EFFECTS OF ACADEMIC PROCASTINATION AMONG GRADE 10 STUDENTS ON THEIR STUDIES

AT SANLIBO NATIONAL HIGH SCHOOL YEAR 2022-2023

ANGEL S. CASTAÑEDA

ANDREV SHANNEL F. SABANGAN

ROSE ANN C. FLORES

CARLO H. LANORIO

MC LAWRENCE L. TABLIGA

RESEARCHERS

IAN CHRISTOPHER V. JUNIO

PRACTICAL RESEARCH TEACHER I

THE IMPARTIAL FULFILLMENT

IN PRACTICAL RESEARCH I

SANLIBO NATIONAL HIGH SCHOOL

BAYAMBANG PANGASINAN

CHAPTER 1
Background of the study

Academic procrastination is seen as a domain-specific form of self-regulatory failure. According to

(Miklyaeva et al. 2018), the prevalence of academic procrastination in the student environment is associated with a

lack of interest in completing academic assignments, which is especially common among humanists (in

comparison to students at technical and natural science universities), as well as impulsiveness, which causes the

ease of switching from educational tasks to extracurricular ones, which is more common among students.

Procrastination is an avoidant behavior that manifests itself in the frequency of delaying or postponing the

start or completion of everyday behavioral tasks or activities (Grund & Fries, 2018; Fernie et al., 2017; Ferrari &

Roster, 2018). Laeus (2015) defines procrastination as the avoidance of completing a task that must be completed.

He goes on to say that procrastination is the practice of doing more enjoyable activities instead of less pleasurable

ones or completing less important chores instead of more urgent ones, thereby deferring imminent tasks. However,

there are disagreements about whether anxiety is a result of academic procrastination (procrastination causes

students to feel more anxious about approaching deadlines) or a correlate and/or antecedent of procrastination

(procrastination as a response to anxiety over academic tasks). Overall, the academic procrastination is unclear as

to whether anxiety predicts or is predicted by procrastination, if they co-occur, or if there is a reciprocal

relationship between these variables (Rahimi 2019).

According to (Yared Fentaw et al., 2022) despite the fact that it has been challenging to get consensus on

definitions of the idea, there are still many different interpretations in the literature [1]. Some people define

academic procrastination as a student's lack of motivation to complete one or more tasks or administer any activity,

such as writing a term paper, completing a class project, finishing a reading assignment, or getting ready for exams,

within a given time frame [2]. Any deliberate but unreasonable delay in carrying out a planned course of action is

referred to as procrastination [3], and it is usually linked to poor academic performance [4, 5]. Students who

procrastinate academically are those who understand what is expected of them, are capable of performing it

because the task is within their curricular experience, and are attempting but failing to complete it [6]. Instead of
the academic objectives indicated in the curriculum, they appear to be engaged in non-academic, typically joyful

pursuits.

In addition, procrastination is a pervasive issue among students that can have significant negative effects on

their academic performance and psychological well-being. It is a phenomenon that is prevalent among high school

students, particularly those in grade 10, as they experience a range of academic and social pressures.

Sanlibo National School is no exception to this phenomenon, and many students struggle with

procrastination, which can lead to poor academic performance, stress, and anxiety.

Moreover, the aim of this study is to investigate the experiences and perspectives of grade 10 students at

Sanlibo National High School regarding their procrastination habits and the influence of procrastination on their

studies throughout the 2022-2023 school year. This study's goal is to provide useful insights into the variables that

contribute to procrastination, the influence of procrastination on academic achievement and psychological well-

being, and students' experiences and opinions on procrastination and its impacts on their studies.

Additionally, this study will collect data from grade 10 students at Sanlibo National High School using

qualitative research methods. This study will include the development of interview questions and prompts to

encourage students to share their experiences and perspectives on procrastination and its effects on their education.

This study aims to uncover the numerous aspects that contribute to student procrastination, such as time

management abilities, self-regulation, motivation, and stress. This study will also look at how procrastination

affects academic success, such as grades, test scores, and assignment completion. Furthermore, this study intends

to investigate the psychological repercussions of procrastination on students, including anxiety, despair, and self-

esteem.

