Role of Social Support and Self-Concept Clarity as Predictors on Thesis Writing Procrastination

Rahmat Fitrah Tuasikal, Bhina Patria


Procrastination is a behavior to delay the completion of the task. The postponement also occurred among students of Master of Psychology Program, at Gadjah Mada University. Students exceeded their study time and have not been able to complete their thesis. The purpose of the study was to find out the role of social support, and self-concept clarity as a predictor of thesis writing procrastination behavior. The subject of this research was 115 students. Three scales used to collect the data, were social support scale, self-concept clarity scale, and thesis writing procrastination scale. As conclusion this finding suggests that social support and self-concept clarity may predict thesis writing procrastination, the higher level of social support and self-concept clarity may account for the lower thesis writing procrastination both simultaneously and partially. These findings underscore the importance of social support and self-concept clarity as buffers against the thesis writing procrastination. The category scores obtained by procrastination of thesis writing tend to be moderate, social support tends to be high and self-concept clarity tends to be moderate.


Social support; Self-concept clarity; Thesis writing Procrastination

Full Text:



Azwar, S. (2014). Reliabilitas dan validitas (4th ed.). Yogyakarta: Pustaka Pelajar.

Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of child development: Six theories of child development (Vol. 6, pp. 1–60). Greenwich: CT: JAI Press.

Berndt, T. J., & Keefe, K. (1995). Friends’ influence of adolescents’ adjustment to school. Child Development, 66(5), 1312–1329.

Berndt, Thomas J. (2002). Friendship Quality and Social Development. Current Directions in Psychological Science, 11(1), 7–10.

Bowerman, B. L., & O’Connell, R. T. (2000). Linear Statistical Models: An Applied Approach. Boston: Duxbury Press.

Butzer, B., & Kuiper, N. A. (2006). Relationships between the frequency of social comparisons and self-concept clarity, intolerance of uncertainty, anxiety, and depression. Personality and Individual Differences, 41(1), 167–176.

Campbell, J. D., Trapnell, P. D., Heine, S. J., Katz, I. M., Lavallee, L. F., & Lehman, D. R. (1996). Self-concept clarity: Measurement, personality correlates, and cultural boundaries. Journal of Personality and Social Psychology, 70(1), 141–156.

Chu, A. H. C., & Choi, J. N. (2005). Rethinking procrastination: Positive effects of “active” procrastination behavior on attitudes and performance. Journal of Social Psychology, 145(3), 256–264.

Cohen, S., & Syme, S. L. (1985). Social support and health. San Francisco: Academic Press.

Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98, 310–357.

Ferrari, J. R., Johnson, J. L., & McCown, W. G. (1995). Procrastination and task avoidance theory, research, and treatment. New York: Plenum Press.

Field, A. P. (2009). Discovering statistics using SPSS (3rd ed). Los Angeles: SAGE Publications.

Fiske, A. P. (1992). The four elementary forms of sociality: Framework for a unified theory of social relations. Psychological Review, America Psychological Association Inc, 99(04), 689–723.

Hendrianur. (2015). Hubungan dukungan sosial dan regulasi diri dengan prokrastinasi dalam menyelesaikan skripsi. EJournal Psikologi, 3(2), 528–542.

Ireson, J., & Hallam, S. (2009). Academic self-concept in adolescence: Relations with achievement and ability grouping in schools. Learning and Instruction, 19(3), 201–213.

Kumar, R. (2011). Research methodology, a step-by-step guide for beginners (3rd ed.). London: Sage Publications.

Larson, D. G., & Chastain, R. L. (1990). Self-concealment: Conceptualization, measurement, and health implication. Journal of Social and Clinical Psychology, 9(4), 439–455.

Sapadin, Peirce, R. S., Frone, M. R., Russell, M., & Cooper, M. L. (1996). Financial stress, social support, and alcohol involvement: A longitudinal test of the buffering hypothesis in a general population survey. Health Psychology, 15, 38–47.

Popoola, B. I. (2005). A study of the relationship between procrastinatory behavior and academic performance of undergraduate students in a Nigerian University. The African Symposium: An On Line Journal of African Educational Research Network, 4, 60–65.

Quinones, C., & Kakabadse, N. K. (2015). Self-concept clarity, social support, and compulsive internet use: A study of the US and the UAE. Computers in Human Behavior, 44, 347–356.

Rahmawati, D. A. (2011). Hubungan antara konsep diri akademik dan dukungan sosial teman dengan prokrastinasi akademik penulisan skripsi pada mahasiswa. (Tesis tidak terpublikasi). Program Magister Psikologi Fakultas Psikologi Universitas Gadjah Mada, Yogyakarta.

Sapadin, L. (1996). It’s about time: The six styles of procrastination and how to overcome them. New York: Penguin Books.

Sarafino, E. P., & Smith, J. W. (2012). Health psychology: Biopsychosocial interactions. New York: Jhon Wiley & Sons Inc.

Sarason, I. G., & Sarason, B. R. (2009). Social support: Mapping the construct. Journal of Social and Personal Relationships. University Of Washington: Sage Publisher., 26(1), 1–5.

Schouwenburg, H. C., Lay, C. H., Pychyl, A. T., & Ferarri, J. R. (2004). Counseling the procrastinator in academic setting. Washington DC: APA.

Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31, 504–510.

Steinberg, L., Fegley, S., & Dornbusch, S. M. (1993). The negative impact of part-time work on adolescent adjustment: Evidence from a longitudinal study. Developmental Psychology, 29(2), 171–180.

Thomas, C. R., & Gadbois, S. A. (2007). Academic self-handicapping: The role of self-concept clarity and students’ learning strategies. British Journal of Educational Psychology, 77(7), 101–119.

Triventi, M. (2014). Does working during higher education affect student’s academic progression? Economics of Education Review, 41, 1–13.

Turner, L. A., Pickering, S., & Johnson, R. B. (1998). The relationship of attributional beliefs to self-esteem. Journal of Adolescence, 33, 477–484.

Vartanian, L. R., & Dey, S. (2013). Self-concept clarity, thin-ideal internalization, and appearance-related social comparison as predictors of body dissatisfaction. Body Image: An International Journal of Research, 10, 495–500.



  • There are currently no refbacks.

JPAI Indexed By :