profile of characteristics, abilities and challenges that result from predisposition, learning and development .These manifest as individual difference in intelligence, creativity, cognitive style, motivation and capacity to process information, communicate and relate to others. Social cognitive theories is highly influential fusion of behavioral cognitive and social elements that was initially developed by educational psychologist Albert Bandura . Bandura emphasized the process of observational learning in which a learner’s behavior changes as a result of observing others behavior and its consequences. The theory identified several factors that determine whether observerving a model will effect behavior or cognitive change .These factors include the learners developmental status, the perceived prestige and competence. The concept of self-efficacy which played an important role in later developments of the theory. Educational psychology help to understand the individual difference of students regarding their ability ,interest, attitudes and need at different levels of growth and development. It also help to understand the classroom teaching ,learning process  and help awareness of effective method of teaching .knowledge of psychology is helped in developing curricular of different levels of students in different subjects 
        The psychology of self is the study of either the cognitive and effective representation of one’s identity or the subject of experience. Self in psychology position the self as playing an integral part in human motivation, cognition, affect and social identity. The self has many facets that help make up integral part of it such as self-awareness, self-esteem, self-knowledge and self-perception. All the parts of the self-enable people to alter, change and modify aspects of themselves in order to gain social acceptance in society. Self-knowledge is sometimes to as self-concept. A person’s self-awareness, self-esteem fall under the self-knowledge part of self. According to a theory known as social identity theory self-concept is composed of two key parts personal identity and social identity .our personal identity includes such things as personality traits and other characteristics that make each person unique. Social identity includes the groups we belong to, including our community, religion, college.
        Humanist psychologist Carl Roger believed that there were three different parts our self-concept that is (1) self-image or how you see yourself. It is important to realize that self-image does not necessary coincide with reality,(2) Self-esteem or how much you value yourself,(3) ideal self or how you wish you could be in many cases. The way we see ourselves and how we would like to see ourselves do not quite match up.
         Self-concept is your perception of your own self and your own abilities. When you change your self-concept your subconscious mind will change everything accordingly in order to fulfill that self-concept so whenever you want to change just change your self- concept and let your subconscious mind do the adjustments. We all have a sense of self. Whatever that sense of self is positive or negative is based upon our experiences in life and our perceptions and assessment of our self. The self-concept is a factual description of how you perceive yourself. The self-concept is derived from self-esteem and self-efficacy. Self-esteem is the regard or respect that person has for oneself. Person with positive feelings regarding the self is said to have high self-esteem. 
   
     NEED AND SIGNIFICANCE OF THE STUDY
         Education is the mirror where one can see the reflection of the world. Education has been considered as the most important input for the development of an individual, society and nation. Education must prepare generation of young people to equip to confront the problems faced by the changing world and able to recognize which application are likely to be beneficial and which are harmful 
       The educational philosophers observed that the ultimate aim of education should be to nurture the ethical self to produce competent, caring, loving, and lovable people. Who can aid our students by helping them to develop the habit of excellence in scholarship while at the same time nurturing the self- belief necessary to maintain that excellence throughout their adult lives. Person is what he is, not because of teachers he has had, but as a result of that which he has done himself eg: Birds are not afraid of the branches they are going to sit because they have confidence on its wings. The children have been vested with unknown powers which could lead the way to a better future which is the real goal.
   Self-efficacy is a person’s belief in their ability to accomplish some specific goals or task.  Overall self-efficacy may not be completely accurate as it is assessing an individual’s general feelings of competence across a variety of situations and tasks. Some characteristics of low self-efficacy is fear of risks. Individuals with low self-efficacy see themselves as unable to be successful. They are often unwilling to take risks or try new things because they convinced that the result will be failure. Low self-efficacy often is related to self-doubt and uncertainty. High self-efficacy is high self-confidence that they approach tasks or situations . With a sense of their ability to be successful. Self-efficacy is negatively related with anxiety, depression, and positively related with self-esteem and self-confidence. So self-efficacy positively and negatively affect students’ performance.
	At present a substantial amount of empirical evidence reveals that self efficacy beliefs influence all aspects of people’s psychology, learning and development. Self efficacy beliefs may be affected by their physiological state, that is their perceptions, heart rate, breathing rate and so on .

  Today procrastination is a more common phenomenon among students than ever .Reasons of procrastination behavior is various. Because of these reasons sometimes pupil do not go into action until the vary last minute, Pupil goes in to action after the scheduled time is over or we never go in to action. Especially school students frequently exhibit procrastination behavior towards their academic tasks such as preparing homework, studying and preparing for exams. Procrastination behavior may commonly be seen in academic performance, skipping of the lesson, depression, unpunctuality, Difficulty in following instructions , low effort for success, weak self efficiency, weak esteem, low capacity, anxiety, inadequate motivation, modes of thinking and decision making perfectionism, low conscious ness level and neuroticism.
  	 Procrastination behavior is a common problem among individuals. it is an influential factor on their personality , psychological well-being and academic achivement.The procrastination tendencies have to be identified and all measures have to be taken to reduce it. Procrastination can also be classified as being prominent in certain type of personality. Extroverts are typically more likely to fall in to the trap of procrastination than those of introverts’
 We have to remember words of James Albery about procrastination.
He slept beneath the moon
He basked beneath the sun
He lived a life of going to do
And died with nothing done..
	Teachers can play a crucial role in setting learning conditions that can setting learning conditions that can promote self efficacy in their students. Goal setting helps initiate students self efficacy. Several studies noted that students who set small, short term goals rather than one larger, long term goal are more motivated and experience heightened self efficacy. Teacher can prevent procrastination tendency and remediate such disabling thinking by preventing students with feedback that highlight that they are the origin of their success.
STATEMENT OF THE PROBLEM
    The present study is entitled as “Influence of self efficacy on Academic procrastination of secondary school students”
DEFINITION OF KEY TERMS 
1.	SELF EFFICACY
Perception of their own beliefs concerning their own ability to perform the behaviors needed to achieve desired out comes. Self efficacy might be thought of a sense of confidence to act successfully.-
2.	ACADEMIC PROCRASTINATION
Act of replacing high priority actions concerned with their studies tasks of low priority. Act of putting off actions or tasks to later time. Psychologist often cite this behavior as mechanism for coping with the anxiety. Procrastination is the art of keeping up with yesterday and avoiding today.
3.	Secondary school students
 Secondary school students are the students pursuing their education after the primary. For the present study the pupils of standard of 8th, 9th, 10th,of Kozhikode , malappuram district of Kerala are taken as representive of secondary school pupils. 
VARIABLES OF THE STUDY
  The variables selected for the study are the following.
INDEPENDENT AND DEPENDENT VARIABLES
   Self efficacy is considered as independent variable. Academic procrastination is treated as dependent variable 
CLASSIFICATORY VARIABLES
  Gender, locality, type of management of institutions, and educational qualification of parents are treated as classificatory variables.
OBJECTIVES OF THE STUDY
  The present study was conducted with the following objectives
1.	To find out if there exist and significant relationship between self efficacy and Academic procrastination of secondary school students
2.	To find out if there exist any significant relationship between self efficacy and Academic procrastination of secondary school students in the subsamples based on:
     A, Gender
     B, Locality
     C, Type of management of institutions
     D, Educational qualification of parents
3.	To find out if there exist any significant difference in self efficacy of secondary school students between sub samples.
     A, gender
     B, Locality
     C, Type of management of institutions
     D, Educational qualification of parents
4.	To find out if there is exist any significant difference in academic procrastination of secondary school students between sub samples 
           A, gender
     B, Locality
     C, Type of management of institutions
     D, Educational qualification of parents
HYPOTHESIS OF THE STUDY
  1.There exists significant relationship between self efficay and acdemic procrastination of   secondary school students.
2.	There exist significant relationship between self efficacy and academic procrastination of secondary school students in the subsamples based on 
  A, Gender
  B, locality
 C, Type of management of institutions
  D, Educational qualification of parents
3.	There exists significant difference in self efficacy of secondary school students in the subsamples based on 
A, Gender
B, Locality
C,Type of management of institutions
D,Educational qualification of parents
4, There exists significant difference in academic procrastination secondary school students in the subsamples based on 
A, Gender
B, Locality
C, Type of management of institutions
D, Educational qualification of parents
  METHODOLOGY
SAMPLE OF THE STUDY
  The present study was carried out on a representative sample of secondary school students of Calicut and malappuram districts of Kerala. The sample size is 480 .Stratified random sampling technique was used on the basis of ,gender, locale, and type of management of schools, and educational qualification of parents 
TOOLS USED FOR THE STUDY
 The tools used for the present study are:
1.	The scale on self efficacy
2.	Academic procrastination scale. 
3.	General data cum response sheet
STATISTICAL TECHNIQUES USED FOR THE STUDY
  The following statistical techniques have been used for the analysis of data in the present study
1.	Standard deviation
2.	Pearson’s product moment coefficient correlation
3.	T test
4.	One way anova

