CHAPTER: 1

Introduction

The problem and its setting

Procrastination has been consistently linked to negative consequences on academic achievement. Research has
shown that academic procrastination can lead to reduced learning motivation, irregular study schedules, and
missed lectures, ultimately resulting in lower academic performance and delayed completion of studies (Maharani
et al., 2020). This behavior not only impacts students' grades but also their overall well-being, leading to feelings of
anxiety, discomfort, fatigue, and even physical health issues (Suhadianto et al., 2021). Academic procrastination has
been associated with low academic satisfaction, poor grades, and an increased likelihood of dropping out of studies
(Azizah, 2022).

While there have been some studies suggesting a positive relationship between procrastination and academic
performance, the majority of research indicates a detrimental effect on students' achievements (Qian & Zhao,
2018). Procrastination has been correlated with lower grades, course withdrawals, and a decline in academic
progress (Solomon & Rothblum, 1984). Furthermore, academic procrastination has been identified as a significant
obstacle to academic success, affecting both the quality of work and the duration of study periods (Suhadianto et
al., 2021; Uçar et al., 2021).

Various factors such as flow, self-regulated learning, emotional intelligence, and goal orientation have been
recognized as influencing academic procrastination and subsequently academic achievement (Kim & Seo, 2013;
Guo et al., 2019; Wang et al., 2013). Strategies tailored to address academic procrastination have been proven to
enhance students' academic performance (Samawi et al., 2021). Additionally, interventions focusing on self-
regulation and reducing procrastination have been proposed as effective methods to mitigate the negative impact
of procrastination on academic success (Li, 2022; Motie, 2013).

Academic procrastination is a prevalent issue that can have serious consequences for students' academic
achievements and overall well-being. It is imperative for educational institutions to acknowledge the detrimental
effects of procrastination and implement interventions to assist students in overcoming this behavior to improve
their academic success.

The study seeks to study the procrastination in our school as perceived by the senior high school students of
Pamma learning center, Dagupan, Pangasinan.

Specifically, it seeks to answer the questions:

1. What is the status of respondents in terms of:

A. Stand

B. Grade level

2. The prevalence of procrastination on senior high school students as to:

A. Academic outputs

B. Punctuality
3. What is/are the effects of procrastination as perceived by the respondents in term of:

A. Academic performance

B. Time management

C. Workload pressure

4. What intervention or measures may be proposed to minimize the procrastination of senior high school students
of Pamma learning center?

Scope and delimitation

This study is delimited to the Senior High School Students of Pamma learning center, specifically the Grade 11 and
12 students this S.Y. 2023 – 2024. It also looks into how the respondents perceived and experienced Procrastination
in terms of Academic and Social life.

Likewise, this study is delimited to the development of any intervention program or proposed intervention program
which shall be reflected on the awareness of the students about Procrastination and for further enhancement of
this awareness.

Theoretical/ Conceptual Framework

Procrastination among senior high school students is a multifaceted issue influenced by various factors. Research
has indicated that reasons for procrastination in high school students include fear of failure, difficulty in decision-
making, laziness, fear of risk-taking, negative affectivity, and conscientiousness (Randjelovic et al., 2021; Latipah et
al., 2021).

Moreover, academic procrastination has been associated with self-regulated learning, achievement motivation, and
problematic Internet usage (Ebadi & Shakoorzadeh, 2015; "undefined", 2021; Editor et al., 2020). Cultural
orientation, such as idiocentrism-future, allocentrism-family, and long-term orientation, has been found to predict
variables related to occupational decisions among senior high school students (Jung & McCormick, 2010).
Additionally, academic procrastination has been linked to academic self-concept, academic self-efficacy, self-
esteem, and anxiety (Khotimah et al., 2016; Jenaabadi et al., 2016). Studies have also explored the relationship
between procrastination and Internet addiction, emphasizing the risks modern education poses to high school
students (Malyshev & Arkhipenko, 2019).

Effective interventions to address procrastination in high school students include rational emotive behavior-based
prevention training programs, self-regulated learning, and time management strategies (Düşmez & Barut, 2016;
Anwar & Dwiyanti, 2021; Santos et al., 2022). Understanding the conceptual framework of procrastination in high
school students is essential for developing targeted interventions that consider the complexity of this behavior.
 STATUS OF PROCRASTINATION OF SENIOR HIGH SCHOOL STUDENTS IN PAMMA LEARNING CENTER, DAGUPAN,
PANGASINAN.

INPUT PROCESS OUTPUT

1. What is the status of 1. Preparation, validation Intervention Program

respondents in terms of: and administration of the
questionnaire.
A. Strand
2. Analysis and
B. Grade level
interpretation of data
2. The prevalence of gathered.
procrastination on senior
3. Status of the Senior High
high school students as to:
School Students
A. Academic outputs
4. The prevalence of
B. Punctuality procrastination of the
Senior High School
3. What is/are the effects of Students in Pamma
procrastination as perceived learning center.
by the respondents in term
of: 5. Preparation of proposed
intervention program.
A. Academic performance

B. Time management

C. Workload pressure
Significance of the Study

This study will prove to be beneficial to the following:

The School Administrators, the results of this study will serve as an eye-opener for them in the prevention of
procrastination and enable them to implement an efficient and effective program to minimize procrastination in
school.

The Teachers, the data in this study will assist them in implementing then program about procrastination and will
help them to broaden the knowledge of their students about the effects of procrastination for them to be aware.
This will also inspire them to have some words of wisdom for their students to be benevolent and to be able for the
students to minimize their procrastination.

The Students, this study would help them to efflorescent their mind about procrastination. They will also be aware
of the effects of procrastination that might bring them down. They will also be conscious with their ways and how
they procrastinate. And when time comes that thy will procrastinate they will take it as a challenge to strive harder
to pay all the sacrifices of their parents.

The Future Researchers, the results of this study will provide an avenue for them to see what other areas of
Procrastination can be further explored and developed.

The Researchers, the findings in this study will better equip them with the necessary intervention measures that
will greatly aid in enhancing their knowledge and awareness the impact of procrastination to academic
performance.

Definition of Terms

To better understand the study and have a clear grasp of the terms used, the following terms are operationally
defined.

Procrastination- The habit of unnecessarily delaying an important task, usually by focusing on less urgent, more
enjoyable, and easier activities instead.

Anxiety- The feeling of fear, dread, and uneasiness.

Fatigue- a lack of energy and motivation.

Mitigate- make less severe, serious, or painful.