HOLY ROSARY ACADEMY OF LAS PIÑAS CITY

St. Joseph Ave. corner Naga Road, Pulanglupa Dos,

Las Piñas City, 1740

ACADEMIC PROCRASTINATION: SOCIAL MEDIA EXPERIENCE AND THE

EMOTIONAL WELL-BEING OF GRADE 11 STUDENTS AT
HOLY ROSARY ACADEMY OF LAS PIÑAS CITY
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A Research Proposal Presented to the

Senior High School Department of
Holy Rosary Academy of
Las Piñas City

_______

In Partial Fulfillment of the Requirements in

Practical Research 1 – AS 2
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by

Grade 11 - ENDURING

Ocale,Allen Jansor

Olaer,Princess Kristal C.

Paris, Julie Rica

Santos, Isabella Rose

to

Ms. Jinevev A. Alayon

May 2021

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 HOLY ROSARY ACADEMY OF LAS PIÑAS CITY
St. Joseph Ave. corner Naga Road, Pulanglupa Dos,
Las Piñas City, 1740

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Procrastination is a quintessential self-control failure (Steel, 2007) and has been

defined as “the voluntary delay of an intended and necessary and/or [personally]
important activity, despite expecting potential negative consequences that outweigh the
positive consequences of the delay” (Klingsieck, 2013, p. 23). In contrast to strategic or
rational delay, procrastination is a term used for dysfunctional or irrational delay that is
likely to result in more harm than good (at least in the long term). Building on this
definition, trait procrastination refers to relatively stable inter individual differences in
procrastinatory behavior across various life domains. A large body of literature has
linked trait procrastination to impaired psychological functioning and reduced mental
health (van Eerde, 2003; Steel, 2007; Sirois, 2016). A representative study of the
German population aged 14 to 95, for instance, reports that trait procrastination was
related to various indicators of impaired mental health, including stress, depression,
anxiety, fatigue, and reduced life satisfaction (Beutel et al., 2016). While procrastination
showed similar mean levels across the life span in this study, it was especially
pronounced in the youngest age group (14–29-year-olds), warranting particular
attention to this sub-population.

A prevalent negative mental health outcome of procrastination is perceived

stress. In a longitudinal study among university students, for instance, Tice and
Baumeister (1997) found that procrastination diminishes stress initially, but results in
higher stress levels when the deadline of a task approaches. Naturally, stress arises
when the procrastinators rush to complete their intended tasks on time (e.g., Lay and

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 HOLY ROSARY ACADEMY OF LAS PIÑAS CITY
St. Joseph Ave. corner Naga Road, Pulanglupa Dos,
Las Piñas City, 1740

Schouwenburg, 1993). Hence, stress has often been found to mediate the relationship
between procrastination and other (mental) health outcomes (Sirois et al., 2003, 2015;
Stead et al., 2010; Sirois, 2016). Moreover, a small meta-analysis of four studies by
Sirois and Kitner (2015) identified maladaptive coping as a central mechanism linking
procrastination to stress experiences. Apparently, procrastinators are more prone to
respond to everyday life stressors and task-specific challenges with avoidant or non-
constructive coping. As stress-inducing states are not eliminated or mitigated,
procrastinators experience higher levels of stress (Sirois and Kitner, 2015). Increased
stress is thus a key outcome of trait procrastination.
Beyond testing the direct relationship between trait procrastination and
psychological functioning among adolescents, the second major goal of the present
study is to explore how trait procrastination and impaired psychological functioning are
connected indirectly via the alternative activities that procrastinators pursue instead of
their intended activity. Specifically, the present study addressed the role of Internet use
as a potential link between trait procrastination and psychological functioning. A growing
number of studies suggest that media in general (Panek, 2014; Reinecke et al.,
2014; Reinecke and Hofmann, 2016) and Internet applications in particular (Lavoie and
Pychyl, 2001; Hinsch and Sheldon, 2013; Meier et al., 2016) are frequently used for
procrastination. Building on the definition of general procrastination (Klingsieck, 2013),
we define procrastinatory Internet use as the voluntary delay of an intended and
necessary and/or [personally] important activity in preference of an Internet-enabled
alternative activity, despite expecting potential negative consequences that outweigh
the positive consequences of the delay.
Little attention has been given to the unique role of such alternative activities in
procrastination research so far. Survey participants and researchers have described
these activities as pleasant and enjoyable as well as distracting or tempting (Pychyl et
al., 2000; Sirois and Pychyl, 2013). One study found that susceptibility to fun activities
such as meeting friends, watching TV, or online surfing predicted procrastination among
college students (Dewitte and Schouwenburg, 2002). Social interaction, in particular,