SCOPE AND LIMITATIONS OF THE STUDY
    The study has been specifically intended for studying the influence of self efficacy on academic procrastination of secondary school students .The study was conducted on a stratified random sample of 480 students belonging to different secondary schools of Calicut and Malappuram districts. Due representation was given to the factors like locale , type of management of schools, educational qualification of parents and gender of students.
   The scope of the study is unlimited. The same variables can be studied for the higher education sectors, teachers, and other professionals. This study is very important because secondary education is that stage of education which helps children to become full members of modern society . It develops the highest potential in his ability, his aptitude, his interest and qualities of character. It enables the individual to enter life as a knowledgeable, active minded and sociable individual. By considering all these, investigator hopes that it is worthwhile to study the secondary school pupils.
      The study can be conducted by changing the variables and also there is a scope for measuring self efficacy and academic procrastination of different samples separately .
      For measuring the variables, appropriate and standardized tools were employed.
The following are some limitations which the investigator could not consider due to the limitations of time and other practical difficulties,
1.	The study was conducted on secondary school students of Calicut and Malappuram districts only assuming that they are the representatives of secondary school students. More generalizable results could have obtained from the study of the sample if it were taken from all the districts of Kerala.
2.	The study was limited to secondary school student’s only.it could have extended to the higher education sector also.
3.	The study covers only two variables.
4.	The present study was conducted using rating scales only. More advanced measures could be applied to deepen the reliability of the results of the study’
5.	The sample of the study was conducted only on 480 secondary school students 
ORGANISATION OF THE REPORT
         The report of the study is presented in five chapters; The details incorporated in each chapter are follows.
CHAPTER I:   Presents a brief introduction of the problem, need and significance of the study ,statement of the problem, definition of the key terms, variables of the study, objectives of the study ,hypothesis , methodology, scope and limitations of the study and and organization of the report
CHAPTER 11:  presents the review of related literature which includes theoretical overview and review of related studies
CHAPTER111:  Presents the methodology of the study, details of variables, the tool used, selection of sample, procedure for data collection, scoring techniques used for analysis and statistical techniques used.
CHAPTER 1V:  Brings out the details of the statistical analysis of the data and discussion of the results 
CHAPTER V:  Deals with the summary of study, major findings, educational implications of the study and suggestion for further research in this area.
REVIEW OF RELATED STUDIES
    Review of related literature is an important aspect of any investigation, it is necessary for a research to make a through survey of related studies before planning and carrying out the study. A proper study of the related literature would enable the investigator to locate and go deep in to the problem, familiar with what is already known and what is still known and it helps the researcher to eliminate the duplication of what has been done and provides useful hypothesis and helpful  suggestions for significant investigation (best and khan 2005 )
    In order to get an insight in to theoretical background of the subject of study, related literature was thoroughly reviewed , the result of the review is summarized in this chapter for convenience this has been attempted in two sections viz; 
1.	Theoretical overview
2.	Survey of related studies
THEORETICAL OVERVIEW –SELF EFFICACY
   According to ALBERT BANDURA Self-efficacy as our belief in our ability to succeed in its major role in how you approach goals,tasks,and challenges .The concept of self-efficacy lies at the emphasizes the role of observational learning and social experiences in the development of person high efficacy. That is those who have believe they can perform well are more likely to view difficult something to be avoided.
, Self-efficacy is the component of social cognitive theory; The self efficacy beliefs that individuals use to exercise a measure of control over their environment include self-efficacy belief(self-efficacy belief is ones capability to organize and execute the course of action required to manage prospective situations) because self-efficacy belief are concerned with individuals perceived capabilities to produce results and to attain designated types of performances they differ from related conceptions of personal competence that from the core constructs of other theories. Self-efficacy judgments are both more tasks and situation specific, contextual. If you will and individuals make use of these judgment in reference to some type of goal. To better understand the nature of self-efficacy belief it may be useful to explain how they influence motivational and self-regulatory process and how they differ from similar related conceptions of self-beliefs
     Self-efficacy focuses on how personality is shaped by social experiences and observational learning. Pupil will have strong self-efficacy they are capable of performing well. These pupils are more likely to view challenges or something to be mastered rather than avoided
,pajares(2002)The success or failure that people experience as they engage the task people experience as they engage the task that comprise their life naturally and influence many decisions they make. The knowledge and skill they possess will certainly play critical roles in what they choose to do and don’t. Individuals interpret the results of their attainments however just as they make judgments about the quality of the knowledge and skills they possess.  
.THEORETICAL APPROACHES
    SOCIAL COGNITIVE THEROY -BANDURA defined self-efficacy as one’s belief in his ability to succeed in specific situations. One’s sense of self-efficacy can play a major role in how one approaches goals, tasks, and challenges. According to bandura people with high self-efficacy those who believe they can perform well are more likely to view difficult task as something to be mastered rather than something to be avoided.
     SOCIAL LEARNING THEORY-according to  this theory people learn from one another  through observation, imitation, and modeling .self-efficacy reflects an individual’s understanding of what skills he or she can offer in a group setting. 
    ATTRIBUTION THEORY-It focuses on how people attribute events and how those believes interact with self-perception
    SELF –CONCEPT THEORY-How people perceive and interpret their own existence from clues they receive from external sources, focusing on how these impressions are organized and how they are active throughout life.
High self-efficacy can effect motivation in both positive and negative ways. Four factors effecting self-efficacy (1) experience-the experience of mastery is the most important factor determining a person’s self-efficacy. Success raises self-efficacy, while failure lowers it.
(2)MODELING-modeling is experienced as, if they can do it as well when we see someone succeeding our own self efficacy social increases where we see people failing our self-efficacy decreases.  
(3)social persuasion-social persuasion generally manifests as direct encouragement or dis encouragement from another person.Disencourgement is generally more effective at decreasing a person self-efficacy than encouragement is at increasing it
(4) Physiological factors-in stressful situations, people commonly exhibit signs of distress, shakes, aches and pains, fatigue, fear, nausea etc. Perceptions of this responses in oneself can markedly alter self-efficacy,.
      According to smith and detz, social self-efficacy is an individual’s confidence in her or his ability to engage in the social interactional tasks necessary to initiate and maintain interpersonal relationships. Social self-efficacy measured six domains –making friends, pursuing romantic relationship social assertiveness, performance in public situations, groups or parties and, giving or receiving help.Matsushima and shiomi  measured self-efficacy by focusing on self-confidence about social skills in personal relationships, trust in friends, and trust by friends.
	Social cognitive theory is the over acting theoretical framework of the self efficacy construct (1986) with this perspective ones behaviour is constantly under reciprocal influence from cognitive (and other personal factors such as motivation) and environmental influence. Bandura call this three way interaction of behavior ,cognitive factors and environmental situations the triadic reciprocity’ Applied to an instructional design perceptive , students performance (behavioural factors) are influenced by low learners themselves are affected such in turn builds on itself in cyclical fashion. 
   	 According to bandura students thought affect their behavior and learning .In Banduras learning model person (cognitive) factors play important role . The persons (cognitive) factor that bandura has emphasized that most recent years in self efficacy, the belief that one can master a situation and produce positive outcomes.
THEORETICAL APPROACHES
PROCRSTINATION
   Procrastination is the word originated from the Latin word procastines. Pro means forward, crustiness means tomorrow (to make tomorrow). And its combined meaning is the act of delaying, inactivity resulting in something being put off until tomorrow or later times. Psychologists often cite this behavior as mechanism for coping with the anxiety. Procrastination is complex psychological behavior that affects everyone to some degree or another with some it can be minor problem with others it is source of confidence stress and anxiety. Procrastination is the art of keeping up with yesterday (Don marquis)
Procrastination is bad habit of putting of until the day after tomorrow what should have been done the day before yesterday(Napoleon hill)
PSYCHOLOGICAL OVERVIEW 
In accordance with Freud id a pleasure principle may be responsible for procrastination .Schwa, Wadkins, and olafon have proposed three criteria for a behavior to be classified as procrastination. It must be counterproductive needless, and delaying .procrastination may result in stress, sense of guilt and crisis, serve loss of personal productivity as well as social disapproval for not meeting responsibilities or commitments. These feelings combined may promote further procrastination.
Chronic procrastination may be a sign of an undelaying psychological disorder such procrstinors may have difficulty seeking support due to stigma and the belief that task aversion is caused by laziness, low willpower or low ambition. Procrastination is their general phenomenon they don’t even heard that term but whenever they understand it they attach it in to their self. Because everyone owns it. Procrastination tendency varies from individual to individual.
   General and academic procrastination is related to the avoidance of task. Procrastination behavior in general performing delay tasks due to in capability to organize time and management effectively.(Ferrari 1995)
   Solomon Rothblum (1984) defined academic procrastination behavior as doing homework or preparing for exam or doing the term paper assigned at the end of the term at the last minute. Procrastination is defined as a behavior in which an individual leaves feasible, important, deed planned before hand to another time without any sensible reason (Greio,1984). Procrastination is found to be attract rather than task or course specific state characteristics. If you procrastinate in one area you are just as likely to do the same in another area (milgram,1993). Procrastinators all time behavior is’ last minute all night stint’. Fear is something that provokes people to procrastinate , when they have fear of failure or have a lot of doubts of how to do their work and how had it can result, then they avoid doing the work the most time possible they will do it at the last minute with pressure and stress.
‘Procrastination is the thief of time”(Edward young 1714)

