Academic Self-efficacy and its Relationship to Academic Competitiveness, Academic Procrastination, and Cognitive Flexibility among Undergraduate Students

Abstract

This paper aims to explore the relationship between academic self-efficacy, academic competitiveness, academic procrastination, and cognitive flexibility. In addition, it reveals differences in gender, academic specialization, and study level among undergraduate students. The participants were (450) undergraduate students(300) fourth year, and (150) first year at College of Education at a University in Egypt. Academic self-efficacy, academic competitiveness, academic procrastination, and cognitive flexibility scales were used. Descriptive statistics were performed using SPSS. The findings indicated a positive relationship between academic self-efficacy, academic competitiveness, and cognitive flexibility, whereas negative with academic procrastination. In addition, there are significant differences in academic self-efficacy in favor of females, and in favor of males in academic procrastination, but no gender differences in academic competitiveness and cognitive flexibility. The findings also explored significant differences in academic self-efficacy in favor of scientific specialization, and no specialization differences in academic competitiveness, academic procrastination, and cognitive flexibility. The results also revealed significant differences in study level in academic self-efficacy, academic procrastination, and cognitive flexibility in favor of fourth-year students, whereas no differences were found in academic competitiveness. Some recommendations were presented considering the research results.