Bedtime Procrastination, Achievement Anxiety and

Personality Traits among College Students

Dissertation submitted to the Department of Psychology, Kristu Jayanti

College (Autonomous) in partial fulfillment of the requirement for the award
of

Masters’ Degree (M. Sc.)

in
Psychology

By
Manasa M

22MPSY27

Department of Psychology
Kristu Jayanti College (autonomous),
Bangalore -560077
April, 2024
Bedtime Procrastination, Achievement Anxiety and Personality Traits 2

Bedtime Procrastination, Achievement Anxiety and

Personality Traits among College Students

Dissertation submitted to the Department of Psychology, Kristu Jayanti

College (Autonomous) in partial fulfillment of the requirement for the award
of

Masters’ Degree (M. Sc.)

in
Psychology

By
Manasa M

22MPSY27

Under the supervision of

Prof. Sarah Saju Stephen

Department of Psychology

Kristu Jayanti College (autonomous), Bangalore -560077

April, 2024
Bedtime Procrastination, Achievement Anxiety and Personality Traits 3

Ms. Sarah Saju Stephen

Assistant Professor
Department of Psychology
[Link]@[Link]

Certificate

This is to certify that this Master dissertation titled ‘Bedtime Procrastination,

Achievement Anxiety and Personality Traits among College Students’ submitted by
Manasa M, Reg No.22MPSY27, in partial fulfillment for the award of Master degree (M.
Sc.) in Psychology of Kristu Jayanti College (Autonomous) affiliated to Bengaluru North
University, is based on the research work carried out under my guidance and supervision
during the fourth semester in the academic year 2023 - 2024.

This dissertation has not been submitted for the award of any degree, diploma, fellowship
or other title. I hereby confirm the originality of the work and that there is no plagiarism
in any part of the dissertation.

Place: Bangalore
Date:

Signature of the Supervisor Signature of the HoD

Ms. Sarah Saju Stephen Dr. Sruthi Sivaraman

Examiner:
Bedtime Procrastination, Achievement Anxiety and Personality Traits 4

Declaration

I, Manasa M, hereby declare that the master dissertation titled ‘Bedtime

Procrastination, Achievement Anxiety and Personality Traits among College Students’ is
a record of original research work undertaken by me for the award of the Master Degree
([Link].) in Psychology. I have completed this study under the supervision of Ms. Sarah
Saju Stephen, Assistant Professor, Department of Psychology, Kristu Jayanti College
(Autonomous), Bangalore, India.

I also declare that this master dissertation has not been submitted for the award of any
degree, diploma, fellowship or other title. I hereby confirm the originality of the work
and that there is no plagiarism in any part of the dissertation.

Place: Bangalore
Date:

Manasa M
22MPSY27
Bedtime Procrastination, Achievement Anxiety and Personality Traits 5

Plagiarism Report
Bedtime Procrastination, Achievement Anxiety and Personality Traits 6

Acknowledgement
First and foremost, I express my heartfelt gratitude to the Almighty for guiding me

throughout this research journey and bestowing upon me the strength and wisdom needed

to accomplish this study.

I am deeply indebted to the Department of Psychology at Kristu Jayanti College

Autonomous for providing me with the opportunity to undertake this research study. I

also extend my sincere thanks to the Head of the Department Dr. Sruthi Sivaraman for

her support and guidance.

I am deeply grateful to my research supervisor Prof. Sarah Saju Stephen for her

continuous guidance, mentorship and support. My heartfelt gratitude to my parents for

their unconditional love, encouragement, and sacrifices. Their unwavering support and

belief in my abilities have been a constant source of motivation and inspiration

throughout this academic journey.

I am deeply appreciative of my partner for her unwavering support, love, understanding,

encouragement and belief in my aspirations have been my strength. Lastly, I extend my

heartfelt gratitude to my friends for their encouragement, camaraderie, and support. I am

profoundly thankful to all the participants and everyone who has played a role, big or

small, in this research study.

Name: Manasa M

Signature:
Bedtime Procrastination, Achievement Anxiety and Personality Traits 7

Table of Contents

Abstract…………………………………………………………………………..10

Chapter 1: Introduction…………………………………………………………..11

Chapter 2: Review Of Literature………………………………………………....18

Chapter 3: Method………………………………………………………………..26

Chapter 4: Results And Discussion………………………………………………32

Chapter 5: Summary And Conclusion……………………………………………40

Appendix……………………………………………………………………….....53
Bedtime Procrastination, Achievement Anxiety and Personality Traits 8

List of Tables

Table 1: Correlation between bedtime procrastination, achievement anxiety and

personality traits among college students ………………………..……………...33

Table 2: Multiple linear regression summary for personality traits and achievement
anxiety predicting bedtime procrastination …………………………………………..38
Bedtime Procrastination, Achievement Anxiety and Personality Traits 9

List of Appendices

Appendix A - Research Subject Information Sheet……………………………………53

Appendix B - Certificate of Informed Consent……………………………………….55

Appendix C - Bedtime Procrastination Scale………………………………………….56

Appendix D - Achievement Anxiety Scale……………………………………………57

Appendix E - Big Five Inventory……………………………………………………..59

Bedtime Procrastination, Achievement Anxiety and Personality Traits 10

Abstract

The purpose of the study was to investigate the relationship between achievement

anxiety, personality traits, and bedtime procrastination among college students to uncover

potential relations and influences among these variables, providing insights into student

well-being and academic success. A correlational design was employed, and data from a

sample of 202 college students from Bengaluru was collected using standardized

measurement tools such as the Bedtime Procrastination Scale, Achievement Anxiety

Scale, and Big Five Inventory. Results indicated a lack of significant relationship between

achievement anxiety and bedtime procrastination, but a negative correlation was found

between bedtime procrastination and extraversion. Positive correlations were observed

between facilitating anxiety and openness, as well as facilitating anxiety with

agreeableness and conscientiousness. Regression analysis revealed no significant

influence of personality traits or achievement anxiety on bedtime procrastination. These

findings contribute to our understanding of procrastination behaviors and highlight the

importance of considering individual differences in addressing student well-being.

Keywords: Bedtime Procrastination, Achievement Anxiety, Personality Traits

Bedtime Procrastination, Achievement Anxiety and Personality Traits 11

Chapter 1

Introduction

Procrastination is a widely studied topic in the domain of academic behavior.

