Uncovering the Latent Dimensions of Academic Procrastination among Teacher Education Students: An Exploratory Factor Analysis

Academic procrastination is a common self-regulation challenge in higher education, yet its core aspects remain underexplored in the Philippine context, especially among students in teacher education. This study aimed to identify the latent dimensions of academic procrastination, assess its overall level, and explore its relationship with certain demographic variables among pre-service teachers at a Philippine state university. Using a quantitative approach, data were gathered from 485 teacher education students with an adapted academic procrastination questionnaire. Exploratory factor analysis with varimax rotation was performed to reveal the construct's structure. In contrast, descriptive statistics, t-tests, ANOVA, and multiple regression analyses examined the levels, differences, and predictors of procrastination. The results identified a four-factor structure, named sincerity, laziness, locus of control, and pessimism, confirming the multidimensional nature of the construct. Overall, students showed an average level of academic procrastination, suggesting that delays are more situational and task-specific rather than chronic. Among the demographic variables studied, sex was the only significant predictor, with male students reporting higher levels of procrastination than female students. No significant differences were observed based on age, year level, academic program, scholarship status, or academic performance. These findings highlight the influence of psychological and motivational factors on structural aspects in the development of academic procrastination among teacher education students. The study offers empirical evidence to guide targeted, gender-sensitive, and dimension-specific interventions to improve self-regulation and professional readiness in teacher education programs.

exploratory factor analysis; teacher education students; self-regulation

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