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 HOLY ROSARY ACADEMY OF LAS PIÑAS CITY
St. Joseph Ave. corner Naga Road, Pulanglupa Dos,
Las Piñas City, 1740

was found to be a tempting alternative activity for academic procrastinators

(Schouwenburg and Groenewoud, 2001). We argue that Internet use is a particularly
likely alternative activity for procrastinators for three reasons (Hofmann et al., 2017): (1)
Thanks to mobile Internet connections and smartphones, media content and
communication are almost ubiquitous and permanently available at virtually no cost or
effort, making Internet use ‘top of mind’ almost constantly for many (young) individuals
(Klimmt et al., 2018). (2) Furthermore, many online activities (e.g., social media use,
gaming, and watching videos) promise instant gratifications and pleasurable
experiences and should thus be particularly attractive to procrastinators seeking mood
optimization when facing an aversive or difficult task (Sirois and Pychyl, 2013). (3)
Finally, media use in general (LaRose, 2010) and Internet use in particular (Van
Koningsbruggen et al., 2017) is often highly habitualized, making impulsive,
insufficiently controlled selection and—as a consequence—procrastinatory use of
Internet applications particularly likely (Meier et al., 2016; Schnauber et al., in press). In
fact, the results of an experience sampling study by Reinecke and Hofmann
(2016) demonstrate that more than 60% of media use episodes (i.e., TV, video game, or
work-unrelated Internet use) conflicted with other goals such as “effective time use” or
“not delaying things” (p. 452). This suggests a high prevalence of procrastinatory media
use in everyday life. Further evidence supporting the notion that Internet applications
are particularly frequently used for procrastination comes from a survey by Lavoie and
Pychyl (2001): study participants perceived almost half of the total time spent online as
procrastination. More recently, research has also investigated social media use as a
procrastinatory activity. Two studies by Meier et al. (2016) demonstrate that Facebook
is frequently used for procrastination among college students, and research by Hinsch
and Sheldon (2013) reveals that reductions in overall social media use were associated
with decreases in general procrastination.

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 HOLY ROSARY ACADEMY OF LAS PIÑAS CITY
St. Joseph Ave. corner Naga Road, Pulanglupa Dos,
Las Piñas City, 1740

Statement of the Problem

This study was conducted because in our generation, a lot of netizens specially
the students are curious about the ACADEMIC PROCRASTINATION: SOCIAL MEDIA
EXPERIENCE AND EMOTIONAL WELL BEING OF GRADE 11 - STUDENTS.

GENERAL PROBLEM:

Generally, this study aims to determine if social media addiction has an indirect
effect on academic success through affects the academic procrastination behaviors of
the students..

SPECIFIC PROBLEM:

Specifically, it sought further to answer the following questions:

1. What tasks need to be completed to promote my wellness?
2. What actions will benefit my future wellness and success?
3. How will I feel if I do not complete a task on time?

Objective of the Study

This study was conducted because in our generation, a lot of netizens, especially
the students, are focused on the impact of social media use on emotional health and
academic procrastination. The aim of this study is to help students to know more about
the positivity activated our emotions are further assumed to draw attention to the
learning task, and also increase flow, motivation, interest, the use of effective learning
strategies, and efficient self-regulated learning.
.

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 HOLY ROSARY ACADEMY OF LAS PIÑAS CITY
St. Joseph Ave. corner Naga Road, Pulanglupa Dos,
Las Piñas City, 1740

Assumption / Hypotheses

The study is based on the following assumptions:

1. Differences in procrastination between specific tasks in terms of:

a. Perception as being problematic
b. Desire to reduce procrastination
2. Valence of relations with positive emotions.
3. Directionality of Procrastination/Emotion Relations in terms of:
a. Emotions predict procrastination
b. Procrastination predict emotions
c. Concurrent prediction
d. Sequential Prediction

Conceptual Framework

ACADEMIC
PROCRASTINATION

SOCIAL MEDIA ACADEMIC

ADDICTION SUCCESS

On the relationships between social media, internet addiction and academic

procrastination revealed that there is a positive correlation between these variable,

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 HOLY ROSARY ACADEMY OF LAS PIÑAS CITY
St. Joseph Ave. corner Naga Road, Pulanglupa Dos,
Las Piñas City, 1740

there were positive relationships between the students’ attitudes towards Facebook and
their academic procrastination behavior.
Students with high levels of academic procrastination wait until the deadline to
fulfill their academic tasks, such as studying for exams and submitting project tasks,
which leads to a number of troubles for them. Accordingly, we can argue that social
media addiction has an indirect effect on academic success through academic
procrastination behavior.