Procrastination is associated with poor school performance (Kim & Seo, 2015), physical

and psychological well- being (Iqbal, 2023). In recent years, with the increase of mobile

usage and the general rise in tech related activities, sleep patterns have been hampered

and the struggle to manage time effectively and achieve optimal academic performance

stands out as a common narrative (Kroese et al., 2014). In the past decade, data of sleep

patterns of Asian adolescents delayed with increase in age when compared to North

American and Europe counterparts (Gradisar et al., 2011). The consequences of poor

sleep extend beyond academic performance, encompassing increased stress levels,

impaired cognitive function, and compromised mental health. According to preliminary

evidence, there is a correlation between the quantity and quality of sleep and

self-regulation skills. People with higher self-regulation skills are more likely to engage

in healthy eating habits, regular physical exercise, and breaking bad habits. Additionally,

individual differences in self-regulation skills are associated with the number of hours of

sleep and daytime fatigue (Hagger, 2010; Kroese et al., 2014)

Recent meta-analytic studies have underscored the detrimental effects of poor

sleep quality on cognitive function and academic performance (Smith et al., 2022),

highlighting the need for targeted interventions within educational settings. By

identifying specific personality traits associated with susceptibility to bedtime

Bedtime Procrastination, Achievement Anxiety and Personality Traits 12

procrastination and achievement anxiety, this study empowers educators and mental

health professionals to tailor interventions to the unique needs of at-risk individuals. By

fostering healthy sleep habits, reducing academic stress, and promoting resilience, these

interventions have the potential to catalyze positive academic and personal growth

outcomes.

Bedtime procrastination refers to the behavioral tendency to delay bedtime in the

absence of external obligation and is a relatively common bad habit contributing to

perceived insufficient sleep (Kroese et al., 2014). This behavior is similar to general

procrastination which involves postponing an intended action (in this case, going to bed),

a lack of clear reason for the delay (the individual could go to sleep but fails to do so),

and the procrastinator’s ability to predict some negative consequences of the delay (such

as feeling tired when having to get up the next morning) (Nauts et al., 2016). Low

self-regulation might result in higher bedtime procrastination (Kadzikowska-Wrzosek,

2018). While the prevalence of bedtime procrastination has been acknowledged across

various age groups and demographic backgrounds, its prevalence and implications within

the college student population needs further exploration. In the context of college

students, who are often marked by hectic schedules, academic pressures, and social

obligations, bedtime procrastination represents more than a mere inconvenience, it serves

as a poignant reflection of the broader challenges faced in achieving a harmonious

balance between academic pursuits and self-care (Kroese et al., 2014).

Bedtime Procrastination, Achievement Anxiety and Personality Traits 13

Another highlighted theme in academic performance is achievement anxiety, a

pervasive fear of failure, a relentless pursuit of perfection, and an ever-present sense of

inadequacy that dominates the academic landscape. Achievement anxiety, as posited by

scholars such as Elliot and McGregor (2001), encompasses a spectrum of emotional and

cognitive responses that shape individuals' perceptions of their own competence and

worthiness in the academic domain. For college students, whose identities and self-worth

are often intricately intertwined with their academic performance, the specter of

achievement anxiety casts a long shadow, influencing not only their behaviors and

decisions but also their overall well-being and mental health (Elliot & McGregor, 2001).

Test anxiety refers to the specific issue of anxiety related to achieving high test scores in

educational careers (Chapell et al., 2005; Miller & Bichsel, 2004). High-performing

students are more affected than low-performing students by emotional reactions to tests

and school-work anxiety (D’Agostino et al., 2021). Test anxiety negatively impacts life

satisfaction, while worry negatively impacts academic achievement and affective

component, highlighting potential underlying processes in adolescents life satisfaction

(Steinmayr et al., 2016). The study conducted by Merzaq (2023) showed significant

correlation between test anxiety and academic achievement, with gender and

specialization playing significant roles. Addressing test anxiety is a pedagogical

requirement, as it negatively impacts a learner's academic performance.

Personality significantly influences sleep health, with low conscientiousness and

high neuroticism being key predictors of poor sleep hygiene and increased sleepiness,

suggesting the importance of examining both personality and sleep in health models
Bedtime Procrastination, Achievement Anxiety and Personality Traits 14

(Duggan et al., 2014). It is found that personality traits influence sleep patterns. Higher

extraversion and agreeableness are associated with better sleep, while higher neuroticism

is linked to sleep disorders (Hintsanen et al., 2014). Poor sleep quality among medical

students is linked to higher neuroticism scores, negatively correlated with global

Pittsburgh Sleep Quality Index (PSQI )scores, and negatively correlated with

extraversion, suggesting the need for further exploration of these personality traits to

improve academic performance (Rathi et al., 2018). Trait anxiety can cause bedtime

procrastination either directly or indirectly through the exercise of self-control. It is a

substantial independent predictor of bedtime procrastination (Zhang et al., 2022).

Theoretical framework

Temporal Motivational Theory, proposed by Steel and König in 2006, offers

insights into the dynamics of procrastination by highlighting the interplay between task

value, expectancy, and impulsiveness over time. Within the context of bedtime

procrastination, TMT posits that individuals may delay sleep due to a perceived lack of

immediate rewards or consequences, coupled with a tendency towards impulsiveness. By

procrastinating bedtime, individuals may seek short-term gratification or avoid

anticipated negative emotions associated with sleep onset, thereby perpetuating a cycle of

delay and heightened anxiety (Zhang et al., 2019).

Grounded in the cognitive-behavioral framework, theory on anxiety posits that

maladaptive thought patterns and coping strategies contribute to the development and

maintenance of anxiety-related behaviors. In the perspective of achievement anxiety,

Bedtime Procrastination, Achievement Anxiety and Personality Traits 15

individuals may experience cognitive distortions such as catastrophic thinking or

perfectionistic beliefs (Roohafza et al., 2010), leading to heightened arousal and

avoidance behaviors(Skaalvik, 1997). In the context of bedtime procrastination,

anxiety-related arousal may manifest as difficulty disengaging from stimulating activities

or ruminating on academic stressors, thereby prolonging bedtime delay (Khan et al.,

2019). By elucidating the cognitive-behavioral mechanisms underlying achievement

anxiety and bedtime procrastination, this theory offers valuable insights for

understanding their co-occurrence and potential bidirectional influences.

The Big Five Personality Theory, proposed by Goldberg in 1990, posits that

personality can be characterized along five broad dimensions: openness to experience,

conscientiousness, extraversion, agreeableness, and neuroticism. Within the context of

bedtime procrastination and achievement anxiety, certain personality traits may serve as

predisposing factors or moderators of these behaviors. For instance, individuals high in

neuroticism may be more prone to experiencing anxiety-related arousal and bedtime

procrastination due to heightened emotional reactivity and instability (McCrae & Costa

Jr., 2003). Conversely, individuals high in conscientiousness may exhibit greater

self-discipline and adherence to bedtime routines, mitigating the likelihood of

procrastination and anxiety-related behaviors (McCrae & Costa Jr., 2003). By integrating

the Big Five Personality Theory into our analysis, we aim to elucidate the role of

individual differences in shaping the manifestation and consequences of bedtime

procrastination and achievement anxiety among college students.

