AMITY INSTITUTE OF PSYCHOLOGY AND ALLIED SCIENCES

Amity University, Sector 125, Noida, Uttar Pradesh, India – 201301

Major Project submitted as a partial fulfilment for the degree of B. A. Hons. Applied
Psychology, Batch (2022-2025)

Submitted by: Submitted to:

Dr. Smriti Sethi
AMBAR MARWAHA

Enrollment no. Designation:

A1506988612 Assistant Professor
(AIPS, AUUP)
 CERTIFICATE

This is to certify that Ambar marwaha student of Amity university, Noida has carried out this
Major project in partial fulfilment of the requirement for the degree of BA(Hons) applied
psychology on the topic- The impact of emotional regulation and procrastination on college
and high school students.

This embodies the original work of the candidate, and no part of this term paper has been
submitted for any other degree of any other university to the best of my knowledge.

DATE-

Name of Supervisor: Dr. SMRITI SETHI

Designation: Assistant Professor

AIPS, AUUP
 DECLARATION

I, Ambar Marwaha D/o/S/o Gaurav Marwaha certify that the work embodied in this Term Paper
was carried out by me under the supervision of Dr. Smriti Sethi at Amity University, Uttar
Pradesh. The work embodied in this project has not been submitted for the award of any other
degree or diploma except where due acknowledgement has been made in the text. I, hereby
declare that I have faithfully acknowledged, given credit to and refereed to the research workers
wherever their works have been cited in the text and the body of dissertation. I further certify
that I have not willfully lifted up some other’s work, para, text, data, results, etc. reported in the
journals, books, magazines, reports, dissertations, thesis etc. or available at websites and
included them in this dissertation and cited as my own work.

Name – AMBAR MARWAHA

Date –

Place – Amity University Noida

 ACKNOWLEDGEMENT

Many people have played an important role in the compilation of my major project, either
directly or indirectly.

I would like to thank Prof. (Dr) Ranjana Bhatia HOI, Amity Institute of behavioral
health and Allied Sciences, Amity University, Noida for giving me the opportunity to
do research work in this upcoming field. Without her encouragement and support, it
would not have been possible.

I am grateful to Dr. Smriti Sethi my guide, for having faith in me, helping me, teaching
me and securing feedback throughout my research process so as to make me eligible
and competent enough in my skills. With her constant guidance and support, I was
able to finish my work well on time.

Lastly, I would like to extend a heartfelt gratitude to my family and friends who have been
a constant source of support and encouragement.
 TABLE OF CONTENTS

Abstract

Chapter 1 Introduction

Chapter 2 Review of Literature

Chapter 3 Methodology

• Aim
• Objectives
• Hypothesis
• Research design
• Description of tools used

Chapter 4 Results

Chapter 5 Discussion

Chapter 6 Summary and conclusion

• Limitations
• Recommendations

References
 TITLE – THE IMPACT OF SLEEP QUALITY ON EMOTIONAL
REGULATION AND PROCRASTINATION IN HIGH SCHOOL AND
COLLEGE STUDENTS.
ABSTRACT
This study explores the impact of sleep quality on emotional regulation and procrastination
among high school and college students. Using standardized scales, data were analyzed through
descriptive statistics, Pearson correlation, linear regression, and independent t-tests. Results
revealed a significant negative correlation between sleep quality and procrastination in high
school students (r = -0.288, p = 0.041), suggesting that poorer sleep leads to increased
procrastination. However, this relationship was not significant in college students (r = -0.266 ,
p = 0.062), indicating that other factors might mitigate its effects. The correlation between sleep
quality and emotional regulation was weak in high school students (r = -0.272, p = 0.054) and
non-significant in college students (r = 0.028, p = 0.846), suggesting that emotional regulation
may be influenced by additional variables beyond sleep. Regression analyses confirmed that
sleep quality significantly predicted procrastination in high school students but not in college
students, while it did not significantly predict emotional regulation in either group. Additionally,
no significant differences in sleep quality, procrastination, or emotional regulation were found
between high school and college students. These findings highlight the importance of addressing
sleep habits in younger students to reduce procrastination while suggesting that emotional
regulation may require broader interventions. Future research should explore additional
influences on procrastination and emotional regulation, particularly in college students, and
consider longitudinal studies to assess long-term effects.

KEYWORDS- SLEEP QUALITY, PROCRASTINATION , EMOTIONAL REGULATION ,

HIGH SCHOOL AND COLLEGE STUDENTS

Ambar marwaha , BA(hons) applied psychology , batch – 2022-25 , Amity University Noida ,
Uttar Pradesh
 CHAPTER 1
INTRODUCTON

In this study we are going to research on how sleep quality has an affect on the emotional
regulation and procrastination of students , specifically college and school students and is it
negative or positive and how is it impacting there performance in general.
Sleep quality
Sleep quality means the quality of the sleep you are getting , a quality sleep means that you are
getting uninterrupted and refreshing sleep and its just not about how many hours you are sleeping
but also that how well do you sleep – a good sleep refers to when you are sleeping without any
trouble or irritations and waking up feeling refreshed and not feeling tired the whole day on the
other hand if you are not taking quality sleep that leads to irritations , frustrations and not being
able to concentrate on the work you are doing . some people develop health conditions that
prevent them from getting good no matter how hard they try , these conditions can be insomnia ,
restless legs syndrome ,sleep apnea etc.
Key Aspects of Sleep Quality
• Time to Fall Asleep: How long it takes for you