1-5 Final

Due Tomorrow, do Tomorrow: Procrastination Among Senior High
School Students
Maryknoll College of Panabo, Inc.

Prk. Atis, Na’l Highway, Brgy. Sto. Niño, Panabo City 8105
PAASCU Accredited level II
A research paper presented to:

Mr. Kent Ivan Romeo
Presented by:
Kurt Deane Gencianeo
Brian A. Eralino
Christian Gelbero Tamse
Erika Mendoza
Page | 1
Chapter 1
Introduction
Background of the Study
People and society have been profoundly bothered by
procrastination, which is the purposeful and unjustifiable postponing of a
planned course of action. Many studies have been conducted to examine
the physiological causes of procrastination and its motivations. First,
research has discovered several procrastination-causing elements. Task
aversiveness, future rewards, and the temporal delay of these incentives
have been identified as the three key task characteristics that affect
procrastination. On the other hand, self-control and impulsivity are the
two traits that most accurately predict procrastination.
Procrastination is an issue that many Nigerian students face.
However, many students need to be made aware that their failure to read
results from devoting less time to academics and instead spending more
time on enjoyable activities that do not help them. Procrastination is a
significant problem that contributes to poor reading and the inability of
students to read and understand in post-primary education in Nigeria
today. Additionally, it affects the reading culture among the students, as
only a small number of students are reading and performing well. (Ojo,
2019).
The Department of Psychology at Sungshin Women's University
in Seoul, Republic of Korea, conducted a study that found that
Procrastination is linked to several time-related factors. Procrastinators
Page | 2
adopt a present-time perspective, are more likely to underestimate how
long things will take, and need help with time management. In earlier
research, Procrastination was only considered about time perspective or
time management skills. However, time-use surveys can be used in
conjunction with this research to understand better how Procrastination
functions overall. (Chung et, al. 2020).
The findings of a study conducted by the Polytechnic University of
the Philippines show, Procrastination among students is a problem in the
Philippines. Very few people can break this harmful practice. Because
time management is crucial to success, they set themselves up for
failure. Procrastination can be adaptive, as in the case of students who
use it as a coping technique for anxiety, despite the general perception
that it is maladaptive since it has to do with the inability to manage and
regulate one's aim. (Nartea et, al. 2020)
In a brief description provided by Gordon College, Olongapo City,
Philippines, Procrastination is described as a way a procrastinator's
tendencies are expressed. The provision of essential resources and
services needs to be improved, as well as organizational procedures.
Some research aims to reduce Procrastination's prevalence, although
this process varies depending on the environment and the propensity for
procrastinating. Productivity is a crucial element of the process because
the organization has many ways to serve the community. To complete
the daily work quota, we must produce the output for the day. (Asio,
2021)
Page | 3
Alih (2021) According to Mindanao State University-Sulu 7400,
Jolo, Sulu, Philippines, people today are firmly attached to various
activities that squander their time without their knowledge, especially
those who see wasteful hobbies as their comfort zone. This may be one
of the reasons they procrastinate, which may cause them to care less
about their academic performance. The most significant cause of
students' academic struggles is postponing their academic work.
Students were already aware of the harmful effects of procrastinating on
their academic careers. They have always been aware of the
consequences of procrastinating on their academic obligations, including
the possibility of getting graded lower.
According to Joji Ilagan International School of Hotel and Tourism
Management, General Santos City, South Cotabato, Philippines,
performance avoidance emphasizes students being more effective in
their studies and preventing showing ineptitude in front of other students.
As a result, instead of concentrating on actions that will aid in achieving
success, students tend to focus more on taking other irrelevant steps to
prevent failure. (Ibrahim et, al. 2022).
This study explores the challenges and experiences faced by
students who procrastinate. Researchers emphasize the significance of
conducting this study to establish the foundation for further research on
the subject, as well as to provide local insight into the viewpoints of the
students who are struggling with procrastination and, finally, to enable
Page | 4
organizations to create programs that are related with the study's
findings.
Purpose of the Study
The purpose of the study is to investigate academic
procrastination; procrastination is a common and problematic
phenomenon that explains the need for a comprehensive and complex
approach to this behavior. Furthermore, we aimed to test academic
procrastination.
Research Questions
Its goal is to answer the following question:
1. What are senior high school students' experiences with academic

procrastination?
2. How do seniors in high school handle procrastination in their academic

work?
3. What insights/realizations do senior high school pupils have on
procrastination.
Theoretical Lens
The researcher will give a brief discussion about the following
approaches by the theoretical work of Siaputra (2010), Sigmund Freud
coined Psychoanalytic and Psychodynamic approaches. He tried to
explain the tendency of procrastination based on avoiding a task
because of a threat to the ego. According to him, whenever the ego
Page | 5
detects any danger, the natural defense mechanism will occur, probably
resulting in avoidance of doing the task. The connection between this
theory and the main topic is that many students need help to avoid
threating their egos because of their natural defense mechanism will
occur, and there is big possibility that it will effect on the academic
performance of the students.
Social Cognitive Theory (Bandura, 1986), a psychological theory
of human learning and development, provided the theoretical foundation
for this study. The social cognitive theory explains that student learning
occurs through an interaction of behavior, cognitive factors, and the
environment. Bandura believed that as students learn, they self-direct or
self-regulate their environment depending on their self-efficacy or
perception of their capability to deal with their current reality. The relation
of social cognitive theory to the study is that students who experience
procrastinating can also have lower academic self-efficacy, which affects
their academic performance.
Significant of the Study
This phenome logical research aims to investigate academic
procrastination. Specifically, the results of this research will be beneficial
to the following beneficiaries:
To the Students. This research will enable them to know the impact of
procrastination and that academic procrastination is associated with
dysfunctional learning outcomes such as low academic performance, low
Page | 6
quality of academic work, lack of knowledge, time pressure, dropout, and
lengthened course of study.
To the Teachers. This research will serve as a guide for the teacher to
know why to do study experience procrastination so that the teacher will
teach the students management skills because they need proper time
management skills. Hence, it would be best if you took some time to
conduct some management and organizational skills before handing the
students any projects.
To the Parents. This research will help them to clearly understand
procrastination, which may help them better understand your child's
needs and avoid encountering the behavior in the future.
To the Institution. This research will provide greater institutional visibility
and expand the existing body of knowledge by offering solutions to
academic procrastination researchers also seek answers to questions
bothering learner motivation, development, and time management.
To future researchers. This research will serve as a guide for them
and help develop new tests for academic procrastination, causes of
procrastination, and processes that could eventually help future
researchers. You may gain access to information about academic
procrastination that has yet to be readily available in the other research
article.
Page | 7
Definition of Terms
Procrastination: Procrastination is the act of delaying or putting off tasks
until the last minute, or past their deadline. Some researchers define
procrastination as a "form of self-regulation failure characterized by the
irrational delay of tasks despite potentially negative consequences.
(Prem R et, al. 2018).
Page | 8
Chapter 2
Review of Related Literature
An essential component of research is a review of relevant
literature. Review is a verb that can signify revision, perusal, or looking
back. It entails tracking down, examining, and assessing the results of
pertinent studies and reading published papers, research abstracts, and
accounts of random observations and opinions connected to the person's
intended research endeavor. This study aimed to investigate academic
procrastination.
Procrastination, Student Achievement, And Welfare at German

Universities.
Samawi et, al. (2021). Two studies were conducted in two
different universities to achieve this goal. The first university faculty used
these strategies on a sample of 419 students; in the second university,
229 students studied without strategies to regulate motivation. The
students then responded to the scale of academic procrastination and
achievement test, which showed that using faculty members in the
process of motivation regulation reduces academic procrastination and
increases students' achievement. It also showed that procrastination
behaviors, such as delay and avoidance, negatively affect achievement,
increase anxiety and self-blame, and fail students regardless of gender
and specialization. The above shows the interest of studies in the
academic procrastination phenomenon, and those studies linked this
phenomenon to other variables such as motivation.
Page | 9
Influencing Factors of Academic Procrastination
Many studies that have examined the research variables,
including Afzal and Jami's (2018) exploring order to conduct their
reflection in a cross-sectional manner, the researchers gave over 200
undergraduate students a questionnaire to complete on their own.
According to the study, among Pakistani undergraduates, procrastination
in academic work was most often predicted by risktaking, task evasion,
and decision-making. The research revealed that specialization was
related to the degree of intellectual laziness among the undergraduate
students who were the subject of the investigation.
Social Factors of Procrastination
The focus of therapies to prevent procrastination is on several
individual traits, such as conscientiousness, in the research on
procrastination. Situational and social elements are given less weight. As
a result, this study explores how affective factors and interdependence
relate to academic procrastination. Student samples were used in two
vignette experiments, and data were analyzed using regression and
covariance analyses. Results from the two studies indicate that group
work with interdependence exhibits lower state procrastination than
individual labor, particularly among people with significant trait
procrastination. This distinction is when interdependence is coupled with
a proactive desire to complete the work by the deadline. Interdependent
group work is also associated with a decrease in negative affect and an
increase in sound effects. The findings hint at new strategies for
Page | 10
intervention and show the relevance of situational and social factors for
academic procrastination. (Koppenborg et, al. 2022).
Understanding Procrastination
The student's ability to organize their time and effort has the
strongest association with procrastination out of the variables included in
the study. Psychological flexibility also has a substantial individual role in
explaining procrastination along with time and effort management skills.
Surprisingly, academic self-efficacy did not have a direct association with
procrastination. Interestingly, our findings further suggest that time and
effort management and psychological flexibility are closely related and
go hand in hand, and thus, both need to be considered when the aim is
to reduce procrastination. The implications of the findings are further
discussed. (Hailikari et, al.2021).
Jones (2021) Procrastination is generally understood as a time
management problem. You will always accomplish your goals if you're
well-organized and follow your schedule. It's not that easy, says Dr. Alex
Abdel-Malek, a licensed therapist and educator. How we manage our
time is one-way procrastination shows up, but its primary focus is
different. Dr. AbdelMalek conducts workshops on the topic of
procrastination. He attempts to dispel widespread misconceptions about
how procrastination is brought on by laziness, ineffective time
management, or a lack of work ethic. He claims that none of these items
is the issue. To deal with worries, people often procrastinate.
Page | 11
Causes of Academic Procrastination Among High School Pupils
with Learning Disabilities in Ilorin, Kwara State, Nigeria
Bojuwoye (2019) Time management issues and poor study habits
have also been overlooked as causes for procrastination. When students
struggle with routine academic responsibilities like studying for tests and
exams or finishing papers, you notice a connection between
procrastination and poor time management. Further, procrastination
behavior factors associated with poor time management include
improper planning, difficulty focusing, fear and anxiety associated with
failure, and low self-esteem. Another reason for academic
procrastination is external control or evaluation. Some people tend to
rebel against or reject being under the direction of others. For instance,
students may rebel against their parents if they make them take a course
or academic program that leads to a career they may not be interested.
Gender disparities in fear of failure among 15-year-old students
Borgonovi et, al. (2021). People who are afraid of failing to make
fewer decisions and take fewer risks than would be appropriate given
their context and abilities to reduce the likelihood of failure. Previous
studies have shown that female students are more likely than male
students to exhibit a fear of failure. This fear is linked to poorer social and
emotional well-being and higher levels of stress, anxiety, burnout, and
depression. Using multilevel modeling techniques, we looked at changes
in gender gaps between countries and factors that explain gender gaps
and cross-country variances in gender gaps. The 2018 Programme for
Page | 12
International Student Assessment had 517,047 15-year-old pupils from
59 different nations (PISA). Results: Within countries, students with
higher reading achievement and who lacked a growth mindset reported
higher fear of failure. Results: Students who did not have a growth
attitude and had higher reading proficiency levels within countries
expressed more fear of failure.
The gender disparity in failure fear was most pronounced among
high achievers and kids who had high-achiever peers. The gender gap
in fear of failure varied in size among nations; it was more extensive in
countries with more tremendous economic success, less societal-level
gender discrimination, and more robust educational institutions.
Conclusions: The paradox of the persistent underrepresentation of
women in certain occupations in environments most supportive of
women may be explained by the greater prevalence of failure fear among
female students among high achievers attending high-achiever schools
in prosperous and more gender-equal societies. (Borgonovi et, al. 2021).
Perfectionism among talented students and its relationship to