PHYSIOLOGICAL 
   Research on the physiological roots of procrastination mostly surrounds the role of prefrontal cortex consistent with the notion that procrastination is strongly related to impulsiveness. This area of brain is responsible for executive brain functions such as planning, impulse control attention and acts a fitter by decreasing distracting stimuli from other brain regions. Ultimately resulting in poorer organization a loss of attention and increased procrastination.
ANXIETY:FEAR OF FALIURE, PERFECTIONISM,etc
There is a host of anxiety-related reasons that have been thought to cause procrastination. Essentially people are believed to procrastinate on tasks itself is aversive or stressful. Consequently those who are more susceptible to experiencing stress should procrastinate more. There are a variety of conditions that make people anxious, especially irrational beliefs’. Irrational beliefs, cognition, or thought is a broad term that includes several dysfunctional or anxiety provoking worldviews. Ellis(1973)characterizes them as (1)almost certainly hindering the pursuit of happiness and fulfillment of desires, and (2)almost completely arbitrary and un provable. Some examples of irrational beliefs are fear of failure and perfectionism.
SELF-HANDICAPPING
There is dispute over whether self-handicapping should be considered a form of procrastination. Self-handicapping is when people place obstacles that hinder their own good performance. The motivation for self handicapping is often to protect self-esteem by giving people an external reason an  “out” if they fail to do well. However, self-handicapping isn’t necessarily a form of procrastination, which is “To voluntarily delay an intended course of action despite expecting to be worse offer the delay”.
REBELLIOUSNESS
According to the clinical literature, rebelliousness, hostility and disagreeableness are thought to be major motivations for procrastination. For these personality traits, externally imposed schedules’ are more likely to be experienced as aversive, and thus avoided, also by delaying work and starting it on ones own schedule, autonomy is reasserted
     Procrastination is universal human behaviour. In fact every one procrastinates on occasion, whether procrastination becomes a problem or not depends on how much negative impact . Procrastination has on each person’s life. Some people put off doing tasks but finally complete them, but others cannot ever seem to get assignments finished. Typically procrastination is seen as a problem when it discrepant some area of person life. 
   Provost (1988) has proposed seven conditions that reflect a level disgruntled due to procrastination.
•	I sometimes feel sick from psychological stress of putting off work that I know needs to be done.
•	I sometimes feel depressed and not in control having lost of confidence and self esteem because of my procrastination behaviour.
•	Sometimes I feel paralyzed and unable to act and to make decisions.
•	I feel that I have the respect of others because of my procrastinating behaviour
•	The quality of my academic work is less than what l knows I can do.
•	I have serious conflicts ,relationships because of my procrastination
•	My procrastination has created an obstacle to the achievement of my significant personal goals.
RELATED STUDIES OF SELF EFFICACY
Burns, garyn and doncan ((2013 jun) this study examined the relationship between evaluation of academic  services and students athelets career decisionmaking self efficacy results indicated that evaluation of academic support service were positievely related to levels of career decision making self efficacy.
   Hung and chiungjung (2013 march) conducted a meta analysis of 187 studies containing 247 independent studies N= (684)on gender differnce in academic self efficacy identified an overall effect size of .08 with small difference favoring males moderation analysis demonstrated that content domain was significant moderator in explaining effect size variation. Females displayed higher language acts self efficacy than males. Gender difference in academic self efficacy also varied with age.
 Cao li (2012) conducted a study on difference in procrastination and motivation between undergraduate and graduate students, sample size is 66 undergraduate and 66 graduate students. The result show that students believe about the usefulness of procrastination were a better predictor of academic procrastination than self efficacy beliefs. And achievement goal orientations students age was related to procrastination among the undergraduate procrastination while the elder students tended to engage in passive procrastination
  Eklund and his associates (2012) studied about empathic self efficacy as an antecedent to prosocial behaviour .two studies tested associations among self efficacy and prosocial behaviour in study first measured academic self efficacy , emotional self efficacy and self reported prosocial behaviour. The study show that academic but not emotional self efficacy was positively correlated with prosocial behaviour .study 1 included only self oriented emotions. In study 2 included empathic as well as self oriented emotions empathtic self efficacy had a positive association with prosocial behaviour.
 	 Prat sala and paul (2012) studied about the relationship between self efficacy in reading and writing and undergraduate students performance in essay writing. Two new scales used one is self efficacy in reading and self efficacy in writing  using the data from first and second year undergraduate psychology student at uk university.overall the results support the important concept of self efficacy in relation to students  performance  Ojeda, lizetta (2012)  conducted a study examined the role of culture and personality on the career decision self efficacy of 338 latino sevsnth grade public middle school students findings indicated latin girls are more acculturated and enculturated than latino boys an interaction effect between acculturation and enculturation did not significantly predict career decision self efficacy for boys or girls. 
Odaci and Hatice (2011) found that whether academic self efficacy and acdemic procrastination act as an predictor of problemmatic internet use among university students. The problemmatic internet use scale, academic procrastination scale, academic self efficacy scale, the results show that significant negative correlation between academic self efficacy scale and problem matic internet use. Further more academic self efficacy was determined to be significant predictoer of problem matic internet use.
Morays and usher (2011) conducted a study to assess the sources of award winning research professor teaching self-efficacy. Semi structure and interviews were conducted with twelve research professors (6 men and 6 women) it was revealed that mastery experience and social persuasions were particularly influential sources of self efficacy these soueces tended to be closely related .professors reported that their self efficacy had generally  stabilized with their first few years of assuming a tenure, track position, participants framed negative events in adaptive ways that had little cost to their teaching selfefficacy.
  Joet , pascal and assosiates (2011) studies sources of self efficacy an investigation of elementray school students in france .the purpose of this study was to assess the influence of banduras theorised sources of self efficacy on the acadedmic regulatory efficacy belief of 3rd grade elementry school students. Hierarichical lineral moderly revealed that mastery experience, social persuasion and mean classroom level. Self efficacy predicted mathematics self efficacy ,m mastery experience, social persuasion, physiological state and the mean classroom level self efficacy predicted french self efficacy.All four sources predited self efficacy for self regulated learning in both subjects, with the expectation vicarious experience in french. Class room level variables did not predict self efficacy for self regulated learning in both subjects.with the expectation of vicarious experience in french. Class room level variable did not predict self efficacy for self regulated learning in either subject findings supports refine the theoritical tents of banduras social cognitive theory.
 Schunk and hanson (2011)studies grade two students  who have previously experienced  difficulty in leraning substraction . one group of students observed a substraction demonstration by a teacher then participated in an instructional programm on substraction . a second group observed other grade two students performing  the same substraction procedure and then participated in the same instructional programm . the students who observed peer models scored higheron post-test and also reported grater confidence in their substitution ability. The   result wrer interpreted as supporting the hypothesis that perceived similarity of the model to the learner increases self efficacy leading to more effective learning of modeled behaviours . it is supported that peer modeling is particularly effective for students who have low self efficacy.
Elliot(2010)conducted a study to investigate the influence of self-efficacy on the college persistence of students. More specifically their study explored how pre entry and second academic and social self-efficacies affect the academic integration social integration and institutional retention of college students. In addition this study explored if the relationship between self-efficacy and persistence varied as foundation of institutional selectivity results demonstrated that academic and social self-efficacies significantly influenced academic and social integration but did not directly influence institutional retention. Investigation of second semester self-efficacy perceptions and persistence resulted in a significant relationship with differential impact based on institutional selectivity.
Wang et al (2008)studied that the relationship of learning  motivation and learning strategy, self-efficacy and learning result of 135 secondary school pupils .the study reveal that self-efficacy and internal attribution have positive predictable effect on learning.
  Plammer(2006)investigated the durability of change in preservice primary teachers self efficacy belief their science teaching self efficacy was measurd at the begning and end of science method.courses there after the end of the course and the result indicated that positive change in self efficacy occurred as a result of course and there high lelves wrer still present the dailky period.
Zajcova (2004) investigated the joint effect of academic self-efficacy and stress on the academic performance of 107 minorites.the result suggested that academic self-efficacy is more consistent predictor than stress of academic success.
  stuPenrich and linnerbrink (2003) studied about the role of the self efficacy belief in student engagement and learning theory reports self efficacy plays an important role in students engagement in classroom students who have positive relationship self efficacy belief will be more likely to engaged in the classroom in terms of their behavior cognition and motivation

According to pajares (2002) it bears noting that self-efficacy belief are themselves critical determinanthow well knowledge and skills are acquired in the first place.
Hadley et al (2002) discover that students self-efficacy is the most influential factor among the factors studied in determining a student’s engagement level. This study is applicable to my research because it examines several different areas that may affect students motivation and achievement.
Morgan (1999) made an instrument that provides an insight to the elementary perception of their self-efficacy in the performance of academic achievements and found that efficacy is positively correlated with grade achievement
 Haycok, laurel a,(1998) found that the relationship among procrastination , efficacy expectations, anxiety, gender, were examined in 141 university students  participants related their efficacy regarding the skills needed to accomplish a major project. A multiple regression analysis was used to distinguish variables predicting procrastination. Results indicated that efficacy expectations are significant predictor of procrastination though variance is modest.
Guffin and Griffin (1997)conducted two experiments involving 131 graduate students to determine effects  of reciprocal peer tutoring (RPT) on academic achievement  text anxiety and academic self-efficacy and results showed that RPT and NONRPT group did not differ significantly on achievement tasks and RPT may help students to achieve learning objectives.
Williams (1997) assessed the students who perceived themselves as more capable of self-regulated learning and found that they tend to have higher academic achievement.
Bandura (1997) argued that to predict academic out comes from students efficacy belief, self efficacy belief should be measured in terms of particularized judgement of capacity that may vary across relation of activity different levels of tasks demands with in a given activity domain and under different situational circumstances.
Bandura(1997)key contentions as regards the role of self-efficacy belief in human functioning is that peoples level of motivation ,affective stress, and actions are based more on what they believe than on what is objectively true
.Miller et al (1996) studied about role of learning goals having self efficacy was more benefical for study with low performance goals 
Pajares (1995)investigated the role of self-efficacy and other motivational constructs in various academic areas and the result demonstrated that when self-efficacy is included statistical model with other more global ,self-belief such as self-concept, anxiety and attributes)and with variables such as academic background and socio-economic status ,self-efficacy is a strong predictor of academic performance and mediate the influence of other determinants.
Graham (1994)in a narrative review of public studies of African American students and the achievement motivation found that African American students should have lower academic self-efficacy because of their poor school achievement or general economic advantage.
 In the study on Damasive (1994) found emotional state especially the positive and negative mood in enhancing and diminishing self-efficacy beliefs. 
   Kelly (1993) evaluated the career self-efficacy perceptions of 256 ninth and eleventh grade            students about 40 % in classes for gifted students and found that the overall influence of gender on career self-efficacy  was made with achievement a more powerful predictor than gender.
 Zimmerman (1992)studied the casual role of students self-efficacy beliefs and academic goals in self-motivated academic attainment for 102 ninth and tenth class(52 males and 52 females)using path analysis procedure and found that perceive efficacy both directly influence the personal goal setting.
Morton (1991)tested analytically the hypothesis that self-efficacy belief relate positively to academic performance and persistence and showed that there is a positive and statically significant relation between  them.
 Boggiano (1988) found that in the absence of evaluative pressure there were no difference in the motivation of children with high or low self efficacy.
Shunk et al (1987) shows that individual tends to engage in tasks about which they feel competent and confident and avoid those in which they do not efficacy belief also help determine how much effort people will expended on an activity, how long they will preserve when confronting obstacles and how restitent they will be in the face of adverse situation.
RELATED STUDIES OF ACADEMIC PROCRASTINATION
Sirin Erkan Faruk (2011) studied academic procrastination among under graduate attending school of physical education and sports. Role of general procrastination, academic motivation and academic self efficacy. The study group consisted 774 students attending school of physical education academic procrastination scale, academic motivation scale, academic self efficacy scale, can be used for this study the result show a significant positive correlation between academic procrastination and general procrastination while the relationship between academic procrastination and academic motivation self efficacy was not statistically significant there is a significant difference in academic procrastination in terms of students departments but not difference in terms of gender.
 Jiao Quang G. Durros and anthony (2011) study examined the extent to which academic procrastination predicted the performance of cooperative groups in graduate level research methods courses a total of 28 groups was examines the findings suggested that level of academic procrastination appears to play an important role among graduate students with respect to the performance of cooperative learning groups.
 Robert and kuzucu jelin (2009)conducted in 508 adolcents from a general secondary school in turkey. Girls reported high level self-efficacy for self-regulation and predicted higher Turkish grades than boys. But there was no difference in levels of procrastination. Academic self efficacy was a stronger prediction of procrastination for girls than boys but for both groups self-efficacy for self-regulation was the stronger predictor of procrastination.
Crystal (2008) examined correlates of academic procrastination students grade goals of in a sample 226 undergraduate from Singapore, findings indicated that self efficacy for self-regulated learning was significantly negatively related to procrastination. High self efficacy for self-regulated learning predicted students expectations of not doing well academically while academic stress predicted students expected of not doing well academically implications for education and educational practice were discussed.
    Klassen,robert and Rajani Sukaina (2008) conducted a study that the relationship among academic procrastination ,self-regulation, academic self-efficacy, self-esteem, results revealed that self-variables as related to procrastination. Self efficacy for self regulation is most predictive of procrastination tendencies. Study 2 examines academic and motivation characterstics of’ negative procrastinators’. The under graduate who are most diversely influenced by procrastination. The 25% of 195 participants in study 2 were classified as negative procrastinators had significantly lower GPA, higher levels of daily and task procrastination. This study explore academic procrastination and associated motivation variables in 612 adolesents from canada and singapore.singaporean adolescents reported higher levels of procrastination and lower level of self efficacy for regulation tha females. Bivariate relationship between procrastination and the motivation variables showed similar patterns in singaporre and canada.
	Shane et al (2008) hypotheses solution for procrastination in the formation of an implementation intention(van Erder 2000) university students (N=152) were assessed using Aitken procrastination inventory (Aitken, 1982) and were asked to report to an experiment half of the participants formed implementation intentions to attend an old ratio indicated that participants who formed implementation intentions were nearly and times more likely to keep their appointments than `those who did not . Low procrastinators (low=49% high=30%) the interaction between implementation intentions and procrastination was not significant.
 Andrew et al (2006) using the series of computer based assignments examined whether students submission patterns revealed a hyperbolic pattern of temporal discounting such that few assignments are submitted for a head of the deadline and submission of assignments accelerate at an increasing rate as the deadline becomes imminent ‘ they further examined whether variables related to self-regulation namely self-reported procrastination, implementation, intentions say do correspondence and perceived academic control correlated with behavioural post ponent. Results revealed strong behavioural evidence of temporal discounting especially among those who identified themselves are procrastinators among the self-regulation measures only say do correspondence counseling correlated with procrastination.
 Coolters (2003) conducted on academic procrastination includes fail to perform an activity within the desired time from or post ponding until the last minute activities one ultimately intends to complete (N=168) examining procrastination and its relation to several key components of self-regulated learning using self report, surveys. Results indicate that procrastination was related to college students self efficacy and work avoidance , goal orientation, lesser extent, their use of metacognitive strategies.
       Gulibagalan and robin (2003) studied the relationship of procrastination behaviour with demographic variables are analyses. It is suggested that procrastination behaviour is negatively related to age difference the level of procrastination behaviour decrease at the age group.
under the pressure of high cognitive and imposed time limitations.
  Dewitta (2002) investigated the role of impulsivity in procrastinators problem. Sample were students revealed that students tend to postpone the bulk of their study ,activity to the last week before an exam.
    Barbara (2002) examined the relation between academic procrastination tendency and student writing success. We found that the tendency to procrastinate on writing tasks was associated with general anxiety, anxiety about writing the paper, writing the paper later than usual, less satisfaction with writing the paper, lower grades. Additionally receipt of feed back on writing was associated with better writing out comes for high procrastinators. These result have implications for understanding academic procrastination and the use of academic interventions to address procrastination.
Tukman (1998) conducted a study on procrastination of students reveals that when given frequent tests rather than homework, assignments, academic performance of procrastinators improved dramatically much as to move them from the bottom to the top of their class.it still remains to be determined whether such students are able to subsequently maintain their more timely regimen of preparation in much less structured environments.
  Sencal et al (1995) conducted on the relation between study as self-regulation and academic procrastination and asses the role of autonomous self-regulation as a predictor of academic procrastination. the study reveals that academic procrastination is often a motivational problem related to fear of failure students with intrinsic reasons for studying procrastinate less than those with less autonomous reasons.
    Solomn and Rothblum (1986) conducted a study on academic procrastination frequency cognitive behavioral correlates. This study investigated the frequency of college students procrastination as academic tasks and the reasons for procrastination behaviour. Larger and relatively heterogeneous group of subjects reported procrastinating as a result of averseness of the task .the averseness of the task factor did not correlate significantly with anxiety but it did correlate significantly with depression . irrational , cognition, low self esteem and delayed study behavior.
 Ellis and knaus(1977) conducted a study on procrastination of college students findings are 95% of college students engage in procrastination . there is evidence that procrastination results in detrimental academic performance, including poor grades and course withdrawals that the tendency for students to procrastinate increase the longer they are in college freshman procrastinate the least seniors the most.
   CONCLUSION
   Today procrastination is more common phenomenon among students than ever because they have lots of thing do but they have limited time. Especially, students frequently exhibit Procrastination behaviour towards their academic tasks such as preparing homework studying and preparing Exams. Researchers on this subject clearly show that it is impossible to explain procrastination behaviour with only one variable .So the aim of this study was to investigate whether self-efficacy can act as a prediction of procrastination among students.
METHODOLOGY
   The procedure or technique employed in a research study is known as the methodology of research. The methods and tools determine the validity of the study and the accuracy of the result. The methodology of the chapter points to the generalizability of the result by the collection and analysis of the relevant data.
    The study that the investigator conducted was intended to find out the influence of self efficacy on academic procrastination of secondary school students .The study is based on the subsamples gender, locality, and type of management, and parental qualification. The design of the study is described under the following major sections.  
1.	Variables
2.	Objectives
3.	Hypothesis
4.	Samples used for the study 
5.	Tools used for the study
6.	Data collection procedure, scoring and consolidation of data
7.	Statistical techniques used for the study
The details of each of the above are given below
   1. Variables
        The major objective of the study is to find out the influence of self efficacy and academic procrastination of secondary school students. The variables of the study are 
    A, self-efficacy (independent variable)
    B, Academic procrastination (dependant variable)
   The sub variables like gender, locality, management of the school, parental qualificatioin are taken as the sub samples
11) OBJECTIVES OF THE STUDY
1.	To find out if there exist any significant relationship between self efficacy and academic procrastination of secondary school students.
2.	 To find out if there exist any significant relationship between self efficacy academic procrastination of secondary school students in the subsamples based on 
     A, Gender
     B, locality
C, Type of management of institutions
D, Educational qualification of parents