Bedtime Procrastination, Achievement Anxiety and Personality Traits 16

Bedtime procrastination is relevant in the context of young adults who often face

multiple demands on their time and experience increasing levels of stress and anxiety

related to academic, career, and personal goals. Previous researchers have suggested that

there may be a link between Bedtime procrastination and Achievement Anxiety among

young adults. Zhang et al. (2022) found that trait anxiety, which is a stable tendency to

experience anxiety across various situations, was positively associated with BP and

negatively associated with self-control.

Some studies also have established a relationship between bedtime procrastination

and personality traits. Low conscientiousness, high neuroticism, low self-esteem, low

general self-efficacy, and external locus of control are all associated with procrastination,

which negatively affects sleep outcomes (Kroese et al., 2014; Hairston & Shpitalni,

2016). The current study aims to find the relationship between personality traits and

achievement anxiety and bedtime procrastination. This helps in understanding the

complex interplay between individual characteristics and sleep behavior. Understanding

the influence is essential for the development of targeted interventions and strategies to

mitigate bedtime procrastination's adverse effects on academic and professional

performance, as well as mental well-being.

Need For the Study

The current study aims to investigate the intricate relationship between bedtime

procrastination, achievement, and personality traits among college students.

Understanding these factors is crucial for promoting holistic student development and
Bedtime Procrastination, Achievement Anxiety and Personality Traits 17

academic success, benefiting societal well-being and scientific progress. However,

existing literature predominantly focuses on Western, primarily Caucasian populations,

overlooking cultural diversity in regions like Asia, Africa, and Latin America. This

narrow focus limits the generalizability of findings and obscures important cultural

differences. Thus, there is a pressing need for future research to address this gap by

incorporating diverse, representative samples from various cultural backgrounds,

socioeconomic statuses, and educational contexts to better understand the impact of

achievement anxiety and personality traits on bedtime procrastination. This approach will

ensure the development of culturally sensitive interventions that resonate with the

experiences and challenges faced by college students globally.

Furthermore, there remains a significant gap in understanding the underlying

mechanisms and targeted interventions related to bedtime procrastination, achievement

anxiety, and personality traits among college students. Innovative strategies tailored to

the unique needs of college students, considering cultural factors and contextual

differences, are essential. Interdisciplinary collaboration between researchers from

psychology, sociology, education, and other relevant fields can enrich our understanding

and facilitate the development of more holistic interventions. Qualitative studies and the

integration of technology into research methodologies also hold promise for gaining

deeper insights into the lived experiences of college students and advancing our

understanding of these phenomena.

Bedtime Procrastination, Achievement Anxiety and Personality Traits 18

Chapter 2

Review of Literature

This chapter outlines a review of the existing literature on bedtime

procrastination, achievement anxiety, and personality traits among college students.

Various studies, theories, and models to understand the complex nature of these issues

were explored. By examining the theories and research findings, factors influencing

bedtime procrastination and achievement anxiety could be examined. Also, gaps,

inconsistencies, and limitations in previous research were identified, which sets the stage

for the present study.

Procrastination emerges as a significant behavioral factor impacting both self-care

and academic outcomes. Hoshino et al. (2023) find that procrastination directly correlates

with delayed dental visits, underscoring implications for health promotion initiatives

within university environments. The research unveils a connection between

procrastination, personality traits, and dental care, with agreeableness shown to

counteract delays in seeking treatment for acute conditions. This highlights the necessity

for targeted interventions tailored to individual personality profiles. Understanding the

origins of bedtime procrastination holds paramount importance in addressing its potential

negative impact on students . Zhang et al. (2022) discovered a direct association between

trait anxiety and bedtime procrastination, highlighting the influence of emotional states

on behavioral tendencies that disrupt sleep and potentially impede academic

performance. Moreover, the research unveils self-control as a mediating factor in this

Bedtime Procrastination, Achievement Anxiety and Personality Traits 19

correlation, suggesting that interventions targeting the enhancement of self-regulation

skills may prove beneficial.

Bedtime procrastination, a prevalent issue observed among student demographics,

can be aggravated by problematic usage of mobile phones (Dong et al., 2022). Notably,

associations have been identified between this inclination to delay sleep and specific

personality attributes. According to Tsaousis' meta-analysis (2010), conscientiousness

exhibits a robust correlation with morningness, suggesting that individuals with elevated

levels of this trait may display reduced susceptibility to bedtime procrastination.

Furthermore, the meta-analysis highlights a connection between agreeableness and

morningness, albeit to a lesser extent. Conversely, personality traits such as openness to

experience, extraversion, and neuroticism demonstrate minimal associations with

morningness propensities. A study emphasized the significant positive correlation

between adequate sleep and academic performance, while also highlighting the negative

association between sleep problems and indicators of mental health such as anxiety and

depression (Auerbach & Xu, 2023).

Research indicates a clear association between perfectionism and bedtime

procrastination, subsequently impacting the quality of sleep (Cao & Li, 2023). However,

fostering a sense of control can mitigate this adverse influence, underscoring the

significance of interventions that enhance autonomy and agency among individuals prone

to perfectionist tendencies. Although these findings offer valuable insights, it is crucial to

acknowledge potential cultural variances. Shukla and Andrade (2023) observed

alarmingly low rates of consistent sleep patterns among an Indian student population,
Bedtime Procrastination, Achievement Anxiety and Personality Traits 20

with a notable presence of bedtime procrastination. This prompts inquiries into whether

cultural elements may influence the prevalence and severity of bedtime procrastination.

Additionally, Lee and Sohn (2013) emphasize the role of rumination, where negative

thought processes mediate the association between bedtime procrastination and

compromised sleep quality. This emphasizes the necessity for comprehensive

interventions that not only address the postponement of sleep initiation but also target the

cognitive mechanisms perpetuating sleep-related challenges.

The influence of technology on student well-being and academic achievement is

an increasingly researched area. Lin and Zhou (2022) demonstrate that night time

smartphone usage disrupts sleep patterns and contributes to nomophobia, negatively

affecting academic performance. The study emphasizes the role of physical activity in

mitigating these detrimental effects. Understanding the interaction between technology

usage, sleep quality, and academic success is crucial in advancing strategies for student

achievement. The relationship between procrastination and anxiety also demands

attention. Bunting and Willetts's (2011) meta-analysis establishes a clear positive

correlation between procrastination and achievement anxiety, suggesting that addressing

procrastination could concurrently alleviate anxiety in academic contexts. Dong et al.

