Academic Procrastination: Examining of Consequences on Student Behavior and

Academic Achievement

Rationale:
Academic procrastination is a poor tendency that students must avoid. The importance of

this is greater focus must be paid to the occurrence among students and its adverse impact on

their academic performance. This matter and the purpose of the research was to examine the

consequences on Student Behavior and Academic Achievement and the self-regulation subscale

in connection to academic procrastination. Academic procrastination is a common problem for

students at all educational levels, affecting their behavior and, eventually, their academic

progress. Procrastination is the intentional holding up or postponing of tasks that demand

attention right away, which has severe implications in the short-term as well as the long-term

academic attempts. Identifying the causes, signs, and consequences of academic procrastination

is critical for learners, parents, and educators.

Procrastination typically happens once an action is postponed irrationally and some people

experience particularly intense anxiety as they begin contemplating regarding it (Motie et al.,

2012). Procrastination can frequently have adverse consequences which include late task

delivery, worry a rush for test preparation, and social anxiety. Nevertheless, individuals are

conscious of the negative consequences of this delay, and this phenomenon has the potential to

reduce happiness with their own performance. This issue is so common that a quarter of the

general population of adults struggle to complete their everyday homework obligations (Klassen

et al., 2008). The research will use questionnaires about academic performance to obtain ideas

across a diverse Bachelor of Technical-Vocational Teacher Education in Dalubhasaan ng

Lungsod ng Lucena. The research study tries to discover prevalent themes and trends associated
with procrastination behaviors, such as time management, motivation, and self-regulation,

through a look into procrastination inclinations. Furthermore, the study is going to examine the

relationship between academic procrastination and several academic accomplishment measures,

such as grades, test scores, and overall academic success.

A. Objectives of the Study

This study aims to identify the impact of academic procrastination on student’s

behavior and achievement in an educational setting.

Specifically, the study aims to attain the following.

1. Determine the Demographic Profile of the students in terms of:

1.1 Gender

1.2 General Weighted Average on 1st Semester of A.Y 2023-2024

2. Identify the factors contributing to academic procrastination including:

2.1 Personal Factors,

2.2 Environmental Factors, and

2.3 Psychological Factors

3. Examine the relationship between academic procrastination and students' behavioral

patterns in terms of:

3.1 Time management,

3.2 Self-regulation, and

3.3 Task completion

4. Analyze the relationship between procrastination behaviors and academic performance in

terms of:
 4.1 Delayed task initiation,

4.2 Avoidance strategies, and

4.3 Last-minute cramming

B. Review of Related Literature

Procrastination

Procrastination constitutes a widespread behavioral failure that negatively impacts almost

half of all students (Rozental & Carlbring, 2019); it's actually a basic human tendency.

Procrastination is a typical phenomenon that shows in many different kinds of culturally driven

contexts. It may additionally be characterized as a lack of responsibility or an inability to

regulate oneself (Ucar & Bozkurt, 2019; Uzun, Ferrari, & LeBlanc, 2018). Procrastination is a

common yet frequently confusing human trait that has caught the interest of academics, experts,

and those seeking growth in both their professional and personal lives.

Procrastination presents itself across different facets of life, influencing academic,

professional, as well as private interests. It can be described as the freely agreed upon

postponement of a scheduled course or action regardless of the understanding that such

postponement may result in undesirable consequences. This problem does not belong to a certain

generation, career, or society, resulting in an ongoing problem that requires in-depth

investigation. Procrastination involves the individual in the presence of a sense of guilt and

discomfort for the very fact of delaying and subsequent relief when the pending activity is

executed, usually at the ‘last moment’ (Moreta et al., 2018).

Academic procrastination can be described as putting off the beginning or completion of a

homework task that a student desires to complete but finds insufficiently inspiring (Sepehrian,

2021). Procrastination has been highlighted as a hindrance to academic achievement in the

majority of studies (Hen & Goroshit, 2019). Academic procrastination is currently studied

thoroughly by a range of students since it may have major effects on students because are often

faced with an assortment of academic requirements and demands from society. Much research

considers procrastination in the classroom to be a harmful characteristic that correlates to a

pattern of conduct of valuing immediate rewards, such as leisure time or energy, over the long-

term consequences of academic achievement (Baumeister, 2018; Baumeister and Scher, 2019).

