{"doi":"10.21070/psikologia.v4i2.699","title":"Correlation between Self Concepts and Peer Social Support with Academic Procrastination","abstract":"<jats:p>This study aims to analyze 1) negative correlation between self-concept and academic procrastination, 2) negative correlation between peer social support and academic procrastination, 3) simultaneous negative correlation between self-concept and peer support and academic procrastination. This study uses a quantitative approach. The subjects of this study were 112 students with the same characteristics. The sampling technique used is probability sampling. Data collection was carried out using 3 scales namely academic procrastination scale, self concept scale and peer social support scale. The results showed that: 1) There was a significant negative correlation between self-concept and academic procrastination obtained p value = 0.003, 2) There was no significant negative correlation between social support of peers with academic procrastination obtained p value = 0.481, 3) There was a correlation significant negative simultaneously between self-concept and peer social support with academic procrastination obtained F = 8,535 p = 0,000 with R square = 0,135. Effective contribution of self-concept variables and peer social support with academic procrastination of 13.5%. Students are expected to always learn to think positively in interpreting their lives, being open in expressing their feelings, and interacting with their peers.</jats:p>","journal":"Psikologia : Jurnal Psikologi","year":2022,"id":595217,"datarank":0.20794415416798362,"base_score":1.3862943611198906,"endowment":1.3862943611198906,"self_citation_contribution":0.20794415416798362,"citation_network_contribution":0.0,"self_endowment_contribution":0.20794415416798362,"citer_contribution":0.0,"corpus_percentile":null,"corpus_rank":null,"citation_count":3,"citer_count":0,"citers_with_citation_signal":0,"citers_with_endowment":0,"datacite_reuse_total":0,"is_dataset":false,"is_dataset_confidence":null,"is_data_producer":false,"deposit_databanks":null,"is_oa":false,"file_count":0,"downloads":0,"has_version_chain":false,"published_date":null,"fair_score":null,"fair_percentile":null,"algorithm_id":"datarank_citation_only_1hop_v6","ranking_scope":"data_only","authors":[{"id":1524091,"name":"Suryanto Suryanto","orcid":null,"position":1,"is_corresponding":false},{"id":1524092,"name":"Andik Matulessy","orcid":null,"position":2,"is_corresponding":false},{"id":1524090,"name":"Lailatul Sifa'ur Rohmah","orcid":"0000-0002-6988-7725","position":0,"is_corresponding":false}],"reference_count":0,"raw_metadata":{"has_enrichment":true,"resolved":true,"title":"Correlation between Self Concepts and Peer Social Support with Academic Procrastination","abstract":"This study aims to analyze 1) negative correlation between self-concept and academic procrastination, 2) negative correlation between peer social support and academic procrastination, 3) simultaneous negative correlation between self-concept and peer support and academic procrastination. This study uses a quantitative approach. The subjects of this study were 112 students with the same characteristics. The sampling technique used is probability sampling. Data collection was carried out using 3 scales namely academic procrastination scale, self concept scale and peer social support scale. The results showed that: 1) There was a significant negative correlation between self-concept and academic procrastination obtained p value = 0.003, 2) There was no significant negative correlation between social support of peers with academic procrastination obtained p value = 0.481, 3) There was a correlation significant negative simultaneously between self-concept and peer social support with academic procrastination obtained F = 8,535 p = 0,000 with R square = 0,135. Effective contribution of self-concept variables and peer social support with academic procrastination of 13.5%. Students are expected to always learn to think positively in interpreting their lives, being open in expressing their feelings, and interacting with their peers.","is_dataset_classified":null,"base_score":1.3862943611198906,"endowment":1.3862943611198906,"datacite_reuse_total":0,"file_count":0,"downloads":0,"views":0,"has_version_chain":false,"is_dataset":false,"is_oa":false,"pmid":"21097893","pmcid":null,"openalex_id":"https://openalex.org/W4281761999","authors":[],"funders":[],"total_grants":0,"fwci":0.5553,"citation_percentile":0.65776753,"influential_citations":0,"citation_trend":[{"year":2023,"count":2},{"year":2024,"count":1}],"oa_status":"hybrid","license":"cc-by","oa_locations":[{"url":"https://psikologia.umsida.ac.id/index.php/psikologia/article/download/699/1827","host_type":"journal"},{"url":"https://psikologia.umsida.ac.id/index.php/psikologia/article/download/699/1827","host_type":"publisher"},{"url":"https://doi.org/10.21070/psikologia.v4i2.699","host_type":"journal"}],"fields_of_study":["Perfectionism, Procrastination, Anxiety Studies","Student Stress and Coping","Child Development and Education"],"mesh_terms":[],"keywords":["Procrastination","Psychology","Correlation","Social psychology","Feeling","Scale (ratio)","Negative correlation","Positive correlation","Value (mathematics)","Social support","Statistics","Mathematics","Medicine"],"sdg_mappings":[{"sdg_number":0,"sdg_label":"Reduced inequalities"}],"linked_datasets":[],"clinical_trials":[],"software_tools":[],"database_accessions":[],"source":"live","citation_network_status":"fetched"},"created_at":"2026-07-27T16:53:54.441011Z","pmid":null,"pmcid":null,"fwci":null,"citation_percentile":null,"influential_citations":0,"oa_status":null,"license":null,"views":0,"total_file_size_bytes":0,"version_count":0,"fair_f":null,"fair_a":null,"fair_i":null,"fair_r":null,"fair_zscore":null,"fair_rationale":null,"fair_model":null,"fair_agent_version":null,"fair_fulltext_source":null,"fair_has_llm":null,"fair_computed_at":null,"clinical_trials":[],"software_tools":[],"db_accessions":[],"linked_datasets":[],"topics":[]}