In conclusion, this research will be investigated qualitatively using approaches such as topic analysis and

content analysis. This study's data will be reviewed in order to draw conclusions on the effects of procrastination

on the academic performance and well-being of Sanlibo National High School's grade 10 pupils. This study will

provide valuable insights into students' experiences and perspectives on procrastination and its impact on their
studies, which will help to inform the development of interventions or programs to help students overcome

procrastination and improve their academic performance and well-being. 

Statement of the study

Many students who procrastinate frequently struggle with impulse control and high levels of anxiety. Even

medical illnesses have been related to procrastination. People that procrastinate tend to be more stressed out and

put off getting medical care, which can lead to a cycle of ill health.

The objective of this research is to find out the effects of procrastination among Grade 10 students in Sanlibo

National High School.

1. What is the Profile of the selected Grade 10 students in terms of:

a) Name (Optional)

b) Gender

c) Age

2. What are the most common factors that contribute to procrastination among grade 10 students, and how can

educators help students overcome these challenges?

3. What are the specific negative effects of procrastination on grade 10 students' academic performance, and

how can these be addressed?

Significance of the study

The significance of this study is to identify the factors that contribute to procrastination among Grade 10

students at Sanlibo National High School during the school year 2022-2023. This study can help students, teachers,

parents, society, and future researchers to understand the root causes of procrastination and to develop effective

strategies to overcome it. The result of this study will be beneficial to the following:
Students. This study can help raise awareness about the negative effects of procrastination. By understanding the

consequences of this behavior, students may be more motivated to address it. This study can also provide insights

into the specific challenges faced by grade 10 students, helping them to develop strategies to overcome

procrastination and achieve better academic outcomes.

Teachers. This study can provide valuable information on the factors that contribute to procrastination among

grade 10 students. Armed with this knowledge, teachers can develop strategies to help students overcome

procrastination and achieve better academic outcomes. This can include developing targeted interventions,

providing additional support to students who struggle with procrastination, and educating students and parents on

the negative effects of procrastination.

Parents. This study can provide insights into the challenges their children face in terms of procrastination and

academic performance. With this knowledge, parents can provide better support and guidance to their children,

helping them to overcome procrastination and achieve better academic outcomes.

Society. The results of this study will benefit society by educating people about the negative impacts of

procrastinating.

Future researchers. The results of this study will act as a guide or a point of reference for future researchers who

will also undertake research on procrastination.

Theoretical framework

Currently, even though academic procrastination is an extensive and potentially harmful phenomenon, there

is still much information that needs to be examined and understood. Due to procrastination's highly integrative

nature, no clear theory for academic procrastination has yet been developed. Theoretical foundations for academic

procrastination can be found in social cognitive theory, attribution theory, and motivation theory, despite the fact

that a full explanation for this behavior has not yet been developed. Self-efficacy, self-regulation, and other

fundamental concepts are incorporated into each theory. Nevertheless, everyone takes a different tack when it

comes to how to combat academic procrastination.

be linked to academic procrastination because it describes

how students learn and are motivated through an interplay

of behavior, cognitive variables, and the environment

(Gredler 2005). Albert Bandura, the researcher most

closely identified with social cognitive theory, looked at

students' perceptions of their skills and comprehension of

the academic environment. According to Bandura (1997),

when students learn, they self-direct or self-regulate,

which affects their sense of self-efficacy. In the context of

student learning, the complex links between academic procrastination, self-efficacy, and accomplishment are

particularly well-suited to be explained by social cognition theory.

Fg.2. Attribution theory. Is another important theory involved in the study of academic procrastination that looks

at people's motivation by looking at the causes of their successes and failures (Gredler 2005) This hypothesis is

crucial for understanding academic procrastination because it explains how high and low performers differ in their

desire to complete tasks. According to attribution theory, great achievers would pursue tasks connected to

succeeding rather than avoid them. The lack of consideration for a student's capacity for planning renders this idea

incomplete.