Scope and Delimitation of the Study

This particular study will deal only with impact of social media use on emotional
health and academic procrastinate specifically in Holy Rosary Academy of Las Piñas
City. This study embodies only the impact of social media use on emotional health and
academic procrastinate.
The respondents of this study are the 12 students per section. All in all, the study
these are 288 respondents.

Significance of the Study

The study could be considered significant to the following:
To the Parents
This study can aware those parents who don’t know how to control their
child/children in their different situation facing.
To the Students
This research will help them to gain knowledge about the situation is when it
comes to handling priorities and tasks. They can use this as a tool to assess
themselves and help others like them.

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 HOLY ROSARY ACADEMY OF LAS PIÑAS CITY
St. Joseph Ave. corner Naga Road, Pulanglupa Dos,
Las Piñas City, 1740

To the Future Researcher

This will help them discover new knowledge regarding the bird’s eye view of the
topic which is commonly unknown for many. This is also an opportunity to dig deeper
and know more about procrastination that sounds usual to the masses but definitely a
complex one. This will also help them sharpen their understanding regarding this
phenomenon. This study will also serve as a mirror for future researchers because there
are possibilities that they will see themselves on the respondent points of view. They will
definitely gain something new in this study.

Definition of Terms

Academic Procrastination - may be defined as any academic task that is

delayed of avoided as a result of the discrepancy between intention and actual behavior
to the extent that it produces negative effect in the procrastinator.
Academic Success - academic achievement; engagement; satisfaction;
acquisition of knowledge, skills, and competencies; persistence and retention.
Social Media Addiction – It can be viewed as one form of Internet addiction,
where individuals exhibit a compulsion to use social media to excess.

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 HOLY ROSARY ACADEMY OF LAS PIÑAS CITY
St. Joseph Ave. corner Naga Road, Pulanglupa Dos,
Las Piñas City, 1740

CHAPTER 2
REVIEW OF RELATED LITERATURE

Presented in this chapter are selected readings and findings of different studies
in order to provide a workable background and framework of the study
Foreign Literature
Academic procrastination can be regarded as behavioral, affective and cognitive
phenomenon which results from an individual’s fear of failure and task aversiveness
(Solomon &Rothblum, 1984). Fear of failure is somewhat related to low self-confidence
where individuals delay tasks because of fear or belief that they will not succeed.
Students with high confidence can somehow respond positively to the academic
challenges despite the difficulty of work. Task aversiveness, on the other hand, is
characterized by dislike of activities and anxiety which leads to procrastination.
Academic procrastination is considered to be a form of situational
procrastination, which has been described as behavior that is linked to a specific task.
Burka and Yuen (1983) have said that it is common for college students to delay
academic tasks to the point of experiencing considerable anxiety. .Rothblum, Solomon
and Murakami (1986) provide support for this statement in their research by defining
academic procrastination as "a) to nearly always or always put off academic tasks, and
b) to nearly always or always experience problematic levels of anxiety associated with
this procrastination". In their reference to academic procrastination expand upon this
definition to include specific behaviors that contribute to student procrastination. The
authors state that academic procrastination stems from, "a lack of practice or
preparation, reduced effort, and perhaps.., unfavorable performance settings, but at
least the selection of unfavorable preparation settings. For example, students may
choose to study in places that will promote distraction and delay" . This last statement
is a reflection of self-sabotage or self-handicapping. In either case. it may be
considered self-defeating behavior.