their Self-Esteem
This study looked into the relationship between perfectionism and
self-esteem in gifted kids. In Jordan's King Abdullah II Schools for
Excellence, 89 exceptional male and female students were evaluated.
Based on the arithmetic mean, standard deviations, T-test for
independent samples, and Pearson correlation, the Big Three
Page | 13
Perfectionism Scale and the Self-esteem Scale to Rosenberg were
utilized. The findings show that pupils at King Abdullah II
Schools for Excellence had medium levels of three forms of
perfectionism and self-esteem; Additionally, there are no statistically
significant differences between male and female students on rigid
perfectionism and narcissistic perfectionism, but there are statistically
significant differences between male and female students on self-critical
perfectionism. There are no statistically significant differences for the
Pearson Correlation to rigid perfectionism and narcissistic perfectionism
on self-esteem. (Mohammad et, al. 2021).
Procrastination and laziness rates among students with different
academic performance as an organizational problem
Dautov, D. (2020). Displays and causes of laziness and
procrastination vary in both their essence and the influence they have on
human activity. Students with different academic performance tend to
display laziness and procrastination in different ways. The results of the
research on procrastination and laziness patterns, shown by students
with various academic performance rates, are described in the article.
The levels and causes of laziness and procrastination for students with
different academic performance were defined by means of diagnostic
methodology.
Based on the methods of Mathematical Statistics, such as the
Spearman's rank correlation coefficient and the Mann-Whitney U test,
the levels of procrastination and laziness were compared in
Page | 14
correspondence with students' academic performance rates. A negative
correlation was discovered between the level of academic
procrastination and students' academic performance. Another
correlation was established for such causes of laziness as "Capability
deficiency" and "Lack of interest". The differences in laziness levels as
well as causes of laziness and procrastination were identified between
students with high and low academic performance rates. A conclusion
was made that in the process of forming the basic conditions for studying,
it is highly important to recognize displays of procrastination and laziness
among students with different academic performance rates.
The relationship between nomophobia and the distraction
associated with smartphone use among nursing students in their
clinical practicum.
The increasing concern about the adverse effects of overuse of
smartphones during clinical practicum implies the need for policies
restricting smartphone use while attending to patients. It is important to
educate health personnel about the potential risks that can arise from the
associated distraction. Objective The aim of this study was to analyze the
relationship between the level of nomophobia and the distraction
associated with smartphone use among nursing students during their
clinical practicum. Methods A cross-sectional study was carried out on
304 nursing students.
The nomophobia questionnaire (NMP-Q) and a questionnaire
about smartphone use, the distraction associated with it, and opinions
Page | 15
about phone restriction policies in hospitals were used. Results A positive
correlation between the use of smartphones and the total score of
nomophobia was found. In the same way, there was a positive correlation
between opinion about smartphone restriction polices with each of the
dimensions of nomophobia and the total score of the questionnaire.
Conclusions Nursing students who show high levels of nomophobia also
regularly use their smartphones during their clinical practicum, although
they also believe that the implementation of policies restricting
smartphone use while working is necessary
(Manrique et, al. 2018)
The Effect of Procrastination on Academic Achievement: A Meta-
Analysis Study
According to a study by Akpur (2020), those who delay compared
to people who don't can feel significantly less stressed and much more
physically fit if there is much time before the assignment is due. In this
situation, procrastination might be considered a coping mechanism for
managing moods and emotions. Putting off tasks until the last minute
allows people to gather resources to deal with the approaching deadline.
Procrastination may not necessarily be a sign that indicates a negative
consequence, even though the term is usually often connected with
negative associations and meanings. To determine whether
"procrastination" is always detrimental and harms performance and
achievement or whether its impact on success is less pronounced and
Page | 16
less significant, it is therefore believed that further thought and additional
insight are required to understand the complex nature of the concept.
Negatively affect their academic achievement and their ability to
work once they have finished their education. According to research by
Fernie et, al. (2017), the majority of academic procrastination was
intentional, and students were acutely aware that they were engaging in
this type of activity. According to Alp and Sungur (2017), procrastination
strongly correlates with academic success, making it a hot topic among
educators. According to these ideas, academic procrastination is also
strongly associated with achieving objectives or academic performance
(Cormack et, al. 2017).
Stress
Stress is a perception of emotional or physical stress, according
to Jain and Singhai (2017). Numerous events in a person's life might
cause negative feelings like rage, irritation, and anxiety, which can then
contribute to stress in that person. The body's response to a demand or
difficulty is stress. While persistent stress can cause serious health
problems, it can also be occasionally beneficial. Stress levels can vary
depending on how one responds to a given scenario.
Some folks don't give a damn and don't feel worried; they view
stress as a minor inconvenience and carry on with their regular lives.
Others concern themselves more than is necessary, which negatively
impacts their health. When a person tries to compromise or adjust to
stressors, stress is thought of as a negative, physiological, behavioral
Page | 17
process that occurs. Stressors are situations that interfere with, or pose
a threat of interfering with, people's "daily functioning and force them to
make adjustments," according to Malach, Pines, and stress is the insight
of incongruity between environmental burden (stressors) and person's
capacity to meet these demands. Stress is regarded as any
circumstance that can elicit any threat or danger to well-being.
Reddy et al. (2018) Their research concludes that there are
differences in student stress levels by the stream. Stress management is
crucial on a personal, social, and institutional level. It has been
discovered that stress management techniques like feedback, yoga, life
skills training, mindfulness, meditation, and psychotherapy are effective.
The key to managing stress is to pinpoint its primary cause. Professionals
can provide customized stress management plans. The
holistic well-being of the students is crucial for both the institution and the
individual student.
Dimitrov (2017) In his study, he asserted that stress could be
reduced by ensuring that students prioritize their welfare. Some areas to
concentrate on are food, exercise, work, and leisure. Additionally, he
concluded that the educational system places too much emphasis on
academic achievement and needs to be more on kids' overall
development.
Subramani and Kadhiravan (2017) They established the
connection between student mental health and academic stress. He
agreed that the educational system constrains students and that there is
Page | 18
a link between academic stress and mental health. In addition, there
needs to be more assistance from parents and schools in terms of
guidance, which demoralizes pupils by placing excessive pressure on
them to achieve better results. Students who contribute positively to the
academic forums are in good mental health. They also suggested that
private school students receive more homework and other
academicrelated responsibilities than children at government schools, so
they are under more pressure. There was a noticeable disparity between
children's mental health in private and public schools. In contrast to
government school kids, who come from a low socioeconomic
background and receive little exposure, he claimed that students from
private schools receive different nurturing and exposure.
Sharma et al. (2016) The usage of numerous techniques to
reduce stress was noted in their study. One physical activity performed
each day can help with the stress issue. Additionally, one might start
using different time management strategies and engage in
extracurricular activities that are advantageous for students. Further, it
was advised that institutions should have a relaxing atmosphere to
reduce stress. Changes in how teachers deliver their lessons and the
availability of mentors can give the classroom environment a new lease
on life.
Page | 19
Quality of Sleep Among Occupational Therapy Students in Cebu
Doctors' University
Occupational therapy intervention program's
theoretical foundation (Gases et, al. 2017). spanning the second
through the fifth year were examined. An approach known as
descriptive correlational was used to gather quantitative data from the
respondents. Perceived stress levels are measured using the
Perceived Stress Scale (PSS), created by Sheldon Cohen. Based on
the results, 52.6% of those surveyed said they felt moderate levels of
stress. Seven percent (0.7%) of respondents reported low levels of
perceived stress, compared to sixty-seven percent (46.7%) of
respondents who said they felt high levels of stress.
Another instrument used to assess academic procrastination was
the Justin McCloskeycreated Academic Procrastination Scale (APS).
Eighty-one percent (81.1%) of respondents exhibited high levels of
academic procrastination, compared to eighteen and nine percent
(18.9%), who had low levels, according to the data. Last but not least,
the Pittsburgh Sleep Quality Index, created by Dr. Daniel J. Buysse, MD,
was used to evaluate the quality of sleep. By the findings, most
respondents (92.4%) had poor sleep quality, while 7.6% had good sleep
quality. Sleep quality and perceived stress were substantially associated.
However, there were no statistically significant associations between
sleep, procrastination in school, or felt stress.
An advocacy and preventive program for occupational therapy students
at Cebu Doctors' University was recommended as a result of this inquiry.
Page | 20
Anxiety
The concept was taken from the general term for anxiety and
applied in the educational setting. To increase the chance of pupils
worrying while studying, There is already experimental proof that people
who procrastinate have a marked tendency for temporal discounting
(John, 2022).
There is a more significant inverse relationship between
procrastination and conscious attention management in students. The
employment of a specific emotion management technique is only
recommended on occasion. People occasionally need to switch to
another for this reason. Research on interdependence in educational and
social psychology supports this (Johnson & Klein, 2017). According
to Dobson, there are more students with anxiety problems (2018).
However, persistent anxiety may impede students' academic
development. Feeling unpleasant and anxious in a classroom does not
help to learn. Anxiety is a self-concept characterized by subjective,
consciously felt feelings of tension. The psychological and physiological
response to this self-concept is anxiety (Haris & Leta, 2021).
Anxiety is viewed as a permanent trait globally since it tends to
run in some persons. Anthony (2016). Anthony concludes that kids with
high anxiety levels show substantially less motivation in situations that
are regarded to be highly evaluative than kids with low levels do.
A person worried about their education will frequently exhibit anxiety
symptoms due to difficult conditions. According to Anthony (2016),
anxiety is a feeling accompanied by the activation or arousal of the
Page | 21
autonomic nervous system and encompasses feelings of tension,
apprehension, uneasiness, and worry. One can distinguish between
state anxiety and trait anxiety.

