Academic Procrastination and Causal Perception of

The present study focused on examining the extent of relationship between academic procrastination and causal attribution of success or failure. It investigated sex difference in academic procrastination and causal attribution of achievement. A sample of 499 and 372 of Tabor high school students (grades 9-12) were used for the study. Instruments employed to collect data were academic procrastination and causal attribution scales with Chrombach alpha reliability of 0.70 and 0.82 respectively. Pearson product moment correlation coefficient and t-test analyses were used to analyze the significance of differences. Results indicated that there was statistically significant sex difference in procrastinating behaviors and explanation of success. No statistical significant sex differences were found in the explanation of failure. In the light of the findings, useful suggestions and recommendations were made