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 HOLY ROSARY ACADEMY OF LAS PIÑAS CITY
St. Joseph Ave. corner Naga Road, Pulanglupa Dos,
Las Piñas City, 1740

Similarly, Perry (2008) discussed benefits of procrastination in what he called

structured procrastination. This strategy, as he referred toot, converted procrastinators
into well-organized human beings and valued for efficiently using their time. He said that
structured procrastination was the art of making this bad trait work. The key idea he
offered was that procrastination did not mean absolutely doing nothing. Procrastinators
did useful things, as Perry (2008) noted, “Procrastinators seldom do absolutely nothing;
they do marginally useful things, like gardening or sharpening pencils or making a
diagram of how they reorganize their les when they get around to it”. The result of this
kind of strategy was that in order to avoid that task at the top of our list, we engaged in
other worthwhile tasks below our priority list.
Self-motivation is also identified as one of the important correlates of academic
procrastination. Klassen, et al. (2010) found a significant link between academic
procrastination and motivation variables consisted of the students’ self-efficacy, self-
regulation and self-esteem. This explains that students who are motivated to pursue
success will be more active and willing to engage in their academic tasks.
Psychology of Procrastination: Why People Put Off Important Tasks Until the Last
Minute. The article that written by American Psychological Association about the
interview with Joseph Ferrari, PhD, a psychology professor in DePaul University in
Chicago and leading researcher about procrastination. There’s are interesting question
about procrastination such as that is the modern technology helps to reduce the
procrastination or not. Dr. Ferrari answers that modern technology helps to reduce
procrastination if we use it wisely. Another question is does he consider procrastination
as a disorder per se. He answers that he doesn’t considered procrastination as a
disorder but we need to research and for chronic procrastinator, it not on time
management issue- but rather a maladaptive lifestyle (Hamilton, 2010).
According to Dr. Piers Steel, procrastination is one of the self-regulatory failures
that can’t be explained until now; it is also a current and destructive behavior in this era.
So, Steel reviewed the relevant conceptual, theoretical and empirical works resulting in
correlational, experimental and qualitative findings. Based on 691 correlations, a meta-

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 HOLY ROSARY ACADEMY OF LAS PIÑAS CITY
St. Joseph Ave. corner Naga Road, Pulanglupa Dos,
Las Piñas City, 1740

analysis of procrastination’s possible causes and effects shows that neuroticism,

rebelliousness, and sensation seeking show only a weak connection. Steel also said
that the following are the strong and consistent signs of procrastination: task
aversiveness, task delay, self-efficacy, and impulsiveness, as well as conscientiousness
and its facets of self-control, distractibility, organization, and achievement motivation.
Continued research into procrastination should not be delayed, especially because its
prevalence appears to be growing.”(Steel, 2007)
Milana Knezevic said that procrastination is a student’s worst enemy; it Isa
disease that eats away the students‟ productivity. An American study estimates
That 70% of students showed the signs of this behavior. “Students are biologically and
socially predisposed to put off until tomorrow what we should do today.”Aside from the
cliché that students are more impulsive, in your early20s you're still developing your pre-
frontal cortex, home of the will power.  (Steel, 2016) (Knezevic, 2016).
` Furthermore, maladaptive procrastinators would have a tendency to transfer from
one activity to another without planning of their time(Bond & Feather, 1988),  while non-
procrastinators would be considered as efficient in managing their time. Maladaptive
procrastination has also been regarded as a self-
handicapping behavior because procrastinators often failed to complete tasks on time.

Local Literature
Procrastination is a human behavior characterized by deferment of tasks, job
and/or actions for whatever reason for later time. There are three elements of
procrastination namely; cognitive, emotional and behavioral. To many, the later
component is regarded as a reinforced bad habit. Apparently, it is a way of concealing
up an anxiety associated with starting up or completing the task and/or coming up a
decision. It is a self-regulated behavior in delaying a task or action despite being aware
of the negative repercussion of the delay.

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 HOLY ROSARY ACADEMY OF LAS PIÑAS CITY
St. Joseph Ave. corner Naga Road, Pulanglupa Dos,
Las Piñas City, 1740

Generally, procrastination refers to an act of putting off important task at later