Academic procrastination is a problem behavior with negative consequences for students. The

extent of this phenomenon among students and the negative impact on their academic

achievement requires more attention and research on this issue. The present study was conducted

with the aim of investigating the role of fear of failure and the subscale of self-regulation

(Gracia, 2020). The frequency of this occurrence among students, as well as its negative impact

on their academic achievement, necessitates additional focus and study on the subject.

Furthermore, if people's procrastination is not addressed at this time, it may have an impact on

the futures of learners and households. Few research studies have looked at the association

between fear of failure and procrastination in Iran. Furthermore, nothing has been discovered

about the association between academic procrastination and fear of failure and self-regulation.

The present research sought to investigate the association between academic procrastination and

fear of failure and self-regulation. Fear of failure and self-regulation were expected to indicate

academic procrastination in college students.

Theoretical Framework

Fear of Failure

Self-regulation Academic Achievement

Procrastination

Figure 1. It shows that the correlation between fear of failure, self-regulation, and

procrastination is complicated and diverse. The capacity to control how one thinks feels, and acts

in order to attain one's own objectives is referred to as self-regulation. Fear of failure, on the

opposite conjunction, is an emotional reaction to the prospect of failing to satisfy one's personal

or other people's standards, which could result in undesirable repercussions. Fear of failure and

self-regulation can lead to procrastination as individuals may delay taking action on tasks or

pursuing goals due to the anxiety associated with the possibility of not succeeding.

Furthermore, we can observe how self-regulation, fear of failure, and procrastination affect our
academic success. Many studies have focused on the relationship between self-regulation and

procrastination. However, each of these studies has examined different aspects of self-regulation

(Karimi Moonaghi & Baloochi Beydokhti, 2017; Visser et al., 2018). A study by Hossein Chari

and Dehghan (2008) examined the relationship between variables of memory strategies,

targeting, self-assessment, assistance, accountability, organization, and procrastination and found

a negative relation between self-regulation and procrastination. Akmal et al. (2017) conducted a

study with the aim of looking at the role of achievement motivation (hope of success and fear of

failure) in predicting academic procrastination. Findings showed that the hope of success and

fear of failure predicted academic procrastination. Rahmani Javanmard and Mohammadi (2017)

indicated that fear of failure was positively related and predicted academic procrastination. A

study conducted by Mohsenzadeh et al. (2016) on high-school students revealed that personality

characteristics and fear of failure were significantly correlated with academic procrastination,

and 37% of academic procrastination was explained by fear of failure and conscientiousness.

Conceptual Framework

INDEPENDENT VARIABLE DEPENDENT VARIABLE

 Student Behavior
 Academic Procrastination
 Academic Achievement

An Action Plan to Build Better Habits and Become More Productive Over Time.
Figure 2. Schematic Diagram on Academic Procrastination: Examining of Consequences on

Student Behavior and Academic Achievement as a basis to build better habits and become more

productive over time.

The schematic diagram shows the independent variable of the study, which is the factors

contributing to academic procrastination in terms of student behavior and academic achievement.

In addition, the academic procrastination of a Bachelor of Technical-Vocational Teacher

Education will serve as the dependent variable of the study.

As a result, after figuring out if there is a significant connection between student behavior

and academic achievement between academic procrastination of Bachelor of Technical-

Vocational Teacher Education students, an action plan will be developed that shows how to build

better habits and become more productive over time.

D. Research Methodology

Locale of the Study

This study was conducted in Dalubhasaan ng Lungsod ng Lucena. This research chooses

Dalubhasaan ng Lungsod ng Lucena because this is where the research studies.

This study will be composed of seventy-two (72) students coming from second-year

students of Bachelor of Technical-Vocational Teacher Education, Academic Year 2023-2024.

Research Design

This study used a descriptive-correlational research design, using a questionnaire serving as the

primary tool to collect appropriate data and information related to the primary objectives of the

research study. Since the purpose of this research is to find out the connections among academic
procrastination of second-year students of Bachelor of Technical-Vocational Teacher Education

in the student behavior and academic achievement in Dalubhasaan ng Lungsod ng Lucena, a

descriptive approach was originally planned since it seeks to analyze, examine, and explain a

particular characteristic of a particular group of people.