(2022) further support this notion by identifying problematic phone usage as a significant

driver of bedtime procrastination,

Explorations into the interplay among anxiety, personality traits, and academic

outcomes, early research by Couch et al. (1983) unveiled gender disparities in the

experience of test anxiety, indicating that its impact on performance may vary. While test
Bedtime Procrastination, Achievement Anxiety and Personality Traits 21

anxiety appeared predominantly hindering for men, women exhibited a facilitating form

of anxiety that positively correlated with higher GPAs. The study emphasizes the

necessity of scrutinizing anxiety not as a singular entity but as one that can manifest with

diverse effects depending on individual characteristics. Nevertheless, the association

between anxiety and self-concept remains a topic under investigation. In a study

involving Indian college students, Harsha and Rema (2023) discovered no direct link

between self-esteem and achievement anxiety, suggesting a relationship that may be less

straightforward than previously assumed. This highlights the importance of further

inquiry, potentially encompassing cultural influences that could shape the connection

between self-perception and anxieties related to academic performance.

Furthermore, individual personality traits emerge as significant determinants of

academic motivation. Komarraju and Karau (2005) illustrated that distinct facets of the

Big Five personality model significantly predict various aspects of motivation. Notably,

openness to experience emerged as a pivotal factor driving both engagement and

achievement, while conscientiousness and low neuroticism were also associated with

higher academic performance. Interestingly, neuroticism and extraversion appeared to

contribute to motivations aimed at avoidance. These findings underscore the necessity of

considering personality attributes when fostering academic success and devising

interventions tailored to leverage students' strengths while addressing potential obstacles.

Problematic smartphone usage, particularly preceding bedtime, emerges as a

significant contributor to bedtime procrastination (Dong et al., 2022). Lin and Zhou

(2022) further validate the detrimental impact of bedtime smartphone use, demonstrating
Bedtime Procrastination, Achievement Anxiety and Personality Traits 22

its mediation of effects on academic performance through factors such as nomophobia

and sleep deprivation. Crucially, the findings imply that engaging in physical activity

could potentially mitigate these adverse consequences. Although a clear association

between bedtime procrastination and anxiety is apparent, its nuanced relationship with

achievement anxiety poses complexities. Saju et al. 's (2022) investigation, which

discerned no correlation between these variables within a sample of Indian

undergraduates, prompts further exploration into potential cultural or demographic

disparities in the experiences of bedtime procrastination and achievement anxiety.

The relationship between personality traits and bedtime procrastination (BP) is a

subject requiring further exploration. While Herzog-Krzywoszanska et al. (2021) propose

that neuroticism might diminish BP due to fear of consequences, and conscientiousness

could enhance it due to perfectionist tendencies, conflicting findings exist, Kroese et al.

(2014), for instance, discovered a positive correlation between neuroticism and BP, along

with a negative correlation with conscientiousness. These disparities underscore the

necessity for nuanced investigations that account for additional variables.

Mushtaq et al. (2023) contribute valuable insights by examining how personality

traits, nighttime technology usage, and job demands interact to influence procrastination

among bank managers. The results reveal a positive correlation between procrastination

and nighttime technology usage and neuroticism, while indicating negative correlations

with job demands, extraversion, agreeableness, conscientiousness, and openness to

experience. Importantly, the moderation analysis paints a more complex picture.

Extraversion appears to mitigate the impact of nighttime technology usage on

Bedtime Procrastination, Achievement Anxiety and Personality Traits 23

procrastination and strengthen the relationship between job demands and procrastination.

Conscientiousness negatively influences the association between both nighttime

technology usage and job demands with procrastination. However, neuroticism reinforces

the link between nighttime technology usage and procrastination while weakening the

connection between job demands and procrastination. Finally, openness to experience

appears to diminish the effect of nighttime technology usage on procrastination.

Consistent research findings underscore a connection between personality traits

and achievement anxiety (AA). Zeidner (1998) identifies neuroticism as positively

correlated with AA, suggesting that individuals exhibiting high levels of neuroticism may

confront heightened self-doubt, criticism, and difficulties in employing effective coping

mechanisms. Conversely, conscientiousness is seen to mitigate AA, likely attributable to

factors such as self-assurance and adept coping strategies. Nevertheless, the interplay

between personality and academic outcomes presents a multifaceted picture.

Chamorro-Premuzic and Furnham (2003) offer a nuanced examination, revealing that

both broad personality traits (such as conscientiousness, neuroticism, and extraversion)

and specific primary traits (such as dutifulness, activity, and achievement striving) play

roles in influencing examination performance.

The interplay among personality traits, anxiety, and academic outcomes remains

a subject of continual investigation, as highlighted by Soomro et al. (2023). The research

underscores the importance of understanding test anxiety variations, particularly across

gender lines, and its correlation with specific personality traits. Female students, in

particular, may exhibit heightened test anxiety, while individuals characterized by high
Bedtime Procrastination, Achievement Anxiety and Personality Traits 24

negative emotionality tend to experience elevated anxiety levels. Conversely, traits such

as openness, agreeableness, and conscientiousness may offer some degree of protection

against test anxiety, emphasizing the necessity for personalized interventions to alleviate

this concern within college environments. Expanding the inquiry, Swaraswati et al.

(2017) delve into the predictive power of personality traits and academic self-efficacy in

relation to academic procrastination. The study reveals that neuroticism and extraversion

tendencies contribute to increased procrastination, while conscientiousness and

self-efficacy serve as mitigating factors. Interestingly, the roles of agreeableness and

openness appear negligible in influencing procrastination behaviors, suggesting a more

nuanced understanding of the interplay between personality traits and academic

procrastination.

In another vein of inquiry, Hess et al. (2000) delve into the association between

individuals' circadian rhythm preferences and academic procrastination. The findings

suggest that students with a preference for evening activity may be more susceptible to

procrastination tendencies, with neuroticism playing a partial mediating role. This sheds

light on a potential biological component influencing academic behaviors. Furthermore,

Harris (2004) investigates the correlation between personality traits such as openness and

the need for achievement with intelligence. The study suggests a positive association,

providing insights into the potential relationship between personality and cognitive

abilities.
Bedtime Procrastination, Achievement Anxiety and Personality Traits 25

Research Gap

The extensive exploration of literature on bedtime procrastination, achievement

anxiety, personality traits, and their interplay among college students reveals several

meaningful research gaps for the study. Despite numerous studies indicating a clear

association between bedtime procrastination and anxiety, a nuanced understanding of the

relationship between bedtime procrastination, achievement anxiety, and specific

personality traits remains underexplored in Indian context, to the best of my knowledge.