3.	To f ind out if there is exist any significant difference in self efficacy of secondary school students between different sub samples
   A, Gender
   B, Locality
   C, Type of management of institutions
   D, Educational qualification of parents
4  To find out if there exist any significant difference in academic procrastination of secondary school students between different subsamples
  A, Gender
  B, Locality
  C, Type of management of institutions
  D, Educational qualification of parents
111)HYPOTHESIS OF THE STUDY
The following hypothesis was formulated for the present study
1.	There exists significant relationship between self efficacy and academic procrastination of secondary school students.
2.	There exist significant relationship between self efficacy and academic procrastination of secondary school students in the subsamples based on 
   A, Gender
   B, locality
   C   Type of management of institutions
  D, Educational qualification of parents
3.	There exists significant difference in self efficacy  of secondary school students in the subsamples based on 
A, Gender
B, Locality
C, Type of management of institutions
Educational qualification of parents
4, There exists significant difference in academic procrastination secondary school students in the subsamples based on 
A, Gender
B, Locality
C, Type of management of institutions
D, Educational qualification of parents
1V)SAMPLES USED FOR THE STUDY
    Due to the limitation of conducting the study on the population, the investigator confined the study to a sample representing the population
   The population for the present study covers the Higher secondary school students of Calicut and malappuram district and the study is carried out on a representative sample of higher secondary school students of Calicut and malappuram districts. The following points were considered for the selection of sample for the study.
     1, Gender viz: Male, female
     2, locality viz:urban,rural
     3, Type of management viz:government, Aided,Un aided
     4, Educational qualification of parents :below plus two, plus two and above plus 
                      Two
	Stratified random sampling was used on the basis of gender, locale, type of management of schools and educational qualification of parents. The study was conducted on 480 students from 11 schools of Calicut and malappuram districts. The sample selected is given in the table below

TABLE 1-Details of the final sample
SL NO	NAME OF SCHOOL	LOCALE	TYPE OF MANAGEMENT	
1	GVHS Kizhuparamba	Rural	Govt.	
2	GHS  Chruvadi	Rural	Govt.	
3	GHS BOYS Manjeri	Urban	Govt.	
4	GHS Girls Manjeri	Urban	Govt.	
5	HSS Karaparmba	Urban	Govt.	
6	PTMHS Kodiyathur	Rural	Aided	
7	SOHS Areacode	Rural	Aided	
8	AKKR Girls Chelannur	Rural	Aided	
9	ALANVAR HS Kuniyil	Rural	Unaided	
10	ALBANTH HSChruvadi	Rural	Unaided	
11	MAJMA HS Kavanoor	Rural	Unaided	

V )TOOLS USED FOR THE STUDY
   Data collection is one of the major part of the research process. For an effective data collection , an effective tool, technique has to be selected and the necessary steps in the preparation of the tool or the conduction of technique was to be adopted. The tools or techniques may vary as per the complexity, design, administration and interpretation of the research.

    The investigator used the following tools for the study:
1.	Scale on self efficacy(Anees Mohammed & vilma.k.m)
2.	Procrastination scale( Anees mohammed & vilma.k.m)
3.           General data cum response sheets
Description of the tool
1.	Scale on self efficacy
The scale on self efficacy was prepared by the investigator with the help of the supervising teacher to measure self efficacy of  secondary school students
       2.procrastination scale
     The procrastination scale was also prepared by the investigator with help of the supervising teacher to measure procrastination of secondary school students
PLANNING
The investigator initially considered various definitions available on the terms self efficacy and procrastination. from the various definitions and descriptions, the investigator analysed and pooled a list of the components for each of the terms, which would comprehensively represent them as per their operational definitions given by the investigator.
     From reviewing many studies related with self efficacy and academic procrastination and also from the discussion with the supervising teacher and other experts, the investigator developed a final list of relevant components for the preparation of the tool
.COMPONENTS OF SELF EFFICACY
1.self confidence
   Belief in oneself and one’s power or abilities, self-confidence is knowing that we have the capacity to do something good and decide not to give up
2.Emotional Adjustment
    It is the maintance of emotional equilibrium in the face of internal and external stressors. Emotional Adjustment help to understanding of oneself, understanding of realities of life. It is one of the major aspects of human growth and development.
3. Leadership Quality
    A person who guides or directs a group. Leadership quality refers to inspiring and guiding individuals and groups.
4.Cooperativeness
   Willing to cooperate, helpful. It refers to working with others toward shared goals.
5.Goal Orientation
It refers to the goal one has in particular situation. It refers to the students perceptions of the reason why to engage in a learning task.
COMPONENTS OF PROCRASTINATION
1.Lack of confidence
 Doubting feelings, unconvinced of the outcomes
2,Lazyness
  Resulting from a dislike of work.
3.Anxiety
  Anxiety is a feeling of fear, worry. Feel that something terrible is going to happen in but it is unable to explain what it is.
4.Delay
The act of dealing or inactivity resulting in something being put off until a later time.
5. Tension
 Mental or emotional strain or stress
PREPARATION
       Based upon the above mentioned components the investigator developed  self efficacy scale and academic procrastination scale A copy  of the draft version of self efficacy scale  and academic procrastination scale(Malayalam and English version)are given as appendices 
       After planning the components suitable for the terms self efficacy and academic procrastination, it was decided to prepare the likert type scale for each term with five responses viz:strngly agree, agree,undicided, disagree, stongly disagree. The scale on self efficacy contained 35 items and the academic procrastination scale contained 30 items  
TRYOUT OF THE PRELIMINARY SCALE
          The purpose of the try-out of the scale is to select  the items for the final  by empirically testing the item .The procedure of the item analysis is described below
          The preliminary scale was administrated to a sample of 370 secondary school students selected by stratified sampling techniques giving due representation to gender of the students, locale of the school, type of management of school, parental qualifications.
           The 370 responses sheet obtained were scored and the total score for each sheet was calculated. Then these were arranged in descending order of the total score and the lowest highest 27% of the 370 sheets (100 sheets each)were separated.
            The mean and standard deviation of the score obtained for each items for the lower and higher group were calculated seperatively. The critical ratio for each item were calculated using the following formula.  The mean and standard deviation of the score obtained for each items for the lower and higher group were calculated separately. The critical ratio for each item were calculated using the following formula
	
Where, 
 = Mean of the Group I
  = Mean of the Group II
σ1 = Standard Deviation of Group I
σ2 = Standard Deviation of Group II
N1= Sample size of Group I
N2= Sample size of Group II

  The critical ratio obtained for each item together with means and standard deviations of the scores from both the scales are given on the table2 and 3 
      TABLE 2
        Critical Ratio (t value) with mean and standard deviation for the scale on self efficacy