Population and Sampling

To determine the proper number of respondents for this study, stratified random sampling

procedures were used. A randomly chosen stratified sample is one that is created by separating

the number of population components into distinct and non-overlapping sets of units for

sampling known as strata, and then selecting a simple random sample that belongs to each

stratum (stratum is singular for strata). Each possible sample unit is limited to being assigned to

one stratum, and no particular unit is able to be disregarded. Stratified sampling is a subset of

cluster sampling, which is a sort of random sampling. Stratified sampling produces more precise

results than typical random sampling provided the members of the specific populations being

collected are homogeneous in comparison to the general population. This provides an increase in

the statistical power of the study (Simkus, 2022).

The respondents were currently enrolled second-year students or regular second-year

students, with a total of 72 students from the Bachelor of Technical-Vocational Teacher

Education (BTVTEd) program at Dalubhasaan ng Lungsod ng Lucena (DLL) The study's

population is second-year students. The respondents to the questionnaires are second-year

Bachelor of Technical-Vocational Teacher Education at Dalubhasaan ng Lungsod ng Lucena. To

acquire samples for this research, stratified random sampling was used. The researcher used

stratified random sampling, which means that the subjects choose individuals according to the
criteria that are required. In order to identify the students who successfully filled out the

academic procrastination questionnaire, a stratified random sample approach was used.

Research Instrument

The questionnaire is the main instrument used by the researcher in gathering the data

needed in this study. The questionnaire is a set of orderly arranged questions that were carefully

prepared by the researcher to be answered by the respondents. The questionnaire was designed to

collect data, facts, and information regarding academic procrastination. The researcher

administered the questionnaire to determine the demographic profile of Bachelor of Technical-

Vocational Teacher Education (BTVTEd) students in terms of gender and general weighted

average in the 1st semester A.Y. 2023-2024.

Data Gathering Procedure

The questionnaires will be created by the researcher and evaluated by the experts in the

field. Survey validation will take place with the approval of the respective administrators and

teachers. Following validation, modifications will be implemented. Right after the approval of

the questionnaires, the researcher will seek permission through the program head of the Bachelor

of Technical-Vocational Teacher Educational (BTVTEd) or the individual who is in control. The

researcher will be handling the questionnaires, asking each respondent to respond to each

question truthfully while guaranteeing them complete confidentiality. The responses of the

survey participants to each question will be recorded and utilized to gather data, that can be

analyzed and interpreted.

A set of Statistical tools was used to present, analyze, and interpret the data that has been

gathered using the questionnaires.

Frequency Count with Frequency Percent

Particular percentages of the general population would like to be recognized based on

specific variables such as gender and GWA, Frequency Count with Frequency Percent was

utilized. Percentage is an approach to statistical analysis employed to compare proportions of

different sizes. The percentage formula is:

P = f/n x 100

Where P = Percentage F = Frequency N = Number of

Population

The researcher additionally utilized the t-test, Average Weighted Mean (AVM), and Pearson's r

to assess and interpret the information that was collected with the aim of constructing structured

data from which statistical inferences could be made.

Weighted Mean

To find the reason why academic procrastination affects student behavior and academic
achievement. The researcher used the weighted mean. The formula to get the weighted mean:

∑ xw
x=
Σw
Where: X̅ = mean
x = measurement of value
w = weight

Pearson-r

Pearson R was also used to determine whether there is a significant association between

academic procrastination, student behavior, and the academic achievement of BTVTEd students.

The formula is as listed below:

∑ fxy−∑ xΣy
r=
√ [ ∑ fΣ x −( Σx ) ] [ Σf ∑ y −( ∑ y ) ]
2 2 2 2

Where: ∑f = summation of frequency

∑xy = sum of the product of the paired scores

∑x = sum of the x scores ∑ x 2 = sum of squared x scores

∑y = sum of the y scores ∑ y 2 = sum of squared 7 scores

Pearson r Verbal Description

1 Perfect

0.75 – 0.99 Very High

0.50 – 0.74 Moderately High

0.25 – 0.49 Moderately Low

0.01 – 0.25 Very Low

0 No Correlation
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