time intentionally or habitually and most often than not, non-essential tasks are done in
favor of the most important things.
Grace Shangkuan Koo, a columnist in the Inquirer newspaper, blogged
something about procrastination entitled as “Why do people procrastinate? “According
to Koo, procrastinating has to do with „estimation‟. Almost everyone procrastinates and
there are some more than others. She also said that people procrastinate or doing
things off when they overestimated the time they have or underestimated how long it
takes to accomplish a task. Also, people may overestimate their abilities and motivation,
expecting that things will go smoothly without a flaw. She also mentioned that people
uses all sorts of excuses to justify their procrastination: It’s either they do not know how
to complete or they really don’t know what needs to be done. Sometimes, they will say
that they are not in the mood or they forget. To blame others or waiting for the right
moment or for inspiration is also one of the excuses.
Another thing that Koo expressed in the blog is that people may also think that
they can do better under pressure, waiting until the last minute, believing they can finish
on time and do other tasks. She mentioned that there is a research who said that there
are active and passive procrastinators: The active ones are those who works under
pressure and finishes the tasks on time while on the other hand, the passive
procrastinators are those who continue to wait and delay and never get to accomplish
their work.
Perfectionism could also be the cause of procrastination. “Unhealthy or neurotic
perfectionists” aims at unrealistic high standards and is afraid to fail. They are also
paralyzed to even initiate a work. (Koo, 2013)
Another blog in the internet with a title of “Saka na, bukas na:
Pinoy procrastination” asks if we, the Filipinos, ever wondered how the timeless Virtue
Filipino time‟ originated? Do we know why did the grasshopper starved to death in the
story of “The ant and the grasshopper”? Do we also know why the hare lost the race
against the turtle? Based on this blog, it is because of the act of procrastination. The

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 HOLY ROSARY ACADEMY OF LAS PIÑAS CITY
St. Joseph Ave. corner Naga Road, Pulanglupa Dos,
Las Piñas City, 1740

Filipino way of saying it is “saka na lang” which is clearly the mañana habit we inherited
from our conqueror centuries ago. If we will look into reality, procrastinating is a thief of
time.
Time is the only thing in this world that all of us can lose and never regain. By
procrastinating, an individual is at risk of wasting and killing the time. Unfortunately,
when the individual realizes this fact, he has already run out of time. He/she might try
not to give up by saying the famous line “bahala na” and hoping that there would be a
“later”. The conflict is that „later‟ usually ends up with a “never.”
Adaptive procrastinators preferred pressure and were motivated by both an
intrinsic need to deal with challenge and external demands to complete tasks on time
(Dela Cruz, 2012). It has been argued that procrastination led to time pressure that
caused stress, but for some people, time pressure could create a feeling of challenge
that did not necessarily engender negative psychological states.
Chronic procrastinators avoid revealing information about their abilities, prefer
menial tasks, make poor time estimates, tend to focus on the past and do not act on
their intentions. Apparently, these characteristics have some bearings on low self-
esteem, self-control, self-confidence and, even depression and anxiety. Procrastinators
are thought to have lower-than- normal level of conscientiousness, more based on
wishes and dreams of achievement which is incongruous to the realistic appreciation of
their obligations and potentials. Procrastination is an attribute rather than a task specific
state characteristic and apparently if one procrastinates in one area, most likely the
same will be done in another area. The very reason why students indulge in
procrastination is because of attributes such as poor time management, task
aversiveness and fear of failure. Typically it is thought as a behavioral trait which thrives
on blame shifting and avoidance. In turn, this behavior may result in stress, feeling of
guilt, and loss of personal productivity.

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 HOLY ROSARY ACADEMY OF LAS PIÑAS CITY
St. Joseph Ave. corner Naga Road, Pulanglupa Dos,
Las Piñas City, 1740

Foreign Studies
Procrastination has been defined in the literature as the act of postponing an
activity or task until another point in time which can result in not having enough time to
complete the work (Choi and Moran, 2009). One study summarizes procrastination as
wanting to avoid the task, intentional decision of postponement, finding other activities
to do and believing that you will accomplish the task later, and then making excuses
(Knaus, 2000). This type of behavior is extremely prevalent for college students. It was
projected that 95% of students engage in procrastination (Tan, Ang, Klassen, Yeo,
Wong, Huan, & Chong, 2008) and that upperclassmen that have spent 6 more time in
college than freshman or sophomores were more likely to procrastinate. It was also
found that 46% of undergraduate college students procrastinate when writing a term
paper, 27.6% when studying for an exam, and 30.1% for weekly assignments
(Alexander &Onwuegbuzie, 2006). However, some of these students do want to change
their habits, 35% reported that procrastination was a personal problem and 62%
reported that they would like to reduce the habit (Beswick, 1988). Although one study
found that 60% of college students would need some type of assistance to prevent
procrastination. This behavior does not just affect undergraduate college students.
41.7% of graduate students engage in procrastination when writing a term paper, 39.3%
when studying for an exam, and 60% for weekly assignments. Graduate students were
even found 2.5 times more likely to procrastinate than undergraduates (Onweugbuzie,
2000). College students with learning disabilities who procrastinate have been studied
very little, but what was found in the literature was that those students were more likely
to procrastinate than students who did not have a learning disability (Klassen,
Krawchuk, Lynch, &Rajani, 2008).
With the high occurrence of procrastination, it leads a person to speculate about
what causes this type of behavior. Factors contributing to the prevalence of
procrastination are time management problems, self-handicapping to maintain self-
esteem, and a lack of motivation (Eerde, 2000). Weak time management skills, or not