While existing research identifies certain personality traits as potential moderators or

predictors of bedtime procrastination and achievement anxiety, conflicting findings and

gaps in understanding the underlying mechanisms necessitate further investigation.

One notable research gap pertains to the influence of cultural factors on bedtime

procrastination and achievement anxiety among college students. Existing studies

primarily focus on Western populations, neglecting the diverse cultural contexts prevalent

in regions like Asia, Africa, and Latin America. Investigating how cultural norms, values,

and societal expectations shape bedtime procrastination, anxiety levels, and coping

strategies can provide valuable insights into the universality or cultural specificity of

these phenomena. Additionally, the impact of technological advancements, such as

smartphone usage, on bedtime procrastination and its interaction with personality traits

and anxiety warrants deeper exploration, particularly in diverse cultural and educational

settings.
Bedtime Procrastination, Achievement Anxiety and Personality Traits 26

Chapter 3

Method

This chapter focuses on the methodological framework used for the present

study. The chapter outlines the research design, variables, sample characteristics, data

collection procedures, statistical analysis methods, and ethical considerations that guided

the study.

Statement of the Problem

The aim of the study is to investigate the relationship between bedtime

procrastination, achievement anxiety, and personality traits among college students.

Specifically, the research aims to uncover potential relations and influences among these

variables, providing valuable insights for understanding student well-being and academic

success.

Objectives

1. To investigate the relationship between bedtime procrastination and achievement

anxiety.

2. To explore the relationship between personality traits and bedtime procrastination.

3. To examine the relationship between personality traits and achievement anxiety.

4. To assess the influence of achievement anxiety and personality traits on bedtime

procrastination.
Bedtime Procrastination, Achievement Anxiety and Personality Traits 27

Hypotheses

H01: There is no significant relationship between bedtime procrastination and

achievement anxiety among college students.

H02: There is no significant relationship between personality traits and bedtime

procrastination among college students.

H03: There is no significant relationship between achievement anxiety and personality

traits among college students.

H04: There is no significant influence of achievement anxiety on bedtime procrastination

H05: There is no significant influence of Personality traits on Bedtime Procrastination

Research Design

Quantitative research method is chosen for this study with correlational design

which involves measuring association between two variables without manipulating them.

This design helps to examine the relationship between bedtime procrastination,

achievement anxiety and personality traits, allowing for a better understanding of the

strengths and directions of the connection.

Variables

The study focuses on three primary variables: bedtime procrastination,

achievement anxiety, and personality traits. Personality traits and achievement anxiety are

predictor variables that might have an influence on the outcome variable. Bedtime

procrastination is the outcome variable that might have an influence from the predictor

variable.
Bedtime Procrastination, Achievement Anxiety and Personality Traits 28

Operational Definition

Bedtime Procrastination

The phenomenon where the individual tends to delay sleep without any external

factors

Achievement Anxiety

Achievement anxiety is a deep-rooted fear of success or reaching goals

Personality Traits

Personality traits are relatively stable behavior, consistent, and enduring internal

characteristics of an individual.

Sample

Basic Sample Characteristics

The sample comprises 202 college students (148 females and 54 males) in the age

group of 18-24 years residing in Bengaluru. College students enrolled in a regular mode

of education in various courses like Business Administration, Commerce, Engineering,

Life Sciences, Computer Science, Psychology and Sports responded to the study.

Sampling Procedure

Participants were selected using a convenient sampling method, due to its efficiency and

practicality to reach a diverse range of college students.

Inclusion Criteria

● Students enrolled in full time/ regular college education

Bedtime Procrastination, Achievement Anxiety and Personality Traits 29

● Students in the age group of 18- 24

Exclusion Criteria

● Participants diagnosed with any psychological disorder or intellectual disability.

Tools

Demographic Details

The sample comprised 202 participants from Karnataka, India. Details like their

initials, age, gender, domicile were collected. The name of their degree currently being

pursued along with the current year were obtained from the participants after agreeing to

the consent form and reading basic details about the study.

Bedtime Procrastination Scale:

Developed by Kroese et al. (2014), the scale has 9 items scored on a 5 point

Likert Scale. 1 -”almost never “and 5 - “almost always”. Reverse scoring is done for

Item no. 1, 3, 5 and 7. The Cronbach’s alpha value is 0.92

Achievement Anxiety Scale

Developed by Alpert and Haber in 1960, the scale has 19 items. 9 items for

Facilitating achievement anxiety and 10 items for debilitating achievement anxiety

subscales, scored on a 5 point Likert Scale. 1 -”always “and 5 - “never”. Reverse

scoring is done for 13, 15, 16, 17, 18, 19. Test retest value for debilitating scale is 0.83

test retest value for facilitating scale is 0.87

Bedtime Procrastination, Achievement Anxiety and Personality Traits 30

Big Five Inventory

Developed by Oliver John and Verónica Benet-Martinez (1998). The BFI is a 44

item personality test that assesses five domains of personality in adults: Extraversion,

Agreeableness, Conscientiousness, Neuroticism, Openness to experiences. Each BFI item

has a 5-point scale ranging from 1 (disagree strongly) to 5 (agree strongly); scale scores

are computed as the participant's mean item response (i.e., adding all items scored on a

scale and dividing by the number of items on the scale). Rammstedt and John indicate

that the 44 item version of the BFI maintains significant reliability and validity levels.

Procedure

Data was collected using the online survey method that involved obtaining

responses on digitised platforms. Participants were selected using a convenient sampling

method, due to its efficiency and practicality to reach a diverse range of college students.

The survey included established measurement tools to evaluate bedtime procrastination,

achievement anxiety, and personality traits, ensuring that the data collected were

trustworthy and meaningful. Participants were briefed on the study's objectives and

provided their informed consent before participating. Additionally, they were guaranteed

that their responses would remain confidential and anonymous throughout the research.

This approach allowed us to gather reliable data while also respecting the participants'

privacy and ensuring ethical conduct.

Statistical Analysis

After collecting the responses, IBM SPSS software was used to analyze the data.

To ensure the validity of findings, a test for normality was conducted on the collected
Bedtime Procrastination, Achievement Anxiety and Personality Traits 31

data and found that the data was not normally distributed. Following this, correlational

test spearman was employed to examine the relationships between bedtime

procrastination, achievement anxiety, and personality traits. Additionally, regression

analysis was used to further explore the impact of personality traits on bedtime

procrastination and achievement anxiety.

Ethical Considerations

Ethical considerations in this study were carefully adhered to, ensuring

participants' rights and well-being were upheld throughout the research process.