Fg.3. Motivation theory. The Temporal Motivation Theory (TMT) is an integrative motivational theory that

emphasizes time as the critical motivational factor for procrastination. It is nicknamed “The Procrastination

Equation” and is used to explain academic procrastination as well as understanding procrastination in general. The

TMT equation suggests that motivation to complete a task can be understood by the effects of expectancy and

value, weakened by delay, with differences for rewards and losses. Although the TMT has significant weaknesses,

it is a major milestone in establishing a theoretical basis for general procrastination. Additionally, the TMT

equation is applied to understanding a wide range of dynamics, such as group behavior, job design, stock market

behavior, and goal setting.

the 26 theory. This theory can be used to understand academic procrastination, where motivation/utility will

increase as a potential consequence gets closer in time. Steel’s equation is not specific to the domain of academic

procrastination and Schraw et al. (2007) proposed a paradigm model to describe the phenomenon. Grounded theory

is a method of data collection in which subjects’ experiences are used to create, describe, and validate the 26

theory, which results in a paradigm model. Academic procrastination is a phenomenon that has been studied by

successful university students in four different stages.

The paradigm model that resulted from the research indicated that students attribute procrastination to three

kinds of antecedents: characteristics of the self, the teacher, or the task. Results also showed that students use

cognitive and affective coping strategies, such as protective self-talk or redistributing class work, when dealing

with the negative effects of procrastination. However, more research is needed to clarify factors, specifically

antecedent factors, that predict who will engage in academic procrastination, the role of social systems, and

situations that promote the behavior.

Scope of Delimitations

The purpose of this study is to determine the effects of procrastination among Grade 10 students at Sanlibo

National High School. The Researchers will also provide information about procrastination in order for the

participants to have knowledge, a wide understanding, and awareness of this topic.

This study covered only grade 10 students at Sanlibo National High School. Its main purpose is to determine

the level of awareness in terms of factors, effects, and facts regarding procrastination.

This study considers every aspect of students' information regarding the effects of procrastination. Each of

the respondents is given a questionnaire to answer. The study will be conducted in Sanlibo, Pangasinan, during

S.Y. 2022–2023.

Definition of Terms

To ensure better understanding and interpretation of this study, the following terms are defined operationally.
Procrastination occurs when a person delays or postpones necessary duties, frequently until the last minute or

until they become a problem. It can be induced by a variety of factors, including a fear of failure, a lack of drive, or

a sense of overwhelm. Missed deadlines, higher stress, and poor productivity can all result from procrastination.

Academic procrastination act of delaying or postponing academic tasks, such as studying, writing papers, or

doing assignments until the very last minute or after the deadline, is known as academic procrastination.

Academic performance is an assessment of a student's success in their studies, including their grades, test scores,

and overall academic achievement. It is often used to measure a student's progress and to identify areas where they

may need additional support or enrichment.

Students are individuals who are engaged in a process of learning and development, usually within a structured

educational environment such as a school, college, or university.

Anxiety a mental health condition called anxiety can lead to excessive and enduring worry, fear, and trepidation. It

can obstruct daily activities and cause physical symptoms such a fast heartbeat, perspiration, and breathing

difficulties.

Mental health a person's total psychological well-being, which encompasses their capacity for emotional, social,

and cognitive function. It addresses a variety of subjects, including a person's emotions, thoughts, and behaviors as

well as their ability to cope under stress and suffering.

Self-esteem is a person's overall subjective opinion of their own worth or value. It is the degree to which a person

feels confident, capable, and deserving of respect and love. A person's upbringing, experiences, social contacts, and

personal accomplishments can all have an impact on their self-esteem.

Self-regulation is the capacity to control one's thoughts, emotions, and behaviors in order to achieve goals, deal

with stress, and uphold healthy interpersonal relationships. It requires being conscious of and keeping an eye on

one's own inner states, such as thoughts, feelings, and impulses, and using this knowledge to build adaptable

conclusions and react appropriately to diverse circumstances.

stimulation that motivates people to act, persevere in their efforts, and achieve their goals. Personal values, beliefs,

needs, interests, rewards, and feedback are all aspects that might influence motivation. It is a complex and dynamic

process that differs between individuals and situations.

Stress is a psychological and physiological reaction to a perceived threat or challenge that breaks an individual's

equilibrium or balance. It is a normal and adaptive reaction that prepares the body and mind to deal with

environmental demands. depending on the severity, duration, and coping strategies of the individual.

Chapter 2

Review of related literature

This chapter discusses the related literature that the researcher believes will help strengthen the significance of the

current investigation. It also provides a synthesis of the art in order to completely comprehend the research for a

better understanding of the study.