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 HOLY ROSARY ACADEMY OF LAS PIÑAS CITY
St. Joseph Ave. corner Naga Road, Pulanglupa Dos,
Las Piñas City, 1740

planning things efficiently to accomplish a task, can lead to procrastination (Pychyl,

Morin, & Salmon, 2000). Students who procrastinate are seen as individuals who
overestimate the time they have to accomplish a task. It is believed that students who
allocate their time well will be able to make better use of their time in order to complete
homework assignments and study. Having superior time-management behaviors can
cause a student to have higher self-esteem and good study habits. One study found
that if a student created a deadline for himself that this could curb poor time
management (Ariely&Wertenbroch, 2002). The findings even suggested that students
are keen to implement these deadlines to trounce procrastination. These conclusions
indicate a possible relationship to time-management and the likelihood of
procrastination. Self-handicapping can be another factor for a student’s procrastination.
Self-handicapping is the act of creating obstacles so that it is nearly impossible for
success (Bui, 2007), and in this instance success would be with tests, papers, and
homework. Therefore, procrastination is a way for the student to blame their failures
instead of acknowledging their own personal lack of ability and knowledge on the
subject (Beck, Koons, & Milgram, 2000). On the other hand, a student may still succeed
despite the procrastination and in this case the student can credit himself with doing
well despite the handicap (Ferrari & Tice, 2000). Relating self-handicapping specifically
to procrastination, one study found that habitual or chronic 8 procrastinators will engage
in the act of self-handicapping for their procrastination. By engaging in self-
handicapping the procrastinator can protect their self-esteem. The results of one study
indicated that those individuals who are high in self-esteem are also high in self-
handicapping signifying that those individuals want to protect their self-esteem. Another
reason that a student may procrastinate in their studies is motivation. Two types of
motivation that was explored in this literature review is intrinsic motivation and extrinsic
motivation. Intrinsic motivation is a drive to accomplish a task or activity that comes
internally and extrinsic motivation is a drive to accomplish a task or activity based on
external factors like rewards (Brownlow &Reasinger, 2000). Students who are low in
extrinsic motivation are more likely to procrastinate and students with intrinsic

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 HOLY ROSARY ACADEMY OF LAS PIÑAS CITY
St. Joseph Ave. corner Naga Road, Pulanglupa Dos,
Las Piñas City, 1740

motivation can complete homework and assignments ahead of time even if there is no
interest in the task. Likewise students with an intrinsic interest in school rather than
students who go to school for external reasons are less likely to postpone studying and
completing homework assignments. The study by Brownlow and Reasinger (2000)
found that some procrastinators without intrinsic or extrinsic motivation delayed tasks if
they did not find the extrinsic motivators, like good grades, significant and also because
of their low desire to learn about the subject. Another study found that students who
completed an assignment for personal pleasure had a smaller level of procrastination
(Lee, 2005). However, there is mixed findings on this belief. A different study found 9
that those students who were intrinsically motivated did not have a greater tendency to
start work earlier than those students with extrinsic motivations (Wolters, 2003).
Women, according to one study, were found to be more intrinsically motivated than men
and have a smaller tendency to procrastinate while men were extrinsically motivated
and more likely to procrastinate (Senecal, Koestner, & Vallerand, 2001). It appears that
that there are many factors to consider in procrastination and intrinsic versus extrinsic
motivation. Students who are intrinsically motivated have better grades, more
enjoyment, spend more time on their studies, low drop-out rates, and low levels of
procrastination. The low levels of procrastination are a result of interest in the subject
and in learning which can support the belief that procrastination is a motivation issue.
On the other hand extrinsic rewards can also be important for averting procrastination
(Conti, 2000). One study looked at intrinsic and extrinsic motivation for adults when
completing a project over the summer. There were two types of projects, one that the
participant wanted to do (intrinsic project) and one that the participant had to do
because of an obligation (extrinsic project). The findings from this study were that those
extrinsic projects were less likely to be delayed when beginning the project, had more
time spent on completing the project, and were fulfilled earlier than those intrinsic
project. The belief from the researchers is that the participants procrastinated more on
their intrinsically motivated project because there was no obligation to complete it like
the extrinsic project.