SL . NO	Mean deviation of low group	Standard deviation of low group	Mean deviation of High group	Standard deviation of High group	‘t’ value	
        1                    	4.34	0.742	4.74	0.463	4.57	
2	3.76	1.045	4.04	0.828	2.099*	
3	2.78	1.460	3.37	1.515	2.803	
4	3.86	1.128	4.6	0.586	5.820	
5	 3.26	1.291	4.55	0.783	8.538	
6	4.1	1.087	4.79	0.498	5.769	
7	3	1.370	4.23	1.135	6.909	
8	3.86	1.110	4.57	0.755	5.286	
9	3.84	1.244	4.57	0.755	5.012	
10	2.23	1.221	2.69	1.203	2.682	
11	2.22	1.283	2.97	1.381	3.977	
12	3.9	1.306	4.69	0.837	5.090	
13	4.06	1.071	4.8	0.492	6.275	
14	3.93	1.191	4.56	0.715	4.583	
15	3.73	1.278	4.26	0.773	3.547	
16	3.56	1.486	4.44	0.914	5.044	
17	2.9	1.388	3.68	1.188	4.267	
18	2.81	1.488	3.39	1.441	2.798	
19	2.62	1.412	2.52	1.445	-0.494*	
20	4.09	1.120	4.54	0.925	3.096	
21	3.49	1.058	4.48	0.717	7.740	
22	3.82	1.328	4.58	0.923	4.697	
23	2.15	1.320	2.99	1.494	4.212	
24	2.41	1.231	3.08	1.474	3.486	
25	2.56	1.387	3.32	1.324	3.961	
26	2.939	1.405	4.31	1.041	7.834	
27	3.22	1.106	4.19	0.800	7.104	
28	3.18	1.274	3.76	1.326	3.152	
29	2.26	1.425	3.16	1.593	4.208	
30	2.56	1.335	3.23	1.339	3.541	
31	3.51	1.251	4.06	1.170	3.210	
32	2.969	1.307	4.07	0.945	7.005	
33	3.23	1.204	4.15	0.946	6.003	
34	3.909	1.221	4.73	0.489	6.239	
35	3.83	1.295	4.77	0.509	6.753	

	
                    	
SL.NO	Mean score of low group	Standard deviation of low group	Mean score of high group	Standard deviation og high group	‘t’ value	
1	4.14	1.302	4.14	1.101	0*	
2	4.38	0.907	4.59	0.621	1.909*	
3	3.52	1.329	4.12	0.997	3.609	
4	3.1	1.337	4	1.100	5.96	
5	3.158	0.912	2.09	1.189	3.401	
6	2.25	1.282	3.67	1.255	7.912	
7	3.09	1.371	4.1	1.193	5.555	
8	2.24	1.422	3.72	1.181	8.005	
9	1.71	0.987	3.74	1.276	12.57	
10	2.65	1.395	4.03	0.915	8.270	
11	2.77	1.434	4	1.172	6.640	
12	1.91	1.120	3.7	1.193	10.936	
13	2.26	1.124	3.8	1.119	9.705	
14	1.88	1.257	3.46	1.298	8.741	
15	4.18	1.297	4.25	1.131	0.406*	
16	1.84	1.089	3.98	1.197	13.220	
17	2.04	1.091	3.97	0.979	13.165	
18	2.69	1.315	4.29	0.935	9.911	
19	1.87	1.097	3.53	1.234	10.047	
20	1.8	0.984	2.78	1.235	6.202	
21	2.63	1.425	2.63	1.353	0*	
22	1.95	1.008	3.84	1.203	12.034	
23	2	1.222	3.7	1.150	10.126	
24	2.79	1.365	3.95	1.242	6.284	
25	1.74	0.991	3.3	1.290	9.585	
26	1.73	1.162	2.47	1.480	3.932	
27	2.87	1.397	4.02	1.109	6.44	
28	2.39	1.338	3.78	1.159	7.825	
29	1.97	0.989	3.64	1.159	10.957	
30	1.82	1.057	3.59	1.311	10.506	
*Items indicate rejected items

 Item with critical ratio greater than 2.58 the tabled value of required for significance at 0.01 level are selected for the final scale. From self efficacy scale, 33 items were selected and from the academic procrastination scale, 26 items were selected for the preparation of final scale.(Copies of English and malayam versions of self efficacy scale and academic procrastination scale are given in the appendix)
         Reliability
   Reliability of the test is its ability to yield consistent result from one set of measure to another is referred to as its reliability. According to Best and Khan (1996) “reliability is the degree of consistency  that the instrument  or procedure  demonstrates, whatever  it is does so consistently”
        To find out the reliability of the two tests, the investigator used the test re test method
         Preparation of a test is the simplest method of determining agreement between two sets of scores. The tests are given and repeated on the same group and the correlations are computed between the first and the second sets of scores (Garret , 2004). The two sets of scores thus obtained are tabulated and their statistical correlations are determined.
       Higher the correlation more will be the reliability. Here reliability is established by testing whether two results of both of the tests reveal stability and equivalence in pupil performance. This is considered as the evidence of consistency.
     For determining the test-retest reliability the investigator selected 30 students who participated in the final tests. The reliability coefficient was found using the formula     For determining the test-retest reliability the investigator selected 30 students who participated in the final tests. The reliability coefficient was found using the formula,
,

  The reliability of the test on self efficacy was found to be 0.713 and the reliability of the test of academic procrastination was found to be 0.767which indicates that reliability of the two tests are reliable
Validity
          In the words of Donald H Mc Burney “validity is an indication of accuracy in terms of the extent to which a research conclusion corresponds with reality. “Validity of the present scales was ensured using face validity’ Atest is said to have face validity when it appears to measure whatever the author in mind, what he thought he was measuring (Garret 2005 p.355). both the scale on self efficacy and academic procrastination scale were corrected and modified by the experts and thus ensuring the face validity.
    V) DATA COLLECTION PROCEDURE, SCORING AND CONSOLIDATION OF DATA
      A, Administration of the tool
             After the sample selection the investigator prepared a time schedule for visiting the schools for data collection the investigator approached the heads of the concerned institutions for obtaining permission for data collection. Before administration the investigator explained the necessary instructions to the students to fill the tool. The investigator carefully clarified the doubts of the students, when the scale administration was over. The investigator collected back the copies of the tools
   B, Scoring and consolidation of data
       According to the scoring scheme of the scales prepared, all the responses were scored. Both the scales included positive as well as negative items. The responses for positive statements were arranged as strongly agree, agree, undecided, disagree, strongly disagree and the scores were assigned as 5, 4,3,2,1 respectively. The negative statements were scored inversely.`
                           The responses sheets were scored according to the scoring procedure and then consolidated and tabulated for statistical analysis. While scoring in complete responses sheets were rejected and hence the final sample size is reduced from 500mto 480 students

STATISTICAL TECHNIQUES USED FOR ANALYSIS OF DATA
1.	Preliminary analysis

Preliminary analysis was done in order to arrive at a conclusion about the nature of the distribution. Preliminary analysis involves the following statistical techniques.
A, Measures of central tendency
B, standard deviation
C, skewness
D, kurtosis
2. Pearson’s product moment coefficient of correlation 
          The most often used and precise coefficient of correlation is Pearson’s product moment coefficient of correlation. The degree of relationship is measured and represented by coefficient of correlation

Where,
∑x = Sum of x scores
∑y = Sum of the y scores
∑x2= Sum of the squares of x scores
∑y2= Sum of the squares of y scores
∑xy= Sum of the product of paired x and y scores
N= Number of scores

3.Test of significance of difference between means for different categories
	The statistical techniques “ Test for significance of Difference Between means for different categories, was used to find out if there exist any significant difference in self efficacy and academic procrastination between the relevant subsamples.
	The test of significance of difference between means for different categories is known as‘ t’ test. The tabled value for 0.01 level of significance is 2.58 and the tabled value for 0.05 level of significance is 1.96.

Where, 
 = Mean of the Group I
  = Mean of the Group II
σ1 = Standard Deviation of Group I
σ2 = Standard Deviation of Group II
N1= Sample size of Group I
N2= Sample size of Group II
     	If obtained critical ratio is greater than the required value for significance the mean difference is considered to be significant.
4.ANOVA
    Analysis of variance (ANOVA) has been defined as ‘the separation of the variance described to other group” (fisher, 1950) in its simplest form analysis of variance is used to test the significance of the difference between the means of a number of different population. it is a effective way to determine whether the means of more than two samples are too different to attribute to sampling error . ANOVA is a international statistical procedure by which the researcher can test the null hypothesis that to or more population is equal. A ratio two variance estimates is computed and this ratio has as its sampling distribution. The f distribution is determined by two and one degree of freedom of values. ANOVA can include one or more independent variable.
 ANALYSIS AND INTERPRETATION OF DATA
         The present study is to assess the influence of self efficacy on academic procrastination of secondary school students .This chapter deals with the analysis and interpretation of data as per the following objectives.
OBJECTIVES OF THE STUDY
1.	To find out if there exist any significant relationship between self efficacy and academic procrastination of secondary school students.
2.	 To find out if there exist any significant relationship between self efficacy academic procrastination of secondary school students in the subsamples based on 
     A, Gender
     B, locality
C, Type of management of institutions
D, Educational qualification of parents

3.	To find out if there is exist any significant difference in self efficacy of secondary school students between different sub samples
   A, Gender
   B, Locality
   C, Type of management of institutions
   D, Educational qualification of parents
4  To find out if there exist any significant difference in academic procrastination of secondary school students between different subsamples
  A, Gender
  B, Locality
  C, Type of management of institutions
  D, Educational qualification of parents
 HYPOTHESIS OF THE STUDY
The following hypothesis was formulated for the present study
1.	There exists significant relationship between self efficacy and academic procrastination of secondary school students.
2.	There exist significant relationship between self efficacy and academic procrastination of secondary school students in the subsamples based on 
   A, Gender
   B, locality
C Type of management of institutions
  D, Educational qualification of parents
3.	There exists significant difference in self efficacy of secondary school students in the subsamples based on 
A, Gender
B, Locality
C Type of management of institutions
Educational qualification of parents
4, There exists significant difference in academic procrastination secondary school students in the subsamples based on 
A, Gender
B, Locality
Type of management of institutions
D Educational qualification of parents
PRELIMINARY ANALYSIS OF TEST OF SCORES
         The important statistical properties of the scores on the variables under study were analysed as a preliminary step. The mean, median, mode, standard deviation, skewness and kurtosis were computed for the whole sample. The details of the statistics are presented in table4.
TABLE-4
variable	N	Mean	Median	Mode	Standard deviation	Skewness	Kurtosis	
Self efficacy	480	120.87	122	118	10.58	-.219	.147	
Academic  procrastination	480	75.69	76	86	15.03	-.048	-.500	