Participants were provided informed consent, and anonymity and confidentiality was

guaranteed. The use of established scales with proven reliability and validity minimized

potential harm to participants. Additionally, data collection, analysis, and reporting were

conducted with integrity and supervision.

Bedtime Procrastination, Achievement Anxiety and Personality Traits 32

Chapter 4

Results and Discussion

In the results and discussion chapter, the findings of the study are presented.

Through descriptive statistics, correlation analyses, and regression models, the patterns,

trends, and associations within the data are uncovered, shedding light on the complex

interplay between these variables. The research findings are discussed, contextualizing

them within the broader literature and theoretical frameworks.

Bedtime Procrastination, Achievement Anxiety and Personality Traits 33

Table 1

Correlation between bedtime procrastination, achievement anxiety and personality traits

among college students

Variable M SD 1 2 3 4 5 6 7 8

1. Bedtime 3.31 .49 1

procrastinatio
n

2. Facilitating 29.34 3.05 -.07 1

anxiety

3. Debilitating 29.31 2.80 .094 -.148* 1

anxiety

4. Openness 33.82 4.60 -.067 .368** -.165* 1

5. 24.70 5.19 .023 -.076 -.049 .017 1

Neuroticism

6. 31.60 4.89 -.049 .275** -.135 .372* -.04 1

Agreeableness * 5

7. 23.80 5.05 -.195* .020 -.086 .155* -.13 .123 1

Extraversion * 1

8. 28.89 4.57 -.071 .155* -.006 .200* -.28 .370 .1 1

Conscientious * 2** ** 46
ness *

*p < .05. **p < .01.

Bedtime Procrastination, Achievement Anxiety and Personality Traits 34

The results from the spearman correlation as seen in Table 1 shows no significant

relationship between achievement anxiety and bedtime procrastination, thus accepting the

null hypothesis that stated there is no significant relationship between bedtime

procrastination and achievement anxiety among college students ( H01). Saju et al.'s

(2022) found no correlation between bedtime procrastination and achievement anxiety

among Indian undergraduates, similar to the present study, highlighting further

exploration into potential cultural or demographic disparities in how these variables

manifest and interact. Another study by Harsha and Rema (2023) adds to the current

findings as they found no direct link between self-esteem and achievement anxiety

among Indian college students. This finding suggests that the relationship between

psychological factors such as self-esteem and academic anxieties may be influenced by

cultural and contextual factors. However Zhang et al. (2022) study contradicts the present

results, highlighting the direct association between trait anxiety and bedtime

procrastination, indicating a connection between emotional states and behavioral

tendencies that disrupt sleep patterns. This suggests that individuals experiencing higher

levels of trait anxiety may be more prone to bedtime procrastination, which could

potentially impact their academic performance due to insufficient rest.

The results indicate a negative correlation (r=-.195) between bedtime

procrastination and extraversion which rejects the null hypothesis that there is no

significant relationship between bedtime procrastination and personality traits. The

negative correlation between bedtime procrastination and extraversion implies that

students who have high scores in extraversion might experience low levels of bedtime
Bedtime Procrastination, Achievement Anxiety and Personality Traits 35

procrastination. Mushtaq et al. (2023) found similar results with personality traits along

nighttime technology usage, and job demands and how it interacts to influence

procrastination among bank managers. In the context of the findings by Mushtaq et al.

(2023), where extraversion mitigates the impact of nighttime technology usage on

procrastination, it can be said that individuals high in extraversion may exhibit proactive

behaviors in managing their time and tasks, even in the face of distractions like nighttime

technology usage. Their assertiveness and energy levels might enable them to prioritize

tasks effectively, reducing the likelihood of procrastination related to technology use. On

the other hand, Komarraju and Karau (2005) suggest that extraversion, along with

neuroticism, contributes to motivations aimed at avoidance, which could potentially lead

to increased procrastination behaviors. This contradicts the findings of a negative

correlation between extraversion and bedtime procrastination. Swaraswati et al. (2017)

also found that extraversion tendencies contribute to increased academic procrastination.

Table 1 also shows a positive correlation between facilitating anxiety with

openness, agreeableness and conscientiousness. A positive relation (r= .368) observed

between facilitating anxiety and openness and facilitating anxiety with agreeableness (r=

.275 ) which rejects the null hypothesis that there is no relation between achievement

anxiety and personality traits. There is a positive relationship between facilitating anxiety

with openness, agreeableness and conscientiousness. There is a positive correlation (r=

.155) between facilitating anxiety and conscientiousness . Soomro et al. (2023) suggest

that individuals with higher levels of openness, characterized by curiosity, creativity, and

a willingness to explore new ideas, may experience reduced test anxiety. This implies that
Bedtime Procrastination, Achievement Anxiety and Personality Traits 36

their adaptable and positive mindset may help them approach academic challenges more

effectively, potentially leading to lower anxiety levels and improved academic

performance. Additionally, conscientiousness emerges as a significant predictor of

academic achievement (Suleman et al., 2014) This trait, characterized by organization,

responsibility, and diligence, may contribute to reduced anxiety related to academic tasks.

Individuals who are conscientious are likely to plan effectively, manage their time

efficiently, and maintain high standards of work, leading to lower anxiety levels and

improved academic outcomes. Chamorro-Premuzic and Furnham (2003) suggested that

traits like conscientiousness, neuroticism, and extraversion, which are broad personality

traits, can have significant impacts on how individuals perform in exams. The findings

from the literature review collectively support the idea that certain personality traits can

have a positive impact on anxiety levels and academic performance. Openness,

agreeableness, and conscientiousness are identified as key traits that may contribute to

adaptive coping strategies, effective learning behaviors, and a supportive learning

environment.

There is a negative correlation (r= -.165) between debilitating anxiety and

openness. Harris (2004) explores the correlation between personality traits such as

openness and the need for achievement with intelligence. The positive association

uncovered in Harris's study implies that individuals with higher levels of openness and a

strong need for achievement are more likely to demonstrate elevated cognitive abilities.

This finding aligns with the notion that cognitive abilities, influenced by personality traits

like openness and achievement striving, could indirectly impact an individual's capacity
Bedtime Procrastination, Achievement Anxiety and Personality Traits 37

to manage anxiety and excel academically. Komarraju and Karau (2005) contribute

valuable insights into motivation and academic performance based on the Big Five

personality model. Their findings indicate that openness to experience plays a pivotal role

in driving both engagement and achievement, highlighting its potential relevance to

academic success. This aligns with the idea that individuals with higher levels of

openness may exhibit a more proactive approach to learning and problem-solving, which

could positively impact their ability to manage anxiety and perform effectively in

academic tasks. Tsaousis' meta-analysis (2010) sheds light on the connection between

personality traits and morningness, a factor related to bedtime procrastination. The

meta-analysis suggests that conscientiousness exhibits a robust correlation with

morningness, implying that individuals with higher levels of conscientiousness may be

less susceptible to bedtime procrastination. This finding contradicts the negative

correlation found between debilitating anxiety and openness, as openness is not strongly

associated with morningness or bedtime procrastination in this context.