Academic procrastination is a significant barrier to students'
academic success (Steel & Klingsieck, 2016). According to reports,
procrastinating tendencies, and academic achievement are negatively
correlated (Grunschel et, al. 2018). In that instance, a strong propensity
for academic procrastination is linked to poor academic achievement.
Procrastination is a bad practice that affects students' performance,
according to Fernie et al. (2017).
Time Management
Successful time management, which is defined as realizing the
best use of time at the highest level in a way that will provide productivity,
balance, and self-satisfaction, can be compelling because they anticipate
not having enough time to finish their duties and
responsibilities or prefer to finish short-term tasks with less gain to
longterm ones with more gain (Oettingen et, al. 2015). Time
management is much more than just scheduling time; it also entails
having a high level of awareness regarding how one uses time and
deciding on planning, organizing, and monitoring their goals (Van Eerde,
2015, p. 313). In terms of their approach to time management, Kirillov et,
al. (2015) divide people into three categories: those who view it as
essential for success, unnecessary because everything unfolds
naturally; and significant yet lack the focus and stamina to alter.
Page | 22
According to them, undergraduates also belong to one of these
categories.
Poor impulse control
When self-control is explained, it becomes clear that it consists of
two components that prevent and initiate activity (Karas et al., 2020; Dela
Rosa et al., 2017). People who lack selfcontrol frequently put off doing
their work because they lack the time and energy to do so.Another study
found that procrastination occurs when someone is working on a task
that makes them feel uneasy and thinks their mood will improve by
engaging in more enjoyable
activities.
Little emphasis has been given to this field of research, even
though poor self-regulation and self-control have adverse effects on
health. Many university students experience academic failure and lack of
success (Rubin, 2019; Ariely, 2015). Additionally, if people's
procrastination is not addressed now, it might impact their families and
future as students. Therefore, it is reasonable to assume that there may
be a negative correlation between academic procrastination and target
selection. They demonstrate that the context of a potential punishment
can impair behavioral control in procrastinators during a task that
includes punishment for errors (Wade et al., 2018).
Ineffective emotion management techniques appear to undermine
self-control in general. In light of this, procrastination may become a
severe problem for a person when it results in frequent impulsive actions
Page | 23
related to the use of alcohol and other drugs and the deferral of
outstanding critical duties (Shore, 2015). It results in the value of the
delayed consequences eroding over time.
Cramming
Karafiloski (2018) listed three ways to overcome procrastination.
Doing morning rituals is crucial in the first place. Please do it now and
then go on to the actual deadline. To finish: Use self-control. Always be
aware of responsibilities. Must remain focused and operate more
effectively than are currently. Take some small actions to reach the goal,
even if you do not feel like doing something (Guagliardo, 2018).
All of the loads must be completed at a time. Take it slow; modest
steps can still go a long way. We must decide that we will always move
forward and never stop. Even though we have plenty of time to do our
tasks, we would still be able to finish them when the deadline is
approaching. To complete it without cramming, we must put in
incremental effort. Consider the reward would receive once you
completed the tasks as well. Be upbeat in everything you do and be
surrounded by good energy (Hueber, 2018).
We must be motivated to complete tasks because that will be the
main component in completing the work with effort and love. Making a
hard-scheduled deadline as if the employer issued it and then adhering
to it in the same way the boss would wait to finish the assignment is
another method to combat procrastination, as suggested (Boitnott,
2018). Simple things have a significant impact.
Page | 24
Mannerism
Mannerism is a recognizable behavioral characteristic. It is an
exaggerated, affected, situationally managed style or habit in both verbal
and physical language. The mannerisms of various social situations and
contexts are created and used by socio-cultural, contextual, and
individual patterns and dispositions. Professionals who can perfect this
in themselves can sometimes be cuter among people than those who
cannot. Like other professions, it is assumed that teachers in this
situation can achieve significant success in teaching by using formal
classroom mannerisms and verbal behavior that are regulated and
wellpracticed. The teacher's demeanor, according to Dorneyi (2018), is
"the single most essential motivational tool" in the language classroom.
The Mañana Habit.
Procrastination in the Philippines is referred to as the "Mamaya
na" practice, or the "Mañana habit." According to Mejia (2017), this
behavior has long been an issue. That was the cause of the rapid
generational dispersal of this kind of event. Because delaying activities
would cause them to deliver incomplete work and miss crucial deadlines,
students who procrastinate frequently perform badly in any activity.
Because some side effects can make students more likely to postpone,
procrastinators typically receive lower grades than non-procrastinators.
Procrastination is delaying actions and responsibilities until a
person becomes distressed because they are running out of time to
complete things. Additionally, according to Gunn (2019), students may
Page | 25
procrastinate due to a lack of motivation, low self-esteem, difficulty
understanding, low energy levels, and poor organizational abilities.
Students frequently put off starting a project because they do not
understand it, do not think it is essential to them, or do not know where
to begin. In light of this, Shangkuan (2019) proposed that many students
require insights. The work that governs a person's goal-directed conduct
is behind schedule.
Page | 26
Chapter 3
Methodology
The main purpose of this phenomenological qualitative study is to
investigate the phenomenon experiences of the student’s
procrastinators. This study includes using a structured interview protocol
and a structured briefing protocol process so that the participants will be
informed of pertinent details. This chapter describes the research
techniques the researcher will use to carry out the study, including the
research design, role of the researchers, research participants, data
collection, data analysis, and determining its trustworthiness, credibility,
transferability, conformability and dependability, and the ethical
Considerations.
Research Design
This study attempts to identify an understanding of the
experiences of the students who are experiencing academic
procrastination which may affect to their academic performance. The
construct of the research study is that of a phenomenological qualitative
design. As defined by Vagle (2018), Phenomenology aims at gaining a
deeper understanding of the nature or meaning of our everyday
experiences. It does not offer us the possibility of effective theory with
which we can now explain and control the world, but rather it offers us
the possibility of plausible insights that brings us in more direct contact
with the world.
Page | 27
Highlighting the connection between simple or lived experience,
what-it-is-like, and phenomenological qualitative research, van Manen
writes that to do his type of qualitative “Phenomenological research is to
question something phenomenologically and, also, to be addressed by
the question of what something is “really” like. What is the nature of this
lived experience?” (Van Manen, 2016, p. 42). A variety of methods can
be used in phenomenological research that includes interviews and
InDepth interview. This research will use these methods to address the
research questions. For this research study, the researcher plans to
conduct intensive individual discussion with Academic Procrastination in
Senior high School Students. The interview questions will be directed to
the participant’s experiences.
Role of Researchers
The role of the researcher in qualitative research is to attempt to
access the thoughts and feelings of study participants. As you have to
ask people to discuss topics that may be really sensitive to them, it is not
an easy task. Sometimes the experiences being explored are fresh in the
participant’s mind, whereas on other occasions reliving past experiences
may be difficult. The researcher's primary job is to protect participants
and their data, regardless of how the data is gathered. Mechanisms for
such safeguarding must be clearly articulated to participants and must
be approved by a relevant research ethics review board before the
research begins. Researchers and practitioners new to qualitative
Page | 28
research should seek advice from an experienced qualitative researcher
before embarking on their project (Sutton J, Austin Z. 2015).
A study is a tool for gathering data (Denzin and Lincoln, 2003). In
essence, data gathering is enabled by the research's demand for data.
Furthermore, the researchers have the requisite skills to gather this data
after carefully studying the participants' experiences, perceptions, and
opinions. Being highly aware of the recent phenomenon of
procrastination among senior high school students. In order to make this
piece systematically organized, the researchers, who are considered
data collectors, took on the basic roles of an interviewer, translator,
transcriber, analyst, and encoder. This ensures that the research is clear
and understandable. The research process is broken down into seven
stages (Kvale, 1996): thermalizing, designing, interviewing, transcribing,
analyzing, verifying, and reporting.
A good qualitative researcher asks probing questions, then
listens, then thinks, then asks more probing question to get to deeper
levels of the conversation. An effective qualitative researcher seeks to
build a picture using ideas and theories from a wide variety of sources.