      The important statistical constants of the selected variables for the total subsample were analysed. The measures like mean, median, and mode, standard deviation, skeweness, and kurtosis were computed for the whole sample
          For the variable self efficacy, the values of mean median are almost equal but mode is not equal. The extent of skewness or index of asymmetry is -.219 which shows the distribution is negatively skewed. The measure of kurtosis is o.147.For the variable academic procrastination, the value of median is between the value mean and mode. The extent of skewness or index of asymmetry is -0.048 which shows the distribution is negatively skewed. The measure of kurtosis is -0.500

MAJOR ANALYSIS
1.	CORRELATION
2.	MEAN DIFFERENCE ANALYSIS

Range of Computed correlation	Interpretation	
0	Zero relation, absolutely no relationship	
0.0 to±0.2	Slight; almost negligible relationship	
±0.21 to ± 0.4	Low correlation; definite, but small relationship	
±0.41 to ± 0.6	Moderate relation; substantial, but small relationship.	
±0.61 to ±0.8	High correlation; marked relationship	
±0.81 to 0.99	Very high correlation	
±1	Perfect correlation; almost identical or opposite relationship	

THE EXTENT OF RELATIONSHIP BETWEEN SELF EFFICACY AND ACADEMIC PROCRASTINATION OF SECONDARY SCHOOL STUDENTS
                                         TABLE 6
Coefficient of correlation between selfefficacy and academic procrastination of secondary school students

SL.NO	SAMPLE	CORRELATION ‘r’	
1	Total	-0.404	
2	Male	-0.445	
3	Female	-0.329	
4	Government	-0.426	
5	Aided	-0.367	
6	Unaided	-0.450	
7	Urban	-0.374	
8	Rural	-0.422	
9	Parental Qualification-Above Plus Two	-0.405	
10	Below Plus Two	-0.406	

               The collected data has been analysed to find out the extent of relationship between self efficacy and academic procrastination of higher secondary school students. It is estimated using Pearson’sproduct moment coefficient correlation (r) . The investigator could use Pearson’s product moment coefficient of correlations all the variables involved in the study are continuous and of interval type measurement. As all the assumptions are satisfied, the investigator proceeded with the computation of Pearson’s ‘r’.
      The table 6 shows the coefficient of correlation between self efficacy and academic procrastination of secondary school students in the total sample and subsamples based on gender, locality, type of management of school, parental Qualification 
The coefficient of correlation obtained for the total sample is -0.404. The value obtained suggests that the relation between the variables is significant at 0.01 level as the ‘r’ is greater than the tabled value required for significance at 0.01 level. The magnitude and direction of ‘r’ indicate the existence of moderate and negative relationship between variables. Hence it can be concluded that there exists a significant moderate and negative relationship between the variables self efficacy and academic procrastination for the total sample.
     The coefficient of correlation obtained for the male secondary school students is -0.445. The value obtained suggests that the relation between the variables is significant at 0.01 levels. The magnitude and direction of ‘r’ indicate the existence of moderate and negative relationship between variables. Hence it can be concluded that there is negative and moderate relationship between the variables self efficacy and academic procrastination of male secondary school students.
The coefficient of correlation obtained for the female secondary school students is  -0.329. The value obtained suggests that the relation between the variables is significant at 0.01 level as the ‘r’ is greater than the tabled value required for significance at 0.01 level. The magnitude and direction of ‘r’ indicate the existence of low and negative relationship between variables. Hence it can be concluded that there exists a significant low and negative relationship between the variables self efficacy and academic procrastination of female Secondary School Students.
  The coefficient of correlation obtained for the Government Secondary School students is -0.426.The value obtained suggests that the relation between the variables is significant at 0.01 levels as the ‘r’ is greater than the tabled value required for significance at 0.01 levels. The magnitude and direction of ‘r’ indicate the existence of moderate and negative relationship between variables. Hence it can be concluded that there is negative and moderate relationship between the variables self efficacy and academic procrastination of Government Secondary School Students.
     The coefficient of correlation obtained for the Aided Secondary School students is -0.367. The value obtained suggests that the relation between the variables is significant at 0.01 levels as the ‘r’ is greater than the tabled value required for significance at 0.01 levels. The magnitude and direction of ‘r’ indicate the existence of low and negative relationship between variables. Hence it can be concluded that there exists a significant low and negative relationship between the variables self efficacy and academic procrastination of Aided secondary school students.
             The coefficient of correlation obtained for the Unaided Secondary School students is -0.450. The value obtained suggests that the relation between the variables is significant at 0.01 levels as the ‘r’ is greater than the tabled value required for significance at 0.01 level. The magnitude and direction of ‘r’ indicate the existence of low and negative relationship between variables. Hence it can be concluded that there exists a significant low and negative relationship between the variables self efficacy and academic procrastination of Unaided Secondary School Students.
The coefficient of correlation obtained for the Secondary School Students of urban area is -0.374. Table value obtained suggests that the relation between the variables is significant at 0.01 level as the ‘r’ is greater than the tabled value required for significance at 0.01 level. The magnitude and direction of ‘r’ indicate the existence of low and negative relationship between variables. Hence it can be concluded that there exists significant low and negative relationship between variables self efficacy and academic procrastination of Secondary School Students of Urban area.
 The coefficient of correlation obtained for the Secondary School Students of Rural areas is -0.422. Table value obtained suggests that the relation between the variables is significant at 0.01 level as the ‘r’ is greater than the tabled value required for significance at 0.01 level. The magnitude and direction of ‘r’ indicate the existence of moderate and negative relationship between variables. Hence it can be concluded that there exists significant moderate and negative relationship between variables self efficacy and academic procrastination of Secondary School Students of Urban area.
                   The coefficient of correlation obtained for the secondary school students whose parental Qualification is above plus two is -0.405. The value obtained suggests that the relation between the variables is significant at 0.01 level as the ‘r’ is greater than the tabled value required for significance at 0.01 level. The magnitude and direction of ‘r’ indicate the existence at 0.01 level. The magnitude and direction of ‘r’ indicate the existence of moderate and negative   relationship between variables. Hence it can be concluded that there is moderate and negative relationship between variables self efficacy and academic procrastination of Secondary School students whose parental qualification above plus two.
           The coefficient of correlation The coefficient of correlation obtained for the secondary school students whose parental Qualification is below plus two is -0.406. The value obtained suggests that the relation between the variables is significant at 0.01 level as the ‘r’ is greater than the tabled value required for significance at 0.01 level. The magnitude and direction of ‘r’ indicate the existence at 0.01 level. The magnitude and direction of ‘r’ indicate the existence of moderate and negative   relationship between variables. Hence it can be concluded that there is moderate and negative relationship between variables Self efficacvy and Academic procrastination of Secondary School students whose parental qualification below plus two.
   DISCUSSION
              The coefficient of correlation between self efficacy and academic procrastination of secondary school students were analysed. Results show that there exists a significant moderate and negative relation between the variables self efficacy and academic procrastination for the total sample. It is evident from results that there is moderate tendency in the variable Academic procrastination to be decreased when there is an increase in the self efficacy and vice versa.
              The coefficient of correlation between Self efficacy and Academic procrastination of male secondary school students show that there exists a significant moderate and negative relationship self efficacy and academic procrastination .It is evident from the results that there is a moderate tendency in the variable Academic procrastination to be decreased when there is an increase in the self-efficacy and vice versa.
          	The coefficient of correlation between Self efficacy and Academic procrastination of male secondary school students show that there exists a significant moderate and negative relationship self efficacy and academic procrastination .It is evident from the results that there is a moderate tendency in the variable Academic procrastination to be decreased when there is an increase in the self-efficacy and vice versa.       
                The coefficient of correlation between Self efficacy and Academic procrastination of female secondary school students show that there exists a significant low and negative relationship self efficacy and academic procrastination .It is evident from the results that  there is a moderate tendency in the variable Academic procrastination to be decreased when there is an increase in the self-efficacy and vice versa. 
The coefficient of correlation between Self efficacy and Academic procrastination of government secondary school students show that there exists a significant moderate and negative relationship between self efficacy and academic procrastination .It is evident from the results that there is a moderate tendency in the variable Academic procrastination to be decreased when there is an increase in the self efficacy and vice versa.
        The coefficient of correlation between Self efficacy and Academic procrastination of Aided secondary school students show that there exists a significant low and negative relationship between self efficacy and academic procrastination .It is evident from the results that there is a moderate tendency in the variable Academic procrastination to be decreased when there is an increase in the self-efficacy and vice versa. 
         The coefficient of correlation between Self efficacy and Academic procrastination of Unaided secondary school students show that there exists a significant moderate and negative relationship between self efficacy and academic procrastination .It is evident from the results that there is a moderate tendency in the variable Academic procrastination to be decreased when there is an increase in the self efficacy and vice versa.
               The coefficient of correlation between Self efficacy and Academic procrastination of Urban secondary school students show that there exists a significant low and negative relationship between self-efficacy and academic procrastination .It is evident from the results that there is a moderate tendency in the variable Academic procrastination to be decreased when there is an increase in the self-efficacy and vice versa.  
            The coefficient of correlation between Self efficacy and Academic procrastination of Rural secondary school students show that there exists a significant moderate and negative relationship between Self efficacy and Academic procrastination .It is evident from the results that there is a moderate tendency in the variable Academic procrastination to be decreased when there is an increase in the Self efficacy and vice versa.
            The coefficient of correlation between Self efficacy and Academic procrastination of secondary school students, whose parental qualification is above plus Two show that there exists a significant moderate and negative relationship between Self efficacy and Academic procrastination .It is evident from the results that there is a moderate tendency in the variable Academic procrastination to be decreased when there is an increase in the Self efficacy and vice versa.
            The coefficient of correlation between Self efficacy and Academic procrastination of secondary school students, whose parental qualification is Below plus Two show that there exists a significant moderate and negative relationship between Self efficacy and Academic procrastination .It is evident from the results that there is a moderate tendency in the variable Academic procrastination to be decreased when there is an increase in the Self efficacy and vice versa.
COMPARISON OF THE MEAN SCORES OF SELF EFFICACY AND ACADEMIC PROCRASTINATION  BETWEEN SUBSAMPLES BASED ON GENDER, LOCALITY, TYPE OF MANAGEMENT OF SCHOOL, PARENTAL QUALIFICATION OF PARENTS.
1.	Comparison of mean scores of self efficacy between Male and Female secondary school students
                    TABLE 7
          DATA AND RESULTS OF THE TEST OF SIGNIFICANCE OF DIFFERENCE IN SELF EFFICACY BETWEEN MALE AND FEMALE STUDENTS
SL.NO	Category	N	Mean	Standard Deviation	   ‘t’values	Level of significance	
1	Male	229	118.90	10.34	-3.938
	0.01
	
2	Female	251	122.66	10.50			

     From the Table 7, it is found that the mean scores of self efficacy obtained for Male Female Higher Secondary School Students are 118.90 and 122.66 respectively. The standard deviations obtained are 10.34 and 10.50 respectively. The calculated’ value is -3.98. The table value of at 0.01 level of significance is 2.58. Since the calculated’ value is greater than the tabled value, it can be inferred that there is significant difference in self efficacy between Male and Female Secondary School Students.
    Discussion
     The analysis of the above data shows that there is significant difference in self efficacy between Male and Female Secondary School Students. Hence it can be concluded that the Male and Female students differ in the level of self efficacy.

