Psychometric Dataset on Disorganization, Fear of Failure, Academic Procrastination, and Academic Performance among Indonesian Higher Education Students
Description
The dataset comprises individual-level responses collected through a structured survey instrument administered between August and December 2024. The data encompass four core constructs: Disorganization (DIS), Fear of Failure (FOF), Academic Procrastination (APC), and Academic Performance (APR), each measured through multiple Likert-scale items on a 5-point scale (1 = strongly disagree; 5 = strongly agree). The dataset includes responses from 2,111 higher education students spanning diploma, bachelor’s, master’s, and doctoral programs across East and Central Java. Each row in the dataset represents a single respondent, and each column corresponds to a specific survey item derived from previously validated psychometric instruments. The structure of the dataset is as follows: DIS1–DIS5: Indicators measuring students’ disorganized academic behavior, such as difficulty structuring study time and planning tasks. FOF1–FOF5: Indicators reflecting fear-based emotional responses to failure, including anxiety about evaluation and concern for others’ perceptions. APC1–APC5: Indicators capturing behavioral tendencies toward academic procrastination. APR1–APR4: Indicators of perceived academic competence and performance. The data have been cleaned and prepared for advanced statistical analysis, including mediation and moderation modeling using Structural Equation Modeling (SEM) techniques. This dataset is instrumental for understanding cognitive-behavioral mechanisms in higher education, particularly in the context of developing countries like Indonesia, and aligns with the broader agenda of educational quality improvement and student success.
Files
Steps to reproduce
To arrive at the dataset Data IFA07a 21052025.xlsx, a structured quantitative research protocol was implemented between August and December 2024, targeting higher education students across East and Central Java, Indonesia. Data collection was conducted using a self-administered online questionnaire distributed via academic WhatsApp groups, faculty communication channels, and student organizations. The instrument consisted of four validated psychometric scales measuring Disorganization (DIS), Fear of Failure (FOF), Academic Procrastination (APC), and Academic Performance (APR), all adapted from established literature. Each construct was measured using Likert-type items on a 5-point scale, and the questionnaire was translated into Indonesian using the back-translation method to ensure semantic accuracy and cultural relevance. Before the main survey, a pilot test involving 30 students was conducted to assess the clarity and contextual fit of the items. Following refinement, the final instrument was distributed, yielding 2,111 complete responses. The raw data were then exported from Google Forms to Microsoft Excel and cleaned to remove incomplete or invalid entries. Composite variables were constructed by averaging item scores within each construct. The dataset was prepared for analysis using SmartPLS version 4.1.0.9, a structural equation modeling software, to test mediation and moderation pathways. Model estimation included measurement validation through factor loadings, Cronbach’s Alpha, Composite Reliability (CR), and Average Variance Extracted (AVE), as well as structural path analysis using bootstrapping with 5,000 resamples. Common method bias was addressed using procedural remedies (e.g., anonymity, randomization of item order) and statistical techniques such as Harman’s single-factor test and VIF analysis. This rigorous workflow ensures that the dataset is reproducible and methodologically robust, enabling other researchers to replicate or extend the analysis using the same items, sampling design, and statistical procedures.