Furthermore, the researcher's function in qualitative research is crucial
because they gather data and carry out analysis (Creswell, 2007).
Research Participants
The study population is composed of the Senior High School
students in Maryknoll college of Panabo Inc. Specifically, the study’s
participants must be a student in Maryknoll college of Panabo Inc with
Page | 29
the grade level of Senior high school, its either Male or Female and the
number of populations is 14 Senior High-School students, the
respondents was chosen because of their willingness to speak about
their experiences. Participation in the study will be randomly chosen and
the participants may end their participation in the study at any time
without risk or harm. There will not be any compensation for participating
in the study. Demographics will not be identified nor recorded to protect
the anonymity of the participants.
However, in some qualitative research approaches such as
phenomenology, grounded theory, and ethnography, the sample size is
typically small, ranging from 5 to 25 participants. This is because these
approaches focus on gaining a deep understanding of the experiences
and perspectives of a few individuals rather than generalizing to a larger
population. (Creswell, 2007).
Inclusion Criterion
a) Student in Maryknoll College of Panabo Inc.
b) Experience Procrastination in terms of Academic
c) Willing to speak about their experiences.
d) Enrolled in the stem course
e) Must be a Senior High School Student.
Data Collection
Data collection is an important part of any research study. (Rouse,
2016) noted that, "data collection is the systematic approach to gathering
and measuring information from a variety of sources to get a complete
Page | 30
and accurate of interest". Incorrect data collection can have an impact on
research results and eventually lead to invalid results. Furthermore, the
researchers underwent series of through investigations by conducting an
interview among the Grade 11 students who are currently
procrastinating. In-depth interviews and focus group discussions were
conducted as part of the interviews. The difference between the two is
that in-depth interviews are more likely to interview one person at a time,
whereas focus group discussions interview a specific group of
individuals.
Collecting data through interviews with participants is a
characteristic of many qualitative studies. Interviews give the most direct
and straightforward approach to gathering detailed and rich data
regarding a particular phenomenon. The type of interview used to collect
data can be tailored to the research question, the characteristics of
participants and the preferred approach of the researcher. Interviews are
most often carried out face-to-face, though the use of telephone
interviews to overcome geographical barriers to participant recruitment
is becoming more prevalent. (Barrett & Twycross, 2018)
Informed consent, the respondents received a complete overview
of the research endeavor so that they can be as objective as possible,
though no certain method exists to control objectivity. The informed
consent document communicated to the prospective research subject
the purpose, procedures including time commitment of the subject, risks
and benefits of the study, and the confidentiality of their information. The
Page | 31
participants had the right to participate in the research, and the freedom
to decline at any time. The research strategy used in this study would be
an Interview Method that would be conducted in an in-depth interview
(IDI). The said interviews are to be guided by using a questionnaire that
concerns the questions needed to be answered in the study. To facilitate
an accurate and clear response from the participants, a semi-structured
interview shall be followed to maximize the information that the
researchers may get and find relevant to the study. The interviews are to
be audio-recorded to ensure accurate copies of the participant’s
responses.
It is by a non-probability sampling technique in which the manner
of participant selection would run, specifically by a snowball sampling
technique in which the selection would happen by and between referrals.
This is highly feasible for the study because the researchers would need
participants that meet the criteria being asked of the study. Also, the
researchers see the technique as an optimized manner of gathering
enough respondents.
Data Analysis
As defined by Kelley (2023) Although many groups,
organizations, and experts have different ways of approaching data
analysis, most of them can be distilled into a one-size-fitsall definition.
Data analysis is the process of cleaning, changing, and processing raw
data and extracting actionable, relevant information that helps
businesses make informed decisions. The procedure helps reduce the
Page | 32
risks inherent in decision-making by providing useful insights and
statistics, often presented in charts, images, tables, and graphs.
The study used a qualitative data analysis software to evaluate
the in-depth transcripts. The software provided a systematic analysis of
the collected qualitative data. The analysis will be identified patterns or
similar ideas relevant to the participants’ experiences and perspectives
about the Students’ Academic Procrastination.
Trustworthiness
Trustworthiness or rigor of a study refers to the degree of
confidence in data, interpretation, and methods used to ensure the
quality of a study (Pilot & Beck, 2014). In each study, researchers should
establish the protocols and procedures necessary for a study to be
considered worthy of consideration by readers (Amankwaa, 2016).
Although most experts agree trustworthiness is necessary, debates have
been waged in the literature as to what constitutes trustworthiness
(Leung, 2015).
Credibility
Credibility of the study, or the confidence in the truth of the study
and therefore the findings, is the most important criterion (Polit & Beck,
2014). This concept is analogous to internal validity in quantitative
research. The question a reader might ask is, “Was the study conducted
using standard procedures typically used in the indicated qualitative
approach, or was an adequate justification provided for variations?”
Page | 33
Thus, a grounded theory study should be conducted similar to other
grounded theory studies. Techniques used to establish credibility include
prolonged engagement with participants, persistent observation if
appropriate to the study, peer-debriefing, member-checking, and
reflective journaling. Evidence also should be presented of iterative
questioning of the data, returning to examine it several times. Negative
case analysis or alternate explanations should be explored as well.
Transferability
Translatability describes how easily research results can be
adapted to similar persons or circumstances. "Transferability" refers to
the ability of the study's findings to be utilized in analogous contexts or
with comparable persons (Hollerway and Wheeler, 2002). Some of the
ideas established in the first context can be used by academics
researching in a different setting, and information learned in one context
can be used in another. It denotes the extent to which the effectiveness
of a specific intervention can be replicated in another format. This is
necessary to ensure that research has a broader impact than just the
population under study. Transferability is critical in the field of public
health for implementing interventions in diverse communities with varying
needs and contexts.
Conformability
Confirmability is the neutrality or the degree findings are
consistent and could be repeated. This is analogous to objectivity in
quantitative research (Polit & Beck, 2014). Methods include maintenance
Page | 34
of an audit trail of analysis and methodological memos of log. Qualitative
researchers keep detailed notes of all their decisions and their analysis
as it progresses. In some studies, these notes are reviewed by a
colleague; in other studies, they may be discussed in peer-debriefing
sessions with a respected qualitative researcher. These discussions
prevent biases from only one person’s perspective on the research. In
addition, depending on the study, the researcher may conduct
memberchecking with study participants or similar individuals. For
example, Nickasch and colleagues (2016) presented their findings at a
national research conference and received feedback indicating the
presented issues were similar for other nurses
Dependability
Dependability refers to the stability of the data over time and over
the conditions of the study (Polit & Beck, 2014). It is similar to reliability
in quantitative research, but with the understanding stability of conditions
depends on the nature of the study. A study of a phenomenon
experienced by a patient may be very similar from time to time. In a study
of a program instituted at a hospital, however, conditions will change.
Procedures for dependability include maintenance of an audit trail of
process logs and peer-debriefings with a colleague. Process logs are
researcher notes of all activities that happen during the study and
decisions about aspects of the study, such as whom to interview and
what to observe.
Page | 35
Ethical Considerations
Each participating youth will be contacted by the researcher to
discuss the proposed study; the requirements of the participants during
the study, the knowledge that participation in the study is voluntary, and
participants can withdraw from the study at any time. Confidentiality of all
information and the knowledge that results of the study will be stored for
a period of time and will be shared with the MCPI community. Each
participating student was asked to sign “Permission to Participate letter”.
The data will be anonymous to protect the students participating in the
study. Data will be kept in a password-protected file and eventually
deleted after a period of time. Any physical copy of the data was suitably
secured in a locked cabinet in the group leader’s house.
Page | 36
Chapter 4
Results
This chapter includes the experiences, insights, and strategies for
dealing with Academic Procrastination gleaned through in-depth
interviews and focus group discussions.
The following are the primary questions addressed in this research
paper:
1. What are senior high school students' experiences with academic