2 .Comparison of mean scores of self efficacy between Rural and Urban Secondary School Students
                TABLE 8
     Data and results of the test of significance of Difference in self efficacy between Rural and Urban students
SL.NO	Category	N	Mean	Standard Deviation	‘t;value	Level of significance	
1	Urban	98	120.57	10.56	-0.314	NS	
2	Rural	382	120.94	10.60			

 From the table 8 , it is found that the mean scores of self efficacy obtained for Rural and Urban secondary school students are 120.57 and 120.94 respectively. The standard deviations obtained are 10.56 and 10.60 respectively. The calculated value ‘t’ value is -0.314.The table value of ‘t’ at 0.01 level of significance is 2.58.Since the calculated ‘t’ value is less than the tabled value , it can be inferred that the mean difference in self efficacy between Urban and Rural Secondary School students is statistically not significant.
Discussion
  The analysis of above data shows that the mean scores of self efficacy obtained from Urban and rural students were analyzed. It is found that the mean difference in the self efficacy between Urban and rural secondary school students is not significant. Hence it can conclude that the Urban and Rural secondary school student does not differ in the level of self efficacy.
3.comparison of mean scores of self efficacy between Secondary School Students of parental qualification below plus Two and above Plus Two
                 TABLE 9
      Data and results of the test of significance of Difference in self efficacy between secondary school students of parental qualification below plus Two and plus Two.

SL.NO	Category	N	Mean	Standard Deviation	‘t’ value	Level of significance	
1	Below plus Two	324	121.25	10.54	1.122	N S	
2	Plus Two and above plus two	156	120.08	10.66			

   Below plus Two and above plus Two do not differ in the level of self efficacy.  From the Table 9, it is found that the mean scores of self efficacy obtained for Secondary School Students of parental qualification below plus Two and above plus two are 121.25 and 120.08 respectively. The standard deviations obtained are 10.54 and 10.66 respectively. The calculated value‘t’ value is 1.122. The table value of ‘t’ at 0.01 level of significance is 2.58.Since the calculated ‘t’ value is less than the tabled value, it can be inferred that the mean difference in self efficacy between Secondary School students of parental qualification below plus Two and above Plus Two statistically not significant.
Discussion
  The analysis of the above data shows that the mean difference in the self efficacy between secondary school students having parental qualification below plus Two and above plus Two is not significant. Hence it can be concluded that secondary school students having parental qualification not differ in the level of Academic procrastination.

1.Comparison of mean scores of Academic procrastination  between Male and Female secondary school students

                    TABLE 10
          DATA AND RESULTS OF THE TEST OF SIGNIFICANCE OF DIFFERENCE IN ACADEMIC PROCRASTINATION BETWEEN MALE AND FEMALE STUDENTS

SL.NO	Category	N	Mean	Standard Deviation	‘t’ value	Level of significance	
1	Male	229	78.39	15.33	3.812	0.01	
2	Female	251	73.23	14.33			
From the Table 10, it is found that the mean scores of Academic procrastination obtained for Male Female Secondary School Students are 78.39 and 73.23 respectively. The standard deviations obtained are 15.33 and 14.33 respectively. The calculated’ value is 3.812. The table value of at 0.01 level of significance is 2.58. Since the calculated’ value is greater than the tabled value, it can be inferred that there is significant difference in Academic procrastination between Male and Female Secondary School Students.
    Discussion
     The analysis of the above data shows that there is significant difference in Academic procrastination between Male and Female Secondary School Students. Hence it can be concluded that the Male and Female students differ in the level of Academic procrastination.

2. Comparison of mean scores of Academic procrastination between Rural and Urban Secondary School Students
                  TABLE 11
 DATA AND RESULTS OF THE TEST OF SIGNIFICANCE OF DIFFERENCE IN ACADEMIC PROCRASTINATION BETWEEN RURAL AND URBAN STUDENTS

SL.NO	Category	N	Mean	Standard Deviation	‘t’value	Level of significance	
1	Urban	98	82.68	13.53	
5.303	
0.01	
2	Rural	382	73.90	14.88			

 From the table 11, it is found that the mean scores of Academic procrastination obtained for Rural and urban secondary school students are 73.90and 82.68 respectively. The standard deviations obtained are 13.583and 14.88 respectively. The calculated value ‘t’ value is 5.303.The table value of ‘t’ at 0.01 level of significance is 2.58.Since the calculated ‘t’ value is greater than the tabled value , it can be inferred that the mean difference in Academic procrastination between Urban and Rural Secondary School students is statistically significant.
DISCUSSION
 The analysis of the above data shows that there is significant difference in Academic procrastination between Male and Female Secondary School Students. Hence it can be concluded that the Male and Female students differ in the level of Academic procrastination

 

 3.comparison of mean scores of Academic procrastination between Secondary School Students of parental qualification below plus Two and above Plus Two
                 TABLE 12
      Data and results of the test of significance of Difference in Academic procrastination between secondary school students of parental qualification below plus Two and above plus Two.  
SL.NO	Category	N	Mean	Standard Deviation	‘t’ value	Level of significance	
1	Below Plus Two	324	75.77	14.48	
0.155	
NS	
2	Plus Two and above plus two	156	75.54	16.13			
       
  From the Table 9, it is found that the mean scores of Academic procrastination obtained for Secondary School Students of parental qualification below plus Two and above plus Two are 75.77and 75.54 respectively. The standard deviations obtained are 14.48 and 16.13 respectively. The calculated value‘t’ value is 0.155. The table value of ‘t’ at 0.01 level of significance is 2.58.Since the calculated ‘t’ value is less than the tabled value, it can be inferred that the mean difference in Academic procrastination between Secondary School students of parental qualification below plus Two and above Plus Two statistically not significant.
Discussion
  The analysis of the above data shows that the mean difference in the Academic procrastination between secondary school students having parental qualification below plus two and above plus two is not significant. Hence it can be concluded that secondary school students having parental qualification below plus two and above plus Two not differ in the level of Academic procrastination. 
ONE WAY ANOVA
   To find out where there exist any significant difference in self efficacy and academic procrastination at sub sample based on the type of management. The investigator used the technique of one way Anova. The details of ANOVA are given in the table13 
                  TABLE 13
     Details of ONE WAY ANOVA based on total sample of self efficacy
Self efficacy	Sum of squares	Degrees of freedom	Mean square	F value	
Between group	4547.456	2	2273.728	
22.075	
Within group	49130.536	477	102.999		
Table13 , indicates that f value obtained is 22.075 which is greater than f value required for significance at 0.01 level with (2,477), degrees of freedom 4.66. This prompts for a post hoc test. The investigator conducted the scheffes test to find out relation that is significant with sub samples. 
              TABLE14
The details of scheffees are summarized in the table 14 given below
Group sample	Group compare( J)	Mean Difference(I-J)	
Type of management	
Aided	
6.16221*	

Government			
	Unaided	6.18011*	

Aided	Government	-6.16221*	
	Unaided	0.01789	

Unaided	Government	-6.18011*	
	Aided	-0.01789	
*indicate the mean difference significant at 0.01 level
    The post Hoc Test reveals that there is a significant difference in self efficacy between government and Aided schools having a mean difference (6.16221).The mean difference of (6.18011) values shows students of the unaided school have greater level of significant difference than government school students. There is no significant difference in self efficacy between Aided and unaided school students.
              TABLE 15
The Details of ONE WAY ANOVA based on total sample of academic procrastination
Academic procrastination	Sum of squares	Degrees of freedom	Mean square	F value	
Between group	366.309	2	183.154	
0.811	
Within group	107776.889	477	225.947		

Table 15, indicates that f value obtained is 0.811.which is less than f value it means there is no significant difference in academic procrastination with sub samples.
                  CHAPTER V
SUMMARY AND FINDINGS AND SUGGESTIONS

      This chapter provides a retrospective view of the study, major findings, educational implications and suggestions for further research in this area
  STUDY IN RETROSPECT
      The present investigation is entitled as ‘’ influence of self efficacy on academic procrastination of secondary school students’’
VARIABLES
     The investigator selected self efficacy as independent variable. Academic procrastination is treated as dependent variable.
OBJECTIVES OF THE STUDY

1, To find out if there exist any significant relationship between self efficacy and academic procrastination of secondary school students.
2.	 To find out if there exist any significant relationship between self efficacy academic procrastination of secondary school students in the subsamples based on 
     A, Gender
     B, locality
C, Type of management of institutions
D, Educational qualification of parents

3.	To  find  out if there is exist any significant difference in self efficacy of secondary school students between different sub samples
   A, Gender
   B, Locality
   C, Type of management of institutions
   D, Educational qualification of parents
4 To find out if there exist any significant difference in academic procrastination of secondary school students between different subsamples
  A, Gender
  B, Locality
  C, Type of management of institutions
  D, Educational qualification of parents

