Abstract

• The main aim of this study was to investigate general self-efficacy and academic procrastination of University Students from selected university in Sagaing Township. This study was conducted by using descriptive research design and survey method. The sample of the present study was 1000 University students (500 males and 500 females; first year and third year) in Sagaing Township. In this study, Self-efficacy Questionnaire for Children and Adolescents (SEQ-C & A; Muris, 2001) and Academic Procrastination Scale (APS; Mccloskey& Scielzo, 2015) were used. The reliability coefficients for (SEQ-C & A) and (APS) were 0.855 and 0.899. The results revealed that there was no significant difference in university students’ general self-efficacy by gender and university. However, there was significant difference in university students’ general self-efficacy by education level in which third year students were higher in general self-efficacy than the first year students. Next, there was significant difference in university students’ academic procrastination by gender and university. The result also revealed that males had higher in academic procrastination than females. University-1 and University-3 showed more academic procrastination than University2. But, there was no significant difference in university students’ academic procrastination by education level. And then, Pearson Product Moment Correlation revealed that there was a negative correlation between general self-efficacy and academic procrastination of university students (r=-0.404, p< 0.01). Finally, simple linear regression analysis showed that general self-efficacy was significant predictor on academic procrastination. Adjusted R 2 result showed that 16.3% of variance in academic procrastination was explained by general self-efficacy. Thus, teachers, educators and academic counselors should try to improve general self-efficacy and reduce problems concerning with academic procrastination.