procrastination?
2. How do seniors in high school handle procrastination in their

academic work?
3. What insights/realizations do senior high school pupils have on
procrastination.
This chapter is divided into three parts: Part 1 is the participants
information from which the collection of qualitative data is
wellmanifested. Correspondingly, part 2 is the exhibition of thematic
analysis along with its details in terms of the categorization of the
emergent themes from the results made in the questions of the In-depth
Interview (IDI) and Focus group discussion (FGD) under each main
research questions. Lastly, part 3 is the summarization of the participants
responses.
Page | 37
Within this portion, it includes the themes that were surfaced
through the participants frank and straightforward responses with
regards to their experiences, Handling, and insights on Procrastination.
We gathered their congruities which we finalized with the following
themes.
TABLE 1: PROFILE OF INFORMANTS IN IN-DEPTH INTERVIEW

Participants Age Grade Level Sex Strand
Procrastinator 16 Grade 11 Female STEM

A
Procrastinator 17 Grade 11 Male STEM
S
J
B
S
S
S
TABLE 2: PROFILE OF INFORMANTS IN FOCUS GROUP

DISCUSSION
Participants Age Grade Level Sex Strand

D

J
Page | 38
C
F
A
H
P
Participants
The participants were chosen as the respondents with the use of
snowball technique, of our who are the Senior high school students under
the strand of Science, Technology, Engineering and Mathematics
(STEM) in the school year 2022- 2023 and were categorized within
Indepth Interview and Focus group discussion. They were the same
department as mentioned in the information within table 1 and 2.
The second step is to present such data in an organized way with
the use of categorization using essential themes in tables 3,4 and 5. The
essential information that emerged from the transcripts and comments
were identified as thematic statement. They were systematically
organized to come up with such essential themes.
Page | 39
Research Question 1: What are senior high school students'
experiences with academic procrastination?
Tiredness
Physical, mental, or combination of the two can all contribute to
fatigue, which is a persistent feeling of exhaustion or weakness. When a
student does not have enough resources to respond to study demands.
Procrastinator A mentioned that:
Kay kapoy man unsaon raman ng sayo- sayo ug answer pwede
paman ma ugmaan.
(Because it’s tiring, why answering it too soon when you can
answer tomorrow.)
Procrastinator D also said that:
Pag naa koy ginahimo for example naa koy gina hima
kagahapon, malimtan nako dli jud nako siya malimtan kabalo ko
pero kapoy man ugma nalang para dli nako mag huna-huna.
(When I’m doing something, for example I did something
yesterday, I’ll forget, I won’t forget the activity, I know, but I’ll be
tired, so I won’t think about it.)
Procrastinator S also agreed that:
Usahay apil ko sa mga dili kompleto kay lagi maglangay-langay
ko unya kanang paglangay-langay masulbad sa kakapoy, murag
late lagi ko kung magsubmit.
Page | 40
(Sometimes I join the incomplete ones because I always
procrastinate and then that procrastination resolves into
tiredness, it’s like I’m always late when submitting.)
Poor time Management
A bad habit of not finishing activities and wasting time. Ineffective time
management makes organizing and planning work more difficult.
Procrastinator J mentioned that:
Maka apekto sa akong academic performances kay kuan
kanang kay kulang naman sya sa time no nya dli na nako
matarong ang mga buhatonon sa murag ma gamay nalang ang
score ba kay dli naman siya matarong.
(It will affect my academic performance because it doesn’t have
enough time and I won’t be able to do the things right)
Procrastinator C also said that:
Risky siya unya delikado kay basin ma hutdan kag time dli naka
maka pasa sayang ang grado.
(It is risky then dangerous because you might run out of time and
not be able to pass the grade)
Procrastinator B also agreed that:
Tungod sa Paglangay-langay usahay mogamay akong grado
kay dugay makapasar sa PT nga gihatag sa imong maestra, ug
dugay ko makapasar sa akong answer sheets.
Page | 41
(Because of Procrastination my grade sometimes gets smaller
because it takes a long time to pass the PT that your teacher
gave, and it takes me a long time to pass my answer sheets.)
Pressure
It has been demonstrated that academic pressure causes
students to feel more stressed and anxious, which negatively affects their
physical, social, and emotional well-being. Students may experience
pressure to succeed academically from their parents, the school,
professors, society, or even from within.
Procrastinator D mentioned that:
Dli naka maka huna-huna na mag study kay ibutang nalang nimo
ang pressure sa imong classmate nga nag study kay saiyaha
nalang ka mag salig.
(I can’t think about studying because you will only put pressure
on your classmate who is studying because you only rely on him)
Procrastinator S also said that:
I’m under pressure pero usahay kay pilion gihapon nako ang
paglangay bisag daghan kaayog buhaton kay ganahan ko kung
hapit na ang due date.
(I’m under pressure but sometimes because I still choose to
procrastinate even though there are so many things to do
because I like it when the due date is close)
Page | 42
Ma pressure ko kay tungod maka dawat kog comments about sa
output na akong nabuhat nga lagi dli siya ingani ka gwapo nga
kanang kailangan naa pay mas better nga output nga pwedi pa
diay nako ma hatag sa teacher.
(I am pressured by the activities; I can get comments about the
output I’ve done you need something better output that I can
submit to the to my teacher.)
Table 1: Experiences of Senior High School Students' in Academic
Procrastination
ESSENTIAL THEMES THEMATIC STATEMENT
TIREDNESS • The term "tired" is a

common defense used
by learners.
• Finishing a recently given
assignment is taxing.
• You can do the arduous work

later.
POOR TIME • Might run out of time and not
MANAGEMENT be able to finish the task
• You can't because you don't

have enough time to complete
it correctly.
• Have an effect on how
well I perform in school
since there isn't
enough time to
complete it
PRESSURE • The current events are
exerting pressure on me.
Page | 43
• I don't have enough time, and
I sense pressure.
• When my peers have a

lot of homework, I feel
under pressure.
Research Question 2: How do seniors in high school handle
procrastination in their academic work?
Time Management
The practice of managing and planning how to split your time
between various activities is known as time management. If you execute
it correctly, you'll find that you work more efficiently and effectively to
complete more tasks in less time, even under time constraints and heavy
pressure. The most successful people have great time management
skills.
Procrastinator B mentioned that:
I think I manage with efficiency, while I am procrastinating, I
waste endless hours but when there is only small amount of time
left, I am sort of in a rush where I feel like I can do it and can
complete it even with some small amount of time left.
Procrastinator A also said that:
Well like I said earlier, do the task that you need to be doing in
manageable chance and spend your time wisely, always keep in
Page | 44
mind the time that you have so you will not end up in the last
minute and procrastinate.
Procrastinator C also agreed that:
Same sa nay time management and kailangan ka mag set ng
date and time hangtud kanus a lang nimo pwede buhaton ang
task para ma manage nimo ang imong buhatonon.
(It’s same with time management and you have to set a date and
time until when you can do the task so that you can manage what
you have to do).
Guiltiness
Academic guilt is the feeling that one cannot manage the
competing demands on their time. It is frequently accompanied by
negative self-judgment.
Procrastinator S mentioned that:
Ano sya maka guilty sya kay lagi ano daghan kayo kag time nga
naa tapos gina gaslight lang nimo imong self na kaya nimo siya
buhaton bisan wala na kaayoy time.
(I can feel guilty because there is so much time and you are just
gaslighting yourself that you can do it even though you don’t
have much time.)
Page | 45
Procrastinator F also said that:
I feel good because I have a lot of time to do the things I really
wanted to do, and feel bad at the same time because I know I do
not have a choice, since I still have to do the activity.
Procrastinator A also agreed that:
Ano kanang makulbaan ko labi na kanang same atong gi ingon
niya nga ma guilty ko kay taas pa kaayog panahon para ma
buhat nya dira paka mag kara kara pag ting pasa na.
(It makes me nervous and I will be guilty because there is still a
long time to do it and you can’t even do it on time.)
Anxious and Stress
Students of all ages are susceptible to the syndrome known as
school anxiety. When students put off tasks because of increasing tasks,
they have an extreme fear of school and the activities that go along with
it.
I mostly feel anxious and stress because of feeling like not being
productive and feeling like I don’t deserve to take a break, I also
feel frustration, sadness, anxiety, and even stress in the higher
sense.
Page | 46
Procrastinator H also said that:
I feel constant anxiousness and stress; I am always wondering if
all this work I have done is enough.
While you put off your tasks and do nothing when you
procrastinate, when the due date gets closer, you start to feel
stressed and anxious.
Table 2: The Coping mechanism of Senior High School students in

their Academic Work.
TIME MANAGEMENT • Time management so you

won't worry about the activity
you do.
• Taking breaks can help
you be more productive
since you'll be less
likely to become tired
and will have more
stamina to work.
• Even if I procrastinate, I still
manage well.
GUILTINESS • I'll be accountable
since you can't even do
it in time and there is
still a lot of time left.
• Guilty is primarily caused
by my perception that I am
not being productive and
that I don't deserve a
break.
• also feeling awful since I know
I have no option because I still
have to do the task.
Page | 47
ANXIOUS AND STRESS • I have continual worry
and anxiety, and I
frequently question
whether the amount of
work I have done is
sufficient.
• I also experience anger,
sadness, worry, and stress
in a more profound way.
• When you put off doing
anything, you start to
feel tense and nervous
as the deadline
approaches.
Research Question 3: What insights/realizations do senior high school
pupils have on procrastination.
Procrastination is not Good
In terms of academic performance, procrastination can result in a
number of problems, such as poorer exam results, lower grades, more
course withdrawals, and more course failures. Many of these problems
can be attributable to time management problems brought on by
procrastination.
Procrastinator P mentioned that:
Ang akong nakat-unan bahin sa procrastination kay dili kini
maayo niini ug makaapekto kini sa akong academic
performance.
(What I have learned about procrastination is that it is not good
at it and it will affect his academic performance.)
Page | 48
Procrastinator S also said that:
Akong advice sa mga students na naga procrastinate dli sa
tanan panahon naay good effect pero ug naga procrastinate ka
I limit lang siya.
(my advice to students who procrastinate and those who don't
because not all time has a good effect but if you procrastinate, I
just limit it).
Procrastinator F also agreed that:
Procrastination is not good especially ikaw student dli na maayo
sa imoha kay dli na nimo ma balance imong mga buhatonon.
(Procrastination is not good especially if you are a student, it is
not good for you because you cannot balance your tasks.)
Bad Behavior
Off-task behaviors include performing things that have no bearing
on academic learning and failed to complete or failed to pass an
assignment that the teacher had assigned.
Ang importance ani kay naka sabot naman ka sa procrastination
dli na nimo ma gamit in the future para tarong imong grado ba
para pod dli nimo ma adapt ana na behavior.
Page | 49
(The importance of this is that you understand procrastination
so you won't be able to use it in the future so your grade is right
so you won't adapt to that behavior.)
Ang advice nako sa mga students na naga procrastinate kay dli
nila ni buhaton unya dli nila I padayon na behavior gani kay dli
jud ni siya maayo.
(my advice to students who procrastinate is they don't do it
because it is not good behavior.)
Procrastinator H also agreed that:
I stop na jud ang in ana na behavior kay it is not good dli jud na
siya maayo kay ug imo ng ipa dayon ma dala naman jud na nimo
kanunay.
(I’m going to quit this behavior because it's harmful because if
you keep doing it, you'll continually behave improperly.)
Don’t Procrastinate
To avoid procrastination, planning your days in advance is the
best choice you can make. A better way to organize your day would be
to spend a few minutes at the end of each day rapidly planning the
following day rather than scrambling to figure out what you'll do on any
given day.
Page | 50
Procrastinator C mentioned that:
As much as possible mag stop sa pag procrastinate much better
na dli na jud ka mag procrastinate kay dli jud siya maayo na
habit. Ug ma dawat na nimo ang task as much as possible do it
as soon as possible.
(As much as possible, stop procrastinating, it's much better to
stop procrastinating because it's not a good habit. And you will
receive the task do it as soon as possible)
Dapat dli jud ka mag procrastinate, mostly mga students naga
cram man jud, dli lang jud mag cram mao rajud na akong advice.
(You should stop procrastinating, especially as a student, mostly
students also cram, so don't cram, that's my advice, don't cram.)
Dli jud sya dapat nimo I tolerate na mag procrastinate kay mag
lead man jud ni siya saimoha though out of control maong stop
procrastinating.
(You shouldn't put up with this; he'll get you into trouble if you
don't stop procrastinating.)
Page | 51
Table 3: Insights and realization of Senior High School students
on Procrastination
PROCRASTION IS NOT • My academic performance will be impacted;

that is not good.
GOOD • You can't balance your tasks, thus it's
bad for you.
• Why Procrastination is not always beneficial.
BAD BEHAVIOR • As it is a harmful habit, don't let the pupils accept