HYPOTHESIS OF THE STUDY
The following hypothesis was formulated for the present study
1.	There exists significant relationship between self efficacy and academic procrastination of secondary school students.
2.	There exist significant relationship between self efficacy and academic procrastination of secondary school students in the subsamples based on 
   A, Gender
   B, locality
   C   Type of management of institutions
  D, Educational qualification of parents
3.	There exists significant difference in self efficacy of secondary school students in the subsamples based on 
A, Gender
B, Locality
C, Type of management of institutions
Educational qualification of parents
4, There exists significant difference in academic procrastination secondary school students in the subsamples based on 
A, Gender
B, Locality
C, Type of management of institutions
D, Educational qualification of parents
METHODOLOGY
Sample
     The study was conducted on a sample of 480 secondary school students .The sample selection was done using stratified random sampling technique
Tools used
    The investigator used the following tools for the study.
1.	Scale on self efficacy
2.	Academic procrastination scale
Statistical techniques used
    The collected data were analyzed using the following techniques
1.	Preliminary Analysis
2.	Pearson’s product moment coefficient of correlation
3.	Test of significance of mean Difference for large independent sample, The t test
4.	ONE WAY ANOVA
MAJOR FINDINGS OF THE STUDY
   The findings of the study are the following:
1. There is a significant negative relationship between the total samples(r=-0.404)
2. There is negative and moderate relationship between the variables self efficacy and academic procrastination of male secondary school students.(r=-0.445)
3 There exists a significant low and negative relationship between the variables self efficacy and academic procrastination of female Secondary School Students.(r=-0.329)
4. There is negative and moderate relationship between the variables self efficacy and academic procrastination of Government Secondary School Students.(r=-0.426)
5. There is exists a significant low and negative relationship between the variables self efficacy and  academic procrastination of Aided secondary school students.(r= -0.367)
6 There exists a significant low and negative relationship between the variables self efficacy and academic procrastination of Unaided Secondary School Students(r=-0.450)
7. There exists significant low and negative relationship between variables self efficacy and academic procrastination of Secondary School Students of Urban area.(r=-0.374)
8.There exists significant moderate  and negative relationship between variables self efficacy and academic procrastination of Secondary School Students of Rural area.(r=-0.422)
9   There is moderate and negative relationship between variables self efficacy and academic procrastination of Secondary School students whose parental qualification above plus two(r=-0.405)
10 there is moderate and negative relationship between variables Self efficacy and Academic procrastination of Secondary School students whose parental qualification below plus two.(r=-0.406)
11 there is significant difference in self efficacy between Male and Female Secondary School Students.(t value=-3.938)
12 Findings reveals that the Urban and Rural secondary school student does not differ in the level of self efficacy.(t value=-0.314)
13 Findings reveals that secondary school students having parental qualification not differ in the level of self efficacy(t value=1.1220
14 Findings reveals that there is a significant difference in self efficacy between government and Aided schools. Students of the unaided school have greater level of significant difference than government school students. There is no significant difference in self efficacy between Aided and unaided school students( f value=22.075)
15 ,Findings reveals that the Male and Female students differ in the level of Academic procrastination(t value=3.812)
16 findings that the Urban and Rural area school students differ in the level of Academic procrastination(t value=5.303)
17 Findings reveals that secondary school students having parental qualification not differ in the level of Academic procrastination (t value=0.155)
18 Findings reveals that there is no significant difference in academic procrastination type of management of school (f value=0.811).
TENABILITY OF HYPOTHESES
     Based on the findings the tenability of hypotheses of the study was reviewed. 
•	Hypothesis 1states that there will be any significant relationship between self efficacy and academic procrastination of secondary school students .The findings reveals that there is a significant negative and moderate relationship between the total samples(r=-404).Therefore hypothesis is fully accepted
•	Hypothesis 2(a) states that there is any significant relationship between self efficacy and academic procrastination of subsamples based on gender. The findings reveals that that there is negative and moderate relationship between the variables self efficacy and academic procrastination of male student(r=-.445) and that for female students (r=-.329).Therefore hypothesis is fully accepted.
•	Hypothesis 2(b) states that there is any significant relationship between self efficacy and academic procrastination of secondary school students in the sub sample based on type of management of school. Findings reveal that there is negative and moderate relationship between the variables self efficacy and academic procrastination of Government School Students(-.426)and that for aided school students (r=-.367). and unaided school students(-.450).Therefore hypothesis is fully accepted.
•	Hypothesis 2(c)states that there will be any significant relationship between self efficacy and academic procrastination of Secondary School Students of Urban area and rural area. The Findings reveals that there exists significant low and negative relationship between variables self efficacy and academic procrastination Of urban area(r=-.374) and that for rural area(-.422). Therefore hypothesis is fully accepted.
•	Hypothesis2 (d) states that there is any significant relationship between self efficacy and academic procrastination of secondary school students in the sub sample based on educational qualification of parents. Findings reveals that there is moderate and negative relationship between variables self efficacy and academic procrastination of Secondary School students whose parental qualification above plus two (-.405) and below plus two students negative relationship (-.405). Therefore hypothesis is fully accepted.
•	Hypothesis 3 (a)states that there is any significant difference in self efficacy between male and female students. Findings reveals that there is significant difference in self efficacy between Male and Female Secondary School Students(value= -3.938). Therefore hypothesis is fully accepted.
•	Hypothesis 3(b) states that there is any significant difference in self efficacy between urban and rural area of secondary school students.. Findings reveals that the Urban and Rural secondary school student does not differ in the level of self efficacy(-.314).Therefore hypothesis is rejected.
•	Hypothesis 3 (c)states that there is any significant difference in self efficacy between type of management of school. Findings reveals that there is a significant difference in self efficacy between government and Aided schools students ( f value=6.166221) 0.01 level and  unaided school students (6.18011) 0.01 level. Therefore hypothesis is accepted and No significant difference in self efficacy between Aided and unaided school students(-.01789)Therefore hypothesis is rejected.
•	Hypothesis 3(d) states that there is any significant difference in self efficacy between students of parental qualification below plus two and above plus two.. Findings reveals that secondary school students having parental qualification not differ in the level of self efficacy (t value=1.122). Therefore hypothesis is rejected.
•	Hypothesis 4(a) states that there is any significant difference in Academic procrastination between male and female students. Findings reveals that the Male and Female students differ in the level of Academic procrastination(t value=3.812). Therefore hypothesis is accepted.
•	Hypothesis 4(b) states that there is any significant difference in Academic procrastination between urban and rural area of students. Findings concluded that the Urban and Rural area school students differ in the level of Academic procrastination (t value=5.303).Therefore hypothesis is accepted.
•	Hypothesis 4(c) states that there is any significant difference in Academic procrastination between students of parental qualification below plus two and above plus two. Findings reveals that secondary school students having parental qualification not differ in the level of Academic procrastination (t value=.155).Therefore hypothesis is rejected.
•	Hypothesis 4(d) states that there is any significant difference in Academic procrastination between types of management of school. Findings reveals that there is no significant difference in academic procrastination type of management of school (F value=0.811).Therefore hypothesis is rejected.
CONCLUSION
         Influence of self efficacy and Academic procrastination of secondary school students were analysed.  Results show that there exist a significant and moderate relationship between the variables self efficacy and academic procrastination.  There is significant difference in self efficacy between Male and Female secondary school students. There is significant difference in Academic procrastination between male and female, urban and rural area of students. ANOVA results show that there is a significant difference in self efficacy between government and Aided schools students. The coefficient of correlation of the variables self efficacy and academic procrastination  for total sample and subsamples show a negative correlation which indicates that self efficacy is one of the factors that affects negatively the Academic procrastination of secondary school students. Academic procrastination is found to be decreasing with increasing level of self efficacy.
EDUCATIONAL IMPLICATIONS
   	The major findings of the study made investigator put forward the following suggestions to improve educational practice.
1.	Academic procrastination is a major obstacle in learning process. Teacher should understand the important to reduce the procrastination tendency in students.
2.	Special attention should be given to the students when have high level of academic procrastination.
3.	Curriculum may provide the students with the provisions for improving self efficacy.
4.	Students may be provided with the awareness classes on the negative effects of academic procrastination.
5.	Inspire them to develop leadership qualities.
6.	Make punctuality in academic matters.
7.	Make the children to face the challenges.
8.	Help them to study proper study habits.

SUGGESTIONS FOR FURTHER RESEARCH
The findings of the study and the limitations encountered in the present study helped the investigator to suggest the following for further research
•	The academic procrastination behaviour and self efficacy may be studied at higher secondary school students.
•	Studies can be conducted procrastination and achievement of higher secondary school students
•	Replication of the present study using samples from college students.
•	Studies can be conducted parental support and self efficacy of secondary school students.

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APPENDICES

APPENDIX     1
FAROOK TRAINING COLLEGE
CALICUT
SELF EFFICACY SCALE

Anees Mohamed.C							vilma.k.m
Assistant Professor in Education						M.Ed.Student
Farook Training College							Farook Training College

Instructions

	This scale is to know the Self efficacy of the secondary school students.Following pages contain a number of students,which carries five responses(strongly agree,agree,undicided,disagree,strongly disagree) .Please read each statement carefully and indicate your answer by ticking only one alternative that is most appropriate for you. The information is very crucial to the purpose of this researh. your answer will be treated as strictly confidential and will be used for the research purpose only.

1.	I do my work properly
2.	I can easily handle all unexpected  happenings
3.	I actively take part cor curricular activities
4.	I take special interest  in collecting data for project work
5.	I am interested to becoming the class leader
6.	I confident about my studies
7.	I feel lazy when preparing exam
8.	I help my friends in studies
9.	My friends support and motivate me
10.	I seek others help to do works
11.	I  feel fear in taking part in co- curricular activities
12.	I respect those people who influenced me very much
13.	My parents congradulate me when I get high mark in the examination
14.	I like see failure as a steping stone before success
15.	I like to help others more than engaging in my own work
16.	I like to keep away from the others students
17.	I like to do challenging works
18.	I do not like to share my personal problems with class mates
19.	As I am sure that I will get high mark in the exam so I did not need special preparation
20.	I give special interest in listening the class
21.	I am interested in take initiative in the group work
22.	I feel great respect those people who reached higher position with their self-confidence and hardworking mentality
23.	I feel unhappy when others get more mark than me
24.	I hesitate to open my mind in the class
25.	My parents compliant that I am not doing well in studies
26.	I read my books only to Satisfy my parents
27.	I am sure that I can give answer the questions  if I am asked from portions that were taught the same day
28.	I don’t feel anxiety to face exam
29.	I collect the information related to students from IT
30.	I feel difficulties to facing a big audience
31.	I am ready  to take responsibility when I commit a mistake
32.	I am bold enough to tell the teachers that I don’t understand the topic
33.	I believe that I will get higher success even before the result published
34.	I feel proud when others praise my abilities
35.	I hope that I can come forwarded in leaning  process

APPENDIX     11
FAROOK TRAINING COLLEGE
CALICUT
ACADEMIC PROCRASTINATION  SCALE

Anees Mohamed.C							vilma.k.m
Assistant Professor in Education						M.Ed.Student
Farook Training College							Farook Training College

Instructions

	This scale is to know the Academic Procrastination of the secondary school students.Following pages contain a number of students,which carries five responses(strongly agree,agree,undicided,disagree,strongly disagree) .Please read each statement carefully and indicate your answer by ticking only one alternative that is most appropriate for you. The information is very crucial to the purpose of this researh. your answer will be treated as strictly confidential and will be used for the research purpose only.

1.	When I postpone works I thing I can do more  works
2.	I thing others advice help me to do things in a better way
3.	I feel tension when answering questions
4 .when I get leave I thought study the topic but I feel lazy
5. I am interested in stand in front of all things
6. While the parents are away from home I put textbooks aside and watch TV
7.I demanded  to  teacher  postpone the exam
8.I never bother about my future profession
9. I don’t like to do homework regularly
10. Others criticism deeply affect my studies
11. I cannot do things when I see things which I don’t like
12. I intend to learn only when the exam is very near
13.I do not give the motivation which I expect from others
14. The teacher has a negative attitude towards me when I am back ward in studies
15. When I need others help I accept it
16.I cannot study alone for a long time
17. Though I learn thoroughly. I feel I can’t give answer to the question
18. Whenever I sit for study , other thoughts come to my mind
19 I don’t get enough mark though I learn much
20. I feel comfort in my studies
21. I wish to sit lavishly after learning all the given tasks earlier
22. When I sit learn feel lazy
23. I have no other boring thing than studying
24. For the exam , only those lessons that I haven’t learned more than l have learned
25.I feel difficulty in all subjects 
26.I try to collect text books before the opening school
27. I don’t like to be asked to read while I am playing with friends
28. When I see others studying I feel pain
29. Though the exam is put off I don’t get any benefit out of it
30. I feel  nervousness when the exam difficult