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 HOLY ROSARY ACADEMY OF LAS PIÑAS CITY
St. Joseph Ave. corner Naga Road, Pulanglupa Dos,
Las Piñas City, 1740

A review of the literature has also found several negative effects associated with
procrastination. One of the many things that college students face is stress with their
academics, particularly when trying to do tasks with a deadline. Students have reported
that academics, specifically tests, are the greatest source of stress one study found that
students experience stress believed that on tests they would receive a lower grade. The
researchers deem that the stress causes these college students to underestimate their
abilities in academics (Tan, Ang, Klassen, Yeo, Wong, Huan, & Chong, 2008). Another
study also found that test anxiety was related to the test grades (Owens &Newbegin,
1997). Relating this to procrastination, this study also found that students with high
levels of anxiety regarding tests will demonstrate behaviors akin to procrastination. It
appears that anxiety can be a source for delaying or postponing tasks (Steel, Brothen, &
Wambach, 2000). One study even found 12 that the more anxious students were about
a test than the more likely they were to engage in procrastination behaviors (Milgram
&Toubiana, 1999). Another negative effect of procrastination can be lower grades.
Some studies looked at students who procrastinated and those students reported lower
grades than those students who did not procrastinate. However, another study that
examined grades of procrastinating students did not find a significant difference in
grades between those students and students who did not procrastinate. Although this
same study did find that those students who did procrastinate studied less and also
believed that they studied less than other students. The results of this study concluded
that procrastinators studied less, and usually towards the end of the deadline, but did
not have a difference with test scores. This study was consistent with the findings from
another study that found procrastinators to spend less time studying or doing what is
needed to complete an assignment (Ferrari, 2001). Advantages of Procrastination The
literature has also found some advantages to procrastination. One study found that
procrastinators do not feel anxiety until closer to the deadline while students who do not
engage in this behavior feel the anxiety of a test, paper, or assignment earlier (Tice
&Baumeister, 1997). This study also believes that procrastinators could possibly
experience less anxiety since they start the task later and there is a shorter amount of

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St. Joseph Ave. corner Naga Road, Pulanglupa Dos,
Las Piñas City, 1740

time in which to accomplish it. Another advantage was the idea 13 of working best
under pressure. Some studies have found that the belief that the procrastinator
completes work best while facing the pressure of a deadline is beneficial. One reason
for this being is that the task becomes more challenging and the student works
efficiently to complete the task to meet the deadline. Another study poses the idea that
without intrinsic motivation, the deadline serves as an extrinsic factor in motivation so
that the student can finish the task closer to that deadline.
Local Studies
Mandap (2016) explored the differences in procrastination behaviors among the
students in terms of gender, academic courses, level of performance and level of
academic self-efficacy. Responses were gathered from the 200 college students of
Bulacan State University, Philippines. The hypothesized difference in procrastination
scores were analyzed using independent samples t-test. Results revealed gender
differences in procrastination where male students procrastinate more than the female
students. Students with low perceived academic self-efficacy showed significantly
higher procrastination scores than those with high self-efficacy. No significant difference
in procrastination score was found when students were grouped according to type of
academic course and level of performance.
Tarin and Rio explore Active and Passive Procrastination in relation to Mastery-
Approach, Mastery-Avoidance, Performance-Approach, and Performance-Avoidance
Goal Orientations. It wanted to determine which among these predict college students'
academic school performance. Data were collected and analyzed from 30
undergraduates – comprised of 17 dean's listers and 13 probationary students – from
the Colegio de San Juan de Letran, Manila. The results indicated that there is a
significant relationship between Procrastination and Achievement Goal Orientation. The
results also indicated that Procrastination was a predictor of student's Academic
Performance (GWA) in school. Implications and future recommendations of this study
are discussed.