Procrastination is a self-defeating practice in which people postpone finishing a job that they want to

accomplish, potentially resulting in lost productivity, poor performance, and increased stress (Steel, 2007). This

review will look at the notion of a procrastination country, especially an academic procrastination nation.

Procrastination is such a common human occurrence that there are over 600 self-help books devoted to its

treatment (Ferrari, 2010). This conduct is so significant that 120 new books were produced and published on the

subject in 2010 alone (McRaney, 2010). Despite the fact that procrastination is ubiquitous, the habit is not fully

understood. Academic procrastination is seen as a kind of self-regulation failure. Although academic

procrastination is the most commonly studied type of procrastination, there is much more to be discovered.

Furthermore, there is a substantial shortage of evidence on the incidence of procrastination among high school and

college students in foreign contexts, particularly in the United States. This review will also look at the research on

the link between academic procrastination and accomplishment. It is intended that this study will contribute to

research that will aid educators in developing treatments that are personalized to a given student's profile and
requirements in order to reduce academic procrastination. This review will begin by analyzing the history of

procrastination.

The concept of procrastination was recognized and recorded in 800 BC, when the ancient Greek poet Hesiod

stated “do not put your work off till tomorrow and the day after; for a sluggish worker does not fill his barn, nor

one who puts off his work: industry makes work go well, but a man who puts off work is always at hand-grips with

ruin” (Works and Days, 1. 143). Procrastination was subsequently referred to in the ethical teachings of Rabbias in

which he stated, “Do not say that when I will be free, I will study because you may never be free” (50 C.E.; Ethics

of the Fathers, 2.4), with the Roman statesman Cicero calling procrastination “hateful” (44 B.C.; Philippics, 6.7),

and the Bible referring to it as a sin (James, 4.17). Throughout history, procrastination has been labeled as a

negative and undesirable behavior in denoting a lack of moral character and weakness of will (referred to in Greek

as “akrasia”; Pychyl, 2011). Despite being antiquated in origin, these definitions and explanations of

procrastination are consistent with modern conceptualizations of procrastination that are presently understood as

referring to actions that go against one’s own better judgement in unnecessarily impeding goal attainment for

oneself.

Ancient Egyptian hieroglyphics demonstrate that as early as 1400 BC people struggled with basic time

management Ronald Leprohon, an Egyptologist at the University of Toronto, translated a hieroglyphic that reads:

"Friend, stop putting off work and allow us to go home in good time" as cited in Konnikova from 2014. Si x

hundred years later, in 800 B.C., the Greek poet Hesiod stated. “Do not put your work off till tomorrow and the day

after, for a sluggish worker does not fill his barn, nor one who puts off his work" (Hesiod, trans. 2008). In

Agrarian societies, of farmers delayed gathering their crops for winter the family would not have enough to eat and

would need the help of others in order to survive the winter. This failure to gather their crops impacted the

community negatively and was bothersome to the other members of the group (Ferrari, Johnson, & McCown,

1995). Romans also documented experiencing problems with procrastination. In 23 BC, Quintus Horatius Flaccus

wrote Odes and in Book 1.11 used the phrase "Carpe diem quam minimum credulapostero" which has been
translated in various ways such as "Seize the present: trust tomorrow e'en as little as you may which is known n

carpe diem or seize the day (Horace, trans. 1882). “This ode ribes the opposite of procrastination and stresses the

importance of making the most of each day and to live in the present. The phrase also suggests people should not

rely on the future because it is unknown. Although procrastination negatively affected people in agrarian times,

procrastination's impact became even more significant during the industrial revolution (Steel 2007). In the

1750's, time and efficiency became key concepts due to the newly developed manufacturing processes. Dr. Samuel

Johnson, who wrote the first comprehensive American English dictionary, occasionally discussed procrastination

on a periodical called the Rambler. Johnson (1751) described procrastination as "The folly of allowing ourselves

to delay what we know cannot be finally escaped is one of the general weaknesses which, in spite of the instruction

of moralists, and the remonstrance of reason, prevail to a greater or less degree in every mind" (The Samuel

Johnson Sound Bite Page, para. 3, 1751). Thus, Johnson found procrastination to be a pervasive weakness in

advances become more complicated. Thus, history suggests that procrastination's impact will become more

substantial in the future due to procrastination being pervasive.