Academic Procrastination in Digital Learning Environments and Its Relationship to Cognitive Burnout and Perceived Psychological Support Among Fifth-grade Middle School Students
DOI:
https://doi.org/10.31185/wjfh.Vol22.Iss3/Pt3.1886Keywords:
Academic Procrastination, Digital Learning Environments, Cognitive Fatigue, Perceived Psychological Support, Fifth Preparatory Grade Students.Abstract
This study examined the relationship between academic procrastination in digital learning environments and both cognitive fatigue and perceived psychological support among fifth preparatory-grade female students, and identified the levels of these variables. A descriptive correlational method was used. The sample included 120 students from Ajyal Zaha Hadid Private Secondary School for Girls, representing the entire population through a census approach. Three instruments were applied: the Academic Procrastination in Digital Learning Environments Scale, the Cognitive Fatigue Scale, and the Perceived Psychological Support Scale. Face validity was confirmed by expert agreement of 80% or higher, and Cronbach’s alpha coefficients were 0.87, 0.89, and 0.91. Data were analyzed using means, standard deviations, relative weight, and Pearson correlation. Results indicated moderate levels of all variables, a positive correlation between procrastination and fatigue, and a negative correlation between procrastination and perceived support at the 0.05 level.
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