Bedtime Procrastination, Achievement Anxiety and Personality Traits 38

Table 2

Multiple linear regression summary for personality traits and achievement anxiety

predicting bedtime procrastination

Predictor Variables Std. Beta Value t Model Summary

Personality Traits -.138 -1.96 R = .138

R² = .019

Achievement anxiety .027 .381 Adjusted R²= .009

F = 1.937

p>0.05

Outcome variable: Bedtime Procrastination

Regression analysis from Table 2 shows no significant influence of personality

traits on bedtime procrastination, accepting the null hypothesis (H04) stating that there is

no significant influence of personality traits on bedtime procrastination (p > 0.05 ) .

There is no significant influence of achievement anxiety on bedtime procrastination

which also accepts the null hypothesis(H05) stating that there is no significant influence

of achievement anxiety on bedtime procrastination (p > 0.05 ). The p-values for both

personality traits and achievement anxiety are greater than 0.05. This suggests that we

cannot confidently say these variables have a statistically significant impact on bedtime

procrastination in this model. The weak relationship observed could be attributed to the

specific characteristics of the student population studied or limitations in how these

constructs were measured.

Bedtime Procrastination, Achievement Anxiety and Personality Traits 39

Steel (2007) findings emphasize that while personality traits like neuroticism

might have some influence, they demonstrate a weak link to procrastination. This aligns

with the current results. Stronger predictors include task aversion, impulsivity, lack of

self-efficacy, and facets of conscientiousness like self-control and organization.

However, Zhao et al. (2022) demonstrate a positive link between bedtime procrastination

(BP) and specific personality dimensions like psychoticism and neuroticism. The analysis

indicates that these traits may both directly and indirectly influence BP through their

impact on self-control. This suggests that, for some individuals, personality-related

tendencies could play a role in bedtime procrastination. The findings also support the

potential value of interventions that help individuals prone to psychoticism or

neuroticism enhance their self-regulation skills, potentially mitigating bedtime

procrastination behaviors.
Bedtime Procrastination, Achievement Anxiety and Personality Traits 40

Chapter 5

Summary and Conclusion

This chapter provides a comprehensive summary of the key findings of the study,

draws conclusions based on the results obtained, and offers recommendations for future

research and practical applications in the field of psychology and education.

The primary aim of this study was to investigate the relationship between bedtime

procrastination, achievement anxiety, and personality traits among college students in

Karnataka, India. To address the research questions, a quantitative research method with a

correlational design was employed. The study consisted of 202 participants from

Karnataka, India with an average age of 21 years. There were a total of 147 females and

55 males. Data analysis was conducted using statistical tools in IBM SPSS software,

including correlation tests and regression analysis. These analytical methods were chosen

to explore the relationships between bedtime procrastination, achievement anxiety, and

personality traits, offering a comprehensive understanding of their interconnectedness

and potential influences on college students' academic outcomes.

Major Findings

● No significant relationship was found between bedtime procrastination and

achievement anxiety, supporting the null hypothesis (H01). This finding is in line

with previous research by Saju et al. (2022), suggesting that cultural or

demographic factors may influence how these variables manifest in different

populations.
Bedtime Procrastination, Achievement Anxiety and Personality Traits 41

● Negative correlation was observed between bedtime procrastination and

extraversion, suggesting lower levels of bedtime procrastination in individuals

with higher extraversion scores.

● Positive correlations were identified between facilitating anxiety and openness,

agreeableness, and conscientiousness, indicating potential contributions of these

traits to adaptive coping strategies and effective learning behaviors.

● Negative correlation was found between debilitating anxiety and openness,

suggesting a weaker association between this trait and managing anxiety related

to academic tasks.

Limitations

The limitations of the study include a relatively small sample size comprising college

students from a specific region in India, This limited sample size may affect the

generalizability of the findings to broader populations or other cultural contexts. Future

research could adopt a more inclusive approach by considering diverse demographic

characteristics and conducting subgroup analyses to examine potential variations in the

variables under investigation. Additionally, the study relied primarily on self-reported

questionnaires to gather data on bedtime procrastination, achievement anxiety, and

personality traits. While self-reported measures are commonly used and provide valuable

insights into individuals' perceptions and experiences, they are also susceptible to

response bias and inaccuracies. Participants may respond based on social desirability or

subjective interpretations, potentially affecting the reliability and validity of the data.

Future research could benefit from incorporating objective measures, such as behavioral
Bedtime Procrastination, Achievement Anxiety and Personality Traits 42

observations or physiological indicators, to supplement self-reported assessments and

enhance the robustness of the findings.

Implications

● Understanding the role of personality traits in bedtime procrastination and

achievement anxiety can inform targeted interventions and support mechanisms

for college students

● Incorporating personality assessments into counseling sessions or academic

advising could provide valuable insights for personalized support and resource

allocation.

● Developing interventions based on proactive time management strategies and

coping mechanisms tailored to individual personality traits may help mitigate

bedtime procrastination and reduce anxiety levels related to academic tasks.

Recommendations for Future Research

Future research could focus on conducting longitudinal studies to explore the

evolution of bedtime procrastination, achievement anxiety, and personality traits over

time, as well as their impact on long-term academic outcomes. Comparative studies

across different cultural and demographic groups can provide insights into the

universality or cultural specificity of these relationships. Exploring interventions tailored

to specific personality profiles and assessing their effectiveness in reducing bedtime

procrastination and anxiety would also be beneficial for advancing knowledge in this

area.
Bedtime Procrastination, Achievement Anxiety and Personality Traits 43

Conclusion

In conclusion, the comprehensive exploration of bedtime procrastination,

achievement anxiety, and personality traits among college students has revealed

insightful findings and highlighted areas for further investigation. The major findings of

the study underscore the nuanced nature of these phenomena, emphasizing the interplay

between individual characteristics, psychological factors, and academic behaviors.

Despite the limitations, the implications of the study are noteworthy.

Understanding the influence of personality traits on bedtime procrastination and

achievement anxiety can inform targeted interventions and support mechanisms tailored

to individual differences. Incorporating personality assessments into counseling and

academic advising sessions can provide personalized insights, enhancing student support

and resource allocation strategies. Continued research in this area holds promise for

developing evidence-based strategies to support student mental health and academic

success. By addressing the research gaps identified and building upon the study's

findings, researchers can contribute significantly to enhancing our understanding of

bedtime procrastination, achievement anxiety, and personality traits among college

students, ultimately benefiting student well-being and academic outcomes.