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St. Joseph Ave. corner Naga Road, Pulanglupa Dos,
Las Piñas City, 1740

According to Fernando (2012) procrastination is very common in the university

where students face a multitude of academic requirements such as examinations,
assignments and research works. Individuals may procrastinate for various reasons.
Some are observed to experience problems in time management, lack of motivation to
accomplish a task and inability to concentrate in one’s work. For most college students,
the challenge is how to be able to balance and manage their studies in spite of the
various activities inside and outside the academe. These actions often hinder
themselves from achieving their desired academic goals.
The study of Morales (20100 evaluated the factor structure and internal
consistency of a new academic procrastination measure employing both the adaptive
and maladaptive aspects of procrastination. Two hundred fifty college students
responded to a 150-item initial instrument. Factor analysis using oblique rotation
revealed three subscales: Structured Procrastination, Unstructured Procrastination, and
Non- Procrastination. Confirmatory Factor Analysis resulted to a new 65-item academic
procrastination scale that could distinguish structured procrastination with desirable
outcomes from unstructured procrastination with undesirable outcomes. The three
subscales showed good internal consistency reliabilities with structured procrastination
getting a reliability coefficient of a= 0.928, unstructured procrastination a= 0.914, and
non-procrastination a= 0.792. A significant relationship was also found between
structured procrastination and unstructured procrastination (r = .346, p <.001), which
illustrated the convergent and discriminant validity of the constructs. The new academic
procrastination measure had the potential to be adopted in any academic settings and
could be used to investigate behavioral factors related to academic achievement's
antecedents and consequences.
According to Olea (2014) procrastination is complex behavioral conditions which occur
across the societal milieu. It is defined as lack of self-regulating performance and putting off task
that can be controlled by the individual. From the three elements of procrastination identified, the
most common academic procrastination is anxiety related and low conscientiousness. The
present undertaken was conducted to determine the level of procrastination among pre-service

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St. Joseph Ave. corner Naga Road, Pulanglupa Dos,
Las Piñas City, 1740

teachers across correlate. The results of the study revealed that the level of procrastination
among the student respondent regardless of the age, gender, course program matriculated in, the
year level, and the school graduated from high school was moderate. Although, the study
established a positive correlation between the level of procrastination and the gender (p≤.05), it
failed to establish significant difference and relationship between the level of procrastination and
the other correlates.

Synthesis
The literature and studies presented in this chapter helped the researcher of the

research to know and understand the relation of procrastination and the impact of social

media in the students’ academic performance and students’ emotion.

CHAPTER 3

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 HOLY ROSARY ACADEMY OF LAS PIÑAS CITY
St. Joseph Ave. corner Naga Road, Pulanglupa Dos,
Las Piñas City, 1740

METHODOLOGY

This chapter will divulge about the methodology the researcher will use. This
chapter of research will further lead to deeper understanding of the study.

Research Design
This research will use a qualitative – interview study research to explore
the Academic Procrastination: Social Media Experience and the Emotional Well-being.
As interview study, it’s being directed toward something, as it is an experience of or
about some object. It will allow the researchers to explore the world of the participants
by gaining thoughts, insight, and perception to a particular phenomenon.
The researchers will use Qualitative method of research since the aim at
gaining a deep understanding of a specific organization. Under this method, the
researchers choose an interview type of Qualitative research.

Sample and Sampling Technique Used

This research will apply a survey - interview method. Since our study is
about Academic Procrastination: Social Media Experience and the Emotional Well-
being and our goal is to explore the world of participants by gaining thoughts, insight,
and perception to a particular phenomenon. The researcher chooses random
participants of Senior High Student of Holy Rosary Academy.

Research Instrument
The survey - interview was the primary method will employed by the
researchers in this study. The researchers created a collection of survey questionnaire
checklists for participants. This is made up of three (3) questions about what the
participant might experience. The interview questionnaire from the research instruments
is about Academic Procrastination: Social Media Experience and the Emotional-Well

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St. Joseph Ave. corner Naga Road, Pulanglupa Dos,
Las Piñas City, 1740

being, the interview survey that will be conducted by the researchers will use a Zoom
that will be given to the respondents.

Data Collection Procedure

Our study will be Grade 11 Students (Senior High Students) of Holy
Rosary Academy in Las Pinas City. The number of our participants will be randomly
drawn but at least 12 students per section and all in all, 288 respondents.
Over all our data needed will be gathered through interview survey
only.since our participants will be in random as long as we reach the maximum numbers
of students. Also the goal of this study is to explore the world of participants by gaining
thoughts, insight and perception.

Data Analysis Procedure

This study will use Qualitative approach for data gathering and analysis.
Under this method, the researchers choose an interview study type of Qualitative
Research. The researchers diligently analyzes the data to identify common thoughts,
perception, insight of it that arise repeatedly. Therefore the researchers will categorize
the common and concept among the participants answer to draw a inference about
Academic Procrastination: Social Media Experience and the Emotional-Well being.

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St. Joseph Ave. corner Naga Road, Pulanglupa Dos,
Las Piñas City, 1740

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