Academic Procrastination among Gifted and Ordinary Students and its Relationship with Some Variables

This study aims at identifying the academic procrastination among a sample of gifted and ordinary students and its relationship with some variables. It consists of 151 students: (74 are gifted students from King Abdullah II School of Excellence, whereas 77 are ordinary students). The researchers designed a questionnaire of academic procrastination for this study. Then its validity and reliability were verified. To answer the study questions, means, standard deviations, percentages, one way analysis of variance (2 * 2) and T-test were used. The results show that the academic procrastination of gifted students is low (mean score 44.36, standard deviation 10.051). The percentage of gifted students with academic procrastination is 37.8. However, the academic procrastination of ordinary students is high with a mean of 50.94 and a standard deviation 10.20, and the mean of ordinary students with academic procrastination is 58.4. Moreover, the results show that there are no statistical significant differences at α ≤ 0.05 in academic procrastination among gifted students due to gender, grade and the interaction between them. However, there are significant differences at α ≤ 0.05 in academic procrastination among ordinary students due to gender. In addition, there are no statistical significant differences at α ≤ 0.05 in academic procrastination due to grade and interaction between gender and grade. Thus, there are statistical significant differences at α ≤ 0.05 between gifted and ordinary in academic procrastination in favor of the ordinary students. This study recommends that counseling programs should be considered to reduce the negative effects of academic procrastination among gifted and ordinary students. 

This study aims at identifying the academic procrastination among a sample of gifted and ordinary students and its relationship with some variables. It consists of 151 students: (74 are gifted students from King Abdullah II School of Excellence, whereas 77 are ordinary students). The researchers designed a questionnaire of academic procrastination for this study. Then its validity and reliability were verified. To answer the study questions, means, standard deviations, percentages, one way analysis of variance (2 * 2) and T-test were used. The results show that the academic procrastination of gifted students is low (mean score 44.36, standard deviation 10.051). The percentage of gifted students with academic procrastination is 37.8. However, the academic procrastination of ordinary students is high with a mean of 50.94 and a standard deviation 10.20, and the mean of ordinary students with academic procrastination is 58.4. Moreover, the results show that there are no statistical significant differences at α ≤ 0.05 in academic procrastination among gifted students due to gender, grade and the interaction between them. However, there are significant differences at α ≤ 0.05 in academic procrastination among ordinary students due to gender. In addition, there are no statistical significant differences at α ≤ 0.05 in academic procrastination due to grade and interaction between gender and grade. Thus, there are statistical significant differences at α ≤ 0.05 between gifted and ordinary in academic procrastination in favor of the ordinary students. This study recommends that counseling programs should be considered to reduce the negative effects of academic procrastination among gifted and ordinary students.