it as normal.
•
Since you won't be able to utilize it again
to improve your grade, you won't get
used to this behavior.
• Avoid doing that since it is improper conduct.
DON’T PROCRASTINATE • Quit putting things off. It is far better to cease

putting things off.
• You should not put off doing your homework,
especially if you are a
student.
• To pupils who put off doing their

homework, just don't since it doesn't
always have a positive outcome.
Page | 52
Chapter 5
Discussion
This chapter includes the analysis of the study's findings, discussion
of their implications for educational practices, recommendations for
future research, and a conclusion that is based on the themes that were
identified through the research questions.
The purpose of this study is to understand the reasons why Senior
High School Students procrastinate, the impact of procrastination on their
academic performance, and potential strategies that can be used to
overcome procrastination. We’ve used the qualitative phenomenology
approach in order to provide a detailed, and complete description of
Senior High School Students experiences and their intricate meanings,
with the goal of thoroughly identifying a phenomenon related to this
study's research questions. The data collection process in this research
involved In-Depth Interviews (IDI) and, Focus Group Discussions (FGD)
with Senior High School STEM Students who procrastinates. The
interviews and focus groups are conducted in-person, also, it is recorded
and transcribed for analysis. The data collected from these sources are
analyzed to identify patterns and themes that emerge from the
participants' responses.
We have conducted In-Depth Interview (IDI) and Focus Group
Page | 53
Discussion (FGD), it is clear that there are various themes in our study.
The following are the essential themes that we have developed that were
drawn from the research questions.
Tiredness
Tiredness is a subjective feeling of physical or mental exhaustion
that can affect an individual's cognitive and physical performance.
Tiredness is a complex phenomenon that can be influenced by various
factors such as sleep deprivation, physical activity, stress, and mental
health (Killgore and Balkin, 2018).
Tiredness in education and its relationship with academic
achievement
This study aimed to investigate the relationship between tiredness
in education and academic achievement. The authors surveyed 485
Dutch high school students, measuring their self-reported tiredness
during school hours and their grades. The results showed that tiredness
in education was negatively related to academic achievement, with tired
students performing worse academically than their alert peers. The
authors suggest that reducing tiredness in education may be an
important factor in improving academic performance ( Balemans et, al.
2017).
Page | 54
Study on interface for screen operation to reduce tiredness at
practical training using ICT in elementary and secondary
education
In primary and secondary education, it is difficult to operate the
computer screen while working with both hands using the typical
interface device, which operates while holding it in one hand. In response
to these issues, we built and implemented a prototype of a screen
operating interface that may be worn on the back of the hand in our
current study. But, by becoming aware of the typical interface, we were
able to identify the issue that is associated with a sense of physical and
mental exhaustion. In this paper, to solve these problems, we proposed
and designed the new interface for screen operation that wears one hand
and reduces the tiredness despite the use for a long time.
Moreover, we conducted comparative evaluation with other
interface devices on the reduction of tiredness to use the proposed
interface for screen operation by the teachers of industrial education in
high school. In comparison to existing interface devices, the evaluation
findings demonstrated that the suggested interface for screen operation
has a high likelihood of lowering fatigue in practical training, including
jobs like manufacturing (Hazama et, al. 2019).
Poor time Management
Poor time management refers to the inability to effectively allocate
and utilize one's time to complete tasks and achieve goals. It may involve
Page | 55
procrastination, poor planning, disorganization, and difficulty prioritizing
tasks.
The effect of poor time management and fear of deligation on
organizational stress: A case study Kosovo
In our harsh world, the chances of progress are quite limited. Some
managers are unable to execute to their full potential due to unforeseen
situations, which produces organizational stress on the work. As a result,
the goal of this article is to demonstrate the impact of anxiety from
delegating and inadequate time management in organizational stress.
The hypotheses of this article were also stated based on the goal of the
paper: H.1.Fear of delegation causes organizational stress.H.2. Time
management issues cause organizational stress. A questionnaire was
issued to 120 business managers in Peja and adjacent areas, and
multiple regression analysis confirmed numerous predictions (Trakaniqi,
F., 2017).
Procrastination: the poor time management among university
students
This phenomenon is evident in a vast majority of university
students, and its occurrence is increasing. In order to analyse possible
causes and/or solutions, we studied if longer time for accomplishing an
assignment incentives or avoids procrastination among university
students. Results showed that both short and long time-frame groups
tended to procrastinate in the same way. Additionally, academic grades
Page | 56
did not revealed differences between groups, as the procrastination was
the same between groups. Thus, this study shows that even with longer
period of time to accomplish a task, university students tend to
procrastinate, and thus seem to have a negative effect on their
assignment grades. Therefore, it seems a current problem and measures
should be developed in order to solve it (Naturil-Alfonso C,Peñaranda D
et, al 2018).
Pressure
Pressure is the psychological experience of feeling burdened or
overwhelmed by expectations, demands, or responsibilities. According
to Sirois and Tosti (2016), pressure can be experienced as a result of
external factors such as job demands or societal expectations, or internal
factors such as perfectionism or self-doubt. The experience of pressure
can lead to negative outcomes such as stress, anxiety, and burnout, but
it can also motivate individuals to perform at their best.
Examining the Effects of Peer Pressure on Student Teachers‟
Academic Performance
Human beings are undeniably influenced by their surroundings and
neighbors. Individuals are obliged to adapt to the behaviors, norms,
mores, and opinions of their classmates when they socialize within their
school surroundings. Upon this background, the study sought to examine
the effects of peer pressure on academic performance of
studentteachers of S.D.A. College of Education, Asokore-Koforidua. The
Page | 57
motivation for the study was to examine the effects of peer pressure on
student-teachers of S.D.A. College of Education and it repel effects on
academic performance. The study used the mixed methodological
approach.
The level 200 students of the S.D.A. College of Education were
chosen for the study using a purposive sample because they were the
only students on campus at the time of the survey. The study revealed
that self-doubt and emotional growth were outcomes of peer pressure,
with some student-teachers being compelled to join peers who they think
to be academically better than them. As a result, the study recommended
that group projects be done more frequently in order to motivate average
students and build their confidence. Guidance sessions should be
mandatory at least once a month to work on students' emotional
management and self-esteem in order to improve academic
achievement (Tetteh J,Asenso K, Ansah M et, al. 2021).
Academic pressure and mental health among Chinese college
students: A moderated mediation model
This study investigated the relationship between academic
pressure and mental health among Chinese college students. The results
showed that academic pressure was positively related to mental health
problems, such as depression and anxiety. The study also found that this
relationship was mediated by academic burnout, which was in turn
moderated by social support. The authors suggest that interventions to
reduce academic pressure and promote social support may be effective
Page | 58
in promoting mental health among college students (Tian, L., & Li, Y.,
2016).
Time Management
Time management is the process of planning and organizing how
much time to spend on specific activities, to effectively achieve goals and
increase productivity. As defined by Gibson and Dembo (2016), time
management involves setting priorities, allocating time, and monitoring
progress towards desired outcomes.
A Survey on Time Management Among Students of Higher
Education
This study aims at studying the effectiveness in time management
among college students of various courses. In this experimental
research, 160 college students were selected across various colleges in
Chennai. Questionnaires were prepared and distributed to the
participants through an online portal. The descriptive statistics was
carried out and chi square test was used and p value was calculated
through SPSS software. The results have shown that there is significant
statistical difference (p value < 0.05) with respect to time management.
The results show that 36.8% of the female students spend more time in
studying than the male students, 50.6% of the female students
concentrated for more than half the class time during the lecture class
than the male students and 49.3% of the female students felt that
Page | 59
preparing timetable before exams for studying will improve their grades
(Anjali, A. K., 2020).
Time Management: A Review of Issues and Strategies for
Academic Success
This study aimed to review the literature on time management and
provide strategies for improving time management skills for academic
success. The authors reviewed various studies on time management,
including studies on its antecedents and consequences, as well as
studies on time management training programs. The authors found that
effective time management skills are essential for academic success and
that poor time management can lead to negative consequences such as
stress and anxiety. They also identified several strategies for improving
time management skills, such as setting clear goals, prioritizing tasks,
and avoiding procrastination (Macan et, al. 2016).
Guiltiness
Guiltiness refers to the experience of feeling responsible or
accountable for a perceived wrongdoing or moral transgression.
According to Tangney and Dearing (2015), guiltiness involves
recognizing the impact of one's actions on others, accepting
responsibility for one's behavior, and making amends for any harm
caused.
Page | 60
The role of guilt in education: Implications for academic
achievement and well-being
This study examines the role of guilt in education, focusing on the
implications of guilt for academic achievement and well-being. The
authors surveyed 319 undergraduate students and conducted a followup
study with a subset of 90 students. Results indicated that guilt is
associated with academic achievement, but the relationship between
guilt and achievement is complex and can be both positive and negative.
Specifically, guilt over past academic failures was associated with lower
academic achievement, whereas guilt over not meeting one's own
standards was associated with higher academic achievement.
Additionally, guilt was associated with increased psychological distress
and decreased well-being. These findings have implications for
understanding the role of guilt in education and for designing
interventions that help students manage their guilt in a healthy and