Bedtime Procrastination, Achievement Anxiety and Personality Traits 44

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Appendix A

Research Subject Information Sheet

This informed consent form is for the participants, who have been invited to
participate in research on the title Bedtime Procrastination, Achievement Anxiety
and Personality Traits among College Students

Name of Principal Investigator & Department: Dr. Sruthi Sivaraman, Department of

Psychology

Research Supervisor: Ms. Sarah Saju Stephen

Name of Organization: Kristu Jayanti College, Bengaluru

I am Manasa M, studying as a postgraduate student in the Department of Psychology at

Kristu Jayanti College, Bangalore. I am researching Bedtime Procrastination,
Achievement Anxiety and Personality Traits among College Students. I will give you
adequate information and invite you to be a part of this research. You can decide whether
or not you will participate in the research. Before you decide, Please feel comfortable
talking to me about the research.

This consent form may contain words that you do not understand. Please ask me to stop
as we go through the information and I will take time to explain. If you have questions
later, you can ask them, I will be providing my contact details for the same.

Purpose of the research:

The purpose of the research is to investigate and understand the intricate relationships
between bedtime procrastination, achievement anxiety, and personality traits among
college students. The study aims to delve into how individual characteristics,
psychological factors, and academic behaviors intersect and influence each other within
specific demographics.
Bedtime Procrastination, Achievement Anxiety and Personality Traits 54

For experimental factors (if any): The participant must be pursuing a full-time course .

For demographic factors: Age, Gender and socio-economic status.

You are being invited to take part in this research because we feel that your responses will
aid as a very important tool to help us identify the factual details of the concerned
experiment.

Your participation in this research is entirely voluntary. It is your choice whether to

participate or not. The choice that you make will have no bearing on your role here. You
may change your mind later and stop participating even if you agreed earlier.

The information recorded is confidential, your name will not be included in the data
collected, and no one else except me and my supervisor will have access to the form.
Nothing that you share today or with me will be made public with anybody outside the
research, and nothing will be attributed to you by name.

This research proposal has been reviewed and approved by the department of psychology
that includes the research scholar and the supervisor at Kristu Jayanti College, Bangalore
the rights of the research participants are protected.
Bedtime Procrastination, Achievement Anxiety and Personality Traits 55

Appendix B

Certificate of Informed Consent

Bedtime Procrastination, Achievement Anxiety and Personality Traits 56

Appendix C

Bedtime Procrastination Scale

Almost Rarely Neutral Frequently Almost

Never Always

1. I go to bed later than I had

intended

2. I go to bed early if I have to get

up early in the morning

3. If it is time to turn off the lights

at night I do it immediately

4. often I am doing other things

when it is time to go to bed

5. I easily get distracted by things

when I actually would like to go to
bed.

6. I do not go to bed on time.

7. I have a regular bedtime I keep

to

8. I want to go to bed on time but I

just don't

9. I can easily stop with my

activities when it's time to go to
bed.
Bedtime Procrastination, Achievement Anxiety and Personality Traits 57

Appendix D

Achievement Anxiety

Always Often Sometimes Rarely Never

1. Nervousness while taking an exam

or test hinders me from doing well.

2. I work most effectively under

pressure, as when the task is very
important.

3. In a course where I have been doing

poorly, my fear of a bad grade cuts
down my efficiency.

4. When I am poorly prepared for an

exam or test, I get upset, and do less
well than even my restricted
knowledge should allow.

5. The more important the examination,

the less well I seem to do.

6. While I may (or may not) be nervous

before taking an exam, once I start, I
seem to forget to be nervous.

7. During exams or tests, I block on

questions to which I know the answers,
even though I might remember them as
soon as the exam is over.

8. Nervousness while taking a test

helps me do better.

9. When I start a test, nothing is able to

distract me.

10. In courses in which the total grade

is based mainly on “one” exam, I seem
to do better than other people.
Bedtime Procrastination, Achievement Anxiety and Personality Traits 58

11. I find that my mind goes blank at

the beginning of an exam, and it takes
me a few minutes before I can
function.

12. I look forward to exams.

13. I am so tired from worrying about

an exam that I find I almost don’t care
how well I do by the time I start the
test.

14. Time pressure on an exam causes

me to do worse than the rest of the
group under similar conditions.

[Link] “cramming” under

pre-examination tension is not effective
for most people, I find that if the need
arises, I can learn material immediately
before an exam, even under
considerable pressure, and successfully
retain it to use on the exam.

16. I enjoy taking a difficult exam more

than an easy one.

17. I find myself reading exam

questions without understanding them,
and I must go back over them so that
they will make sense.

18. The more important the exam or

test, the better I seem to do.

19. When I don’t do well on difficult

items at the beginning of an exam, it
tends to upset me so that I block on
even easy questions later on.
Bedtime Procrastination, Achievement Anxiety and Personality Traits 59

APPENDIX E
Big Five Inventory

I see Myself as Someone Who... Strongly Disagree Neutral Agree Strongly

disagree agree

1. Is talkative

2. Tends to find fault with others

3. Does a thorough job

4. Is depressed, blue

5. Is original, comes up with new

ideas

6. Is reserved

7. Is helpful and unselfish with

others

8. Can be somewhat careless

9. Is relaxed, handles stress well

10. Is curious about many

different things

11. Is full of energy

12. Starts quarrels with others

13. Is a reliable worker

14. Can be tense

15. Is ingenious, a deep thinker

16. Generates a lot of enthusiasm

17. Has a forgiving nature

18. Tends to be disorganized

19. Worries a lot

Bedtime Procrastination, Achievement Anxiety and Personality Traits 60

20. Has an active imagination

21. Tends to be quiet

22. Is generally trusting

23. Tends to be lazy

24. Is emotionally stable, not

easily upset

25. Is inventive

26. Has an assertive personality

27. Can be cold and aloof

28. Perseveres until the task is

finished

29. Can be moody

30. Values artistic, aesthetic

experiences

31. Is sometimes shy, inhibited

32. Is considerate and kind to

almost everyone

33. Does things efficiently

34. Remains calm in tense

situations

35. Prefers work that is routine

36. Is outgoing, sociable

37. Is sometimes rude to others

38. Makes plans and follows

through with them

39. Gets nervous easily

Bedtime Procrastination, Achievement Anxiety and Personality Traits 61

40. Likes to reflect, play with

ideas

41. Has few artistic interests

42. Likes to cooperate with others

43. Is easily distracted

44. Is sophisticated in art, music,

or literature