Academic procrastination is a behaviour which can be defined as putting off, delay, prolong, defer, stall, or postpone in performing tasks related to the academic. Academic procrastination is not a new phenomenon but it is a common behaviour especially among students as previous research has found that approximately 75% of students consider themselves as procrastinators. This issue is very much related to the “Student Syndrome” where student only starts to make themselves work in completing the task instantly right before the due date and leaving them with a very short period of time to complete it. There were many previous researchers that had investigated the factors that causing academic procrastination and one of the most common factors are parenting style. However, the pattern of the previous results was inconsistent. Therefore, the purpose of this study is to investigate in deep on the relationship between the motivational aspects of parenting style to academic procrastination with focusing among the undergraduate students who are in their final year from Faculty of Human Ecology, Universiti Putra Malaysia. The research design of this study is a quantitative research and for that reason, a set of questionnaire was distributed to 148 respondents. Result shows that 52.7% of the final year students perceived at high level of academic procrastination. Apart from that, the result also shows that there is no significant relationship between gender and parenting styles to academic procrastination. As a conclusion, academic procrastination is a common behaviour among final year students. However, parenting styles does not affecting academic procrastination due to the students’ age which can be categorised as early adulthood which at this age, parenting style factors does not give an impact on academic procrastination.
Behaviour is the way an individual translate input derived from interactions into action and reaction, either through verbal communication or through nonverbal communication. Behaviour is also influenced by an individual's emotions to respond or to react when interacting in the social context of society. However, social symptoms are getting a huge blow from the teens. The negativity in socialization are intensely prominent among teenagers. The behaviour of a school teen who violates the norm is a behaviour of a delinquent. These cases of misconduct have a negative impact on the wellbeing and peace of life in the community. In addition, there have been cases of social collapse of morals now widely circulating in the media regarding sexually explicit acts such as rape and premarital pregnancy. Several social factors can be identified to influence teens, of which most of them are still schooling. Therefore, this research aims to study the factors, relevance and differences of socialization in influencing individual behaviour. Total of 120 students, including 70 boys from Sekolah Tunas Bakti Sg. Besi and 50 girls from Asrama Bahagia Kg. Pandan. Both schools are those who are involved in juvenile cases and under control of the Department of Social Welfare (JKM). The design of the study is descriptive. Data was collected through a three-part questionnaire, which comprises of A Background Information of Students, B Five Socialization Factors, and C Aggressive Behaviour. The data collected was then analysed using SPSS (Statistical Package for Social Science) to evaluate percentages, frequency, correlation, T-test and Anova. Results found that male students were more likely to be influenced by mass media factors while female students were more likely to be influenced by peers. Ultimately, the research results reveal that the behaviour of individuals is influenced by three main factors, namely the media, peers and individual self. There were no significant differences between male and female gender for socialization factors influencing aggressive behavior. Therefore, some proposals have been formulated such as form new acts, emphasizing the importance of family as well as educational institutions such as schools.