productive manner (Sato, M., & McCann, T. M., 2016).
Guiltiness in higher education: Antecedents, consequences, and
interventions
In this study, Fang and Lin (2021) examined the concept of
guiltiness in higher education, including its antecedents, consequences,
and potential interventions. The authors conducted a comprehensive
review of the literature on guiltiness and education, exploring how
guiltiness can affect students' academic performance and well-being.The
authors identified several antecedents of guiltiness, such as high
Page | 61
academic expectations, perfectionism, and fear of failure. They also
found that guiltiness can have negative consequences for students, such
as decreased motivation, increased anxiety and stress, and impaired
academic performance.
To address these issues, the authors proposed several
interventions to help students cope with guiltiness, such as promoting
self-compassion, fostering a growth mindset, and providing social
support. The authors argued that by addressing guiltiness in higher
education, educators can help students achieve their full potential and
improve their overall well-being.The study highlights the importance of
understanding and addressing guiltiness in higher education. Their
findings suggest that by promoting positive coping strategies and
providing support, educators can help students overcome the negative
effects of guiltiness and achieve academic success.
Anxious and Stress
Anxiety and stress can be defined as a state of uneasiness and
apprehension about the future, accompanied by various physical
symptoms such as tension, sweating, and increased heart rate (Hofmann
& Asnaani, 2016).
The relationship between anxiety and stress in college students
In this study, the authors aimed to explore the relationship between
anxiety and stress levels in college students. They collected data from a
sample population of college students and analyzed the data to
Page | 62
investigate whether there was a correlation between anxiety and stress.
The authors found a significant positive correlation between anxiety and
stress levels in the sample population. The results suggest that
addressing anxiety and stress in college students may have important
implications for their mental health and academic success.
Anxiety and stress among school-going adolescents in India.
In this study, the authors aimed to assess the prevalence and
impact of anxiety and stress on school-going adolescents in India. The
study involved a sample of school-going adolescents, and data was
collected using standardized measures of anxiety and stress. The results
indicated a high prevalence of anxiety and stress among the sample
population, and the authors discuss the potential implications of these
findings for mental health interventions and policies in India (Gupta &
Kaur, 2015).
Procrastination is not Good
Procrastination is generally considered to be not good. While it may
provide temporary relief or a sense of avoiding difficult or unpleasant
tasks, in the long run it can lead to negative consequences such as
increased stress, anxiety, and decreased performance (Steel, P., 2018).
Procrastination and negative affect: A systematic review and
metaanalysis
The author conducted a systematic review and meta-analysis of
prior studies on the association between procrastination and negative
Page | 63
affect in this study (i.e., negative emotions such as anxiety, depression,
and stress). According to the findings, procrastination was strongly
connected with higher levels of negative affect. Those who
procrastinated more frequently were shown to have higher levels of
anxiety, despair, and stress. Procrastination can be detrimental to
psychological well-being and should be addressed in mental health
therapies (Sirois, F. M., 2021).
Past Negative Consequences of Unnecessary Delay as a Marker of
Procrastination
The illogical aspect of this tendency is shown by many definitions
of procrastination, one of which is that the procrastinator delays despite
anticipating suffering negative consequences. Nonetheless, a review of
more than 175 items from 18 procrastination measures demonstrates
that they don't meet such a future-focused criteria. Hence, scales run the
danger of not distinguishing between illogical and maladaptive delays
and other types of delays. We argue that scales should instead put an
emphasis on the detrimental effects of excessive delay in the past and
suggest that using forward-looking considerations may not be the ideal
method to operationalize the irrationality inherent in procrastination
(Svartdal F, Nemtcan E., 2022).
Bad behaviour
Bad behavior in education refers to any actions or attitudes
exhibited by students that disrupt the learning environment or violate
Page | 64
social norms and expectations within the school community. As Kothari
(2019) notes, bad behavior can harm the educational experience for
everyone involved and lead to negative outcomes such as decreased
academic achievement, damaged relationships, and decreased
motivation to learn.
Catholic Schools and Bad Behavior
Although there is a sizeable literature of the effect of private school
attendance on academic student outcomes, there is a dearth of studies
of the impact of school sector on non- academic outcomes. Using a rich
data set, we analyze the impact of Catholic school attendance on the
likelihood that teens use or sell drugs, commit property crime, have sex,
join gangs, attempt suicide, and run away from home. Controlling for a
host of personal and family background characteristics and adjusting for
the endogeneity of sector choice. We cannot find evidence that Catholic
schooling leads to a lower incidence of these risky behaviors among
teenagers (Mocan N. et, al. 2021).
Bad Behaviors at Work: Spanish Adaptation of the Workplace
Deviance Scale
Counterproductive work behaviors (CWBs) are a group of
undesirable deliberate activities that negatively impact organizational
outcomes. Regardless of the repercussions, measuring them is a
contentious matter. The current study aims to validate the Spanish
version of one of the most regularly used CWB scales, the Workplace
Page | 65
Deviance Scale, and to provide additional evidence about the test scores'
reliability and validity. Four hundred thirty-two employees from various
organizations took part in the survey.
They completed a self-report questionnaire with the measures of
interest (sociodemographic data, the Workplace Deviance Scale, and
scales of organizational citizenship behavior, organizational justice,
integrity, and conscientiousness). Descriptive, exploratory structural
equation modeling and correlational analyses were performed. Results
have shown that the internal structure does not fully reproduce the
original one, but the two theoretically expected factors remain.
Furthermore, the pattern of associations is barely influenced by the
scoring scheme used (factor vs. observed scores), and the associations
with other constructs are in line with previous research. On the whole,
this study contributes to the analysis of the dimensionality of CWBs, at
least in Western countries (Fernández del Río E. et, al. 2021).
Don’t procrastinate
"Don't procrastinate" refers to the act of avoiding delaying tasks or
responsibilities that need to be done in a timely manner.
Conceptualizing the Relations of Procrastination to Health and
Well-Being
This first volume's opening chapter on procrastination and health
and well-being describes how our understanding of the implications of
procrastination for health and well-being has changed through time. After
Page | 66
outlining the two different traditions that researchers have used to
understand the nature of well-being, I provide a brief review of the
research to date on how procrastination may relate to each of these
components of well-being and their dimensions, with the goal of
demonstrating how these conceptualizations may be useful for
organizing, understanding, and addressing gaps in the research on
procrastination and well-being. Finally, we discuss procrastination and
physical health, providing a brief outline of how thought and research
aimed at understanding the health implications of procrastination has
evolved over the past decades. The establishment of the
procrastinationhealth model, which provides a valuable conceptual lens
through which to view the direct and indirect ways in which
procrastination is associated to physical health outcomes, is a
fundamental development of this research (Sirois, F. M., 2016).
Overcoming procrastination: one-year follow-up and predictors of
change in a randomized controlled trial of Internet-based cognitive
behavior therapy
Procrastination is a typical self-regulation problem that can harm
one's well-being and performance. Unfortunately, there have been few
clinical trials, and no follow-up has ever been performed. The current
study aims to offer evidence for the long-term benefits of Internet-based
cognitive behavior therapy and to evaluate predictors of a favourable
treatment outcome among patients receiving Internet-based cognitive
behavior therapy (ICBT). A total of 150 self-selected individuals were
Page | 67
randomly assigned to either guided or unguided ICBT. At the
pretreatment, post-treatment, and one-year follow-up assessments,
selfreport measures of procrastination, depression, anxiety, and quality
of life were administered.
Mixed effects models were used to investigate the long-term gains, and
multiple linear regression for predictors of a positive treatment outcome,
using the change score on the Irrational Procrastination Scale as the
dependent variable. Intention-to-treat was implemented for all statistical
analyses (Rozental A. et, al. 2017).
Implication for Educational Practice
This research is important to educational practice because it affects
students' academic performance and learning outcomes. According to a
study by Steel and Klingsieck (2016), "procrastination is consistently and
strongly associated with poor academic outcomes". Also, this research
can help educational practitioners to have a better understanding about
the factors that contribute to students' procrastination behaviors, such as
motivation, self-regulation, and time management skills. This
understanding can inform the development of effective interventions and
strategies to prevent or reduce procrastination among students.
Recommendation for Future Research
We would suggest that future research examine the potential
cultural differences in the experience and expression of Procrastination
Among Senior High School Students. It is possible that cultural values
Page | 68
and norms may shape how students perceive and cope with
procrastination, and it is important to understand these differences in
order to develop culturally sensitive interventions and strategies.
Concluding Remarks
In conclusion, the findings of this research presented that
Procrastination is a common issue among senior high school students,
and it is associated with lower academic performance and increased
stress and anxiety. It is clear that addressing procrastination among high
school students is an important issue that warrants attention from
educators, parents, and policymakers. Interventions that focus on
improving students' motivation, self-regulation, and time management
skills could be effective in reducing procrastination and improving
academic outcomes and well-being. Additionally, efforts to raise
awareness of the negative consequences of procrastination and provide
resources and support for students who struggle with procrastination
may also be helpful.
Overall, this research highlights the importance of addressing
Procrastination among senior high school students and underscores the
need for further research to develop effective interventions and strategies
for reducing procrastination and improving academic performance and
well-being.
Page | 69
REFERENCES:
Grant, A. (January 16, 2016) Why I Taught Myself to Procrastinate,

https://www.nytimes.com/2016/01/17/opinion/sunday/why-i-
taught-myself-to-procrastinate.html
Jones, R, P. (February 18, 2021) Procrastination: It’s not what you

think it is, https://students.ubc.ca/ubclife/procrastination-its-not-
what-you-think-it
Hailikari, T., Katajavuori, N. & Asikainen, H. (March 22, 2021)

Understanding procrastination: A case of a study skills course.
Soc Psychol Educ 24, 589–606 (2021).
https://doi.org/10.1007/s11218-021-09621-2
Francesca Borgonovi, Seong Won Han ( December 7, 2020) Gender

disparities in fear of failure among 15-year-old students: The role
of gender inequality, the organisation of schooling and economic
conditions, https://doi.org/10.1016/j.adolescence.2020.11.009
Mohammad, A. W.., Igdifan, A.-S. I., & Abdullah, A. A. (2021).

Perfectionism among talented students and its relationship to
their Self-Esteem. Cypriot Journal of Educational Sciences,
16(5), 2752–2768. https://doi.org/10.18844/cjes.v16i5.6366
Denis Dautov (2020) Procrastination and laziness rates among

students with different academic performance as an
organizational problem,
https://doi.org/10.1051/e3sconf/202021018078
Aguilera-Manrique, G., Márquez-Hernández, V. V., Alcaraz-Córdoba,

T., Granados-Gámez, G., Gutiérrez-Puertas, V., & Gutiérrez-
Puertas, L. (2018). The relationship between nomophobia and
the distraction associated with smartphone use among nursing
students in their clinical practicum.
https://doi.org/10.1371/journal.pone.0202953
Page | 70
Popoola B.A. (2005) A study of the relationship between
procrastinator behavior and academic performance of
undergraduate students in a Nigerian university.
http://africanresearch.org/africansymposium/archives/TAS
Gunn, Jennifer, (January 22, 2020) Is It Student Laziness or

Something More?, (https://education.cu-
portland.edu/blog/classroomresources/academic-
procrastination-anxiety/)
Forbes Coaches Council, (2018) 10 Ways to Beat Procrastination

and Get Things Done,
https://www.forbes.com/sites/forbescoachescouncil/2018/03/22
/1
Zwilling, Martin, (2017) 8 Ways to Cure Your Procrastination Habit,

https://www.inc.com/martinzwilling/are-you-always-missing-
deadlines-dontprocrastinate.html
Vaiana, Dominic, (2019)How to stop Procrastinating: The only guide

you'll ever need, https://collegeinfogeek.com/how-to-
stopprocrastinating/
Mejica, Andrianna, (2017) How to stop 'Mañana' habit from taking

over your life, https://www.rappler.com/brandrap/health-
andself/164909-stop-manana-habit-health-fitness
Michael Eason, (2018) 3 Mindful Ways to Overcome procrastination,

https://ph.asiatatler.com/life/3-ways-stopprocrastination
Bowman, Jennifer Davis, (2018) Why Students Don't Do Their

Homework – And What You Can Do About It,
https://www.teachthought.com/pedagogy/why-students-dont-
dotheir-homework-and-what-you-can-do-about-it/
Page | 71
Killgore, W. D. S., & Balkin, T. J. (2018). Sleep, fatigue, and
performance. In K. S. Kono, J. G. McHale, & A. D. Willie (Eds.),
Military neuropsychology (pp. 311-335). Springer.
https://doi.org/10.1007/978-1-4939-7592-2_12
Balemans, M., Huizenga, J., Nijboer, J., & van der Meijden, H. (2017).
Tiredness in education and its relationship with academic
achievement. Educational Psychology, 37(8), 945-959. doi:
10.1080/01443410.2016.1243653
Hazama, M., Nagai, T., Inoue, S., & Nakamura, S. (2019). Interface
for screen operation to reduce tiredness at practical training using
ICT in elementary and secondary education. International Journal
of Information and Education Technology, 9(2), 123-126. doi:
10.18178/ijiet.2019.9.2.1178
Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (2016).

Time management: A review of issues and strategies for academic
success. Journal of Educational Psychology, 108(4), 526-541. doi:
10.1037/edu0000094
Naturil-Alfonso, C., Peñaranda, D., Rodríguez-Molinero, L., &

Fernández-Valero, E. (2018). Procrastination: The poor time
management among university students. Revista de Psicología y
Educación, 13(2), 61-66. doi: 10.23923/j.rpye.2018.2.004
Sirois, F. M., & Tosti, N. (2016). Lost in the moment? An investigation

of procrastination, mindfulness, and well-being. Journal of
Rational-Emotive and Cognitive-Behavior Therapy, 34(4), 251-
264. doi: 10.1007/s10942-016-0235-2
Tetteh, J. K., Asenso, K., Ansah, M. R., Kanamitie, J. N., Agyena-

Karikari, H., Serwaa Lah, E., … Obeng, P. W. (2021). Examining
the Effects of Peer Pressure on Student Teachers‟ Academic
Performance. International Journal of Research and Innovation in
Social Science, 05(09), 697–704.
https://doi.org/10.47772/ijriss.2021.5942
Page | 72
Tian, L., & Li, Y. (2016). Academic pressure and mental health
among Chinese college students: A moderated mediation model.
Journal of Health Psychology, 21(9), 1779-1790. doi:
10.1177/1359105315588306
Gibson, D. C., & Dembo, M. H. (2016). Time Management. In J. D.

Wright (Ed.), International Encyclopedia of the Social & Behavioral
Sciences (Second Edition) (pp. 256-260). Oxford: Elsevier.
Anjali, A. K. (2020). A Survey on Time Management Among

Students of Higher Education. Bioscience Biotechnology
Research Communications, 13(4), 2332–2340.
https://doi.org/10.21786/bbrc/13.4/106
Trakaniqi, F. (2017). THE EFFECT OF POOR TIME MANAGEMENT

AND FEAR OF DELEGATION ON ORGANIZATIONAL STRESS:
A CASE STUDY-KOSOVO. European Journal of Research and
Reflection in Management Sciences, 5(3). Retrieved from
www.idpublications.org
Tangney, J. P., & Dearing, R. L. (2015). Guiltiness. In J. D. Wright

(Ed.), International Encyclopedia of the Social & Behavioral
Sciences (Second Edition) (pp. 267-272). Oxford: Elsevier.
Sato, M., & McCann, T. M. (2016). The role of guilt in education:

Implications for academic achievement and well-being. Journal of
Educational Psychology, 108(8), 1138-1148.
https://doi.org/10.1037/edu0000118
Fang, L., & Lin, S. (2021). Guiltiness in higher education: Antecedents,

consequences, and interventions. Educational Psychology
Review, 33(2), 465-491. doi: 10.1007/s10648-021-09606-8.
Page | 73
Hofmann, S. G., & Asnaani, A. (2016). Cultural aspects in social
anxiety and social anxiety disorder. In The Wiley Handbook of
Social Anxiety Disorder (pp. 201-215). Wiley-Blackwell
Gupta, S., & Kaur, H. (2015). Anxiety and stress among school-going
adolescents in India. Journal of Indian Association for Child and
Adolescent Mental Health, 11(3), 187-202.
Sirois, F. M. (2021). Procrastination and negative affect: A systematic

review and meta-analysis. Personality and Individual Differences,
168, 110399. https://doi.org/10.1016/j.paid.2020.110399
Svartdal F, Nemtcan E. Past Negative Consequences of Unnecessary

Delay as a Marker of Procrastination. Front Psychol. 2022 Feb
21;13:787337. doi: 10.3389/fpsyg.2022.787337. PMID: 35265004;
PMCID: PMC8900266.
Kothari, A. (2019). The impact of bad behavior on educational

experiences. Journal of Educational Psychology, 111(3), 465-478.
doi: 10.1037/edu0000288
Mocan, N. H., Scafidi, B. P., & Tekin, E. (2021). Catholic Schools

and Bad Behavior. SSRN Electronic Journal.
https://doi.org/10.2139/ssrn.341544
Fernández del Río, E., Barrada, J. R., & Ramos-Villagrasa, P. J.

(2021). Bad Behaviors at Work: Spanish Adaptation of the
Workplace Deviance Scale. Current Psychology, 40(4), 1660–
1671. https://doi.org/10.1007/s12144-018-0087-1
Sirois, F. M. (2016). Introduction: Conceptualizing the Relations of

Procrastination to Health and Well-Being. In F. M. Sirois & T. A.
Pychyl (Eds.), Procrastination, Health, and Well-Being (pp. 1-13).
Academic Press.
Page | 74
Rozental A, Forsell E, Svensson A, Andersson G, Carlbring P.
Overcoming procrastination: one-year follow-up and predictors of
change in a randomized controlled trial of Internet-based cognitive
behavior therapy. Cogn Behav Ther. 2017 Apr;46(3):177-195. doi:
10.1080/16506073.2016.1236287. Epub 2016 Sep 29. PMID:
27682415.
Page | 75

1-5 Final

Uploaded by

Copyright:

Available Formats

1-5 Final

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

1-5 Final

Uploaded by

Copyright:

Available Formats

Due Tomorrow, do Tomorrow: Procrastination Among Senior High

Maryknoll College of Panabo, Inc.

A research paper presented to:

Background of the Study

People and society have been profoundly bothered by

procrastination, which is the purposeful and unjustifiable postponing of a

planned course of action. Many studies have been conducted to examine

the physiological causes of procrastination and its motivations. First,

research has discovered several procrastination-causing elements. Task

aversiveness, future rewards, and the temporal delay of these incentives

procrastination. On the other hand, self-control and impulsivity are the

two traits that most accurately predict procrastination.

Procrastination is an issue that many Nigerian students face.

time on enjoyable activities that do not help them. Procrastination is a

significant problem that contributes to poor reading and the inability of

students to read and understand in post-primary education in Nigeria

today. Additionally, it affects the reading culture among the students, as

The Department of Psychology at Sungshin Women's University

in Seoul, Republic of Korea, conducted a study that found that

Procrastination is linked to several time-related factors. Procrastinators

research, Procrastination was only considered about time perspective or

time management skills. However, time-use surveys can be used in

conjunction with this research to understand better how Procrastination

functions overall. (Chung et, al. 2020).

The findings of a study conducted by the Polytechnic University of

the Philippines show, Procrastination among students is a problem in the

time management is crucial to success, they set themselves up for

failure. Procrastination can be adaptive, as in the case of students who

use it as a coping technique for anxiety, despite the general perception

that it is maladaptive since it has to do with the inability to manage and

regulate one's aim. (Nartea et, al. 2020)

In a brief description provided by Gordon College, Olongapo City,

Philippines, Procrastination is described as a way a procrastinator's

tendencies are expressed. The provision of essential resources and

services needs to be improved, as well as organizational procedures.

Some research aims to reduce Procrastination's prevalence, although

procrastinating. Productivity is a crucial element of the process because

the organization has many ways to serve the community. To complete

Jolo, Sulu, Philippines, people today are firmly attached to various

activities that squander their time without their knowledge, especially

about their academic performance. The most significant cause of

students' academic struggles is postponing their academic work.

Students were already aware of the harmful effects of procrastinating on

their academic careers. They have always been aware of the

consequences of procrastinating on their academic obligations, including

the possibility of getting graded lower.

According to Joji Ilagan International School of Hotel and Tourism

Management, General Santos City, South Cotabato, Philippines,

performance avoidance emphasizes students being more effective in

their studies and preventing showing ineptitude in front of other students.

As a result, instead of concentrating on actions that will aid in achieving

success, students tend to focus more on taking other irrelevant steps to

prevent failure. (Ibrahim et, al. 2022).

This study explores the challenges and experiences faced by

students who procrastinate. Researchers emphasize the significance of

conducting this study to establish the foundation for further research on

students who are struggling with procrastination and, finally, to enable

Purpose of the Study

The purpose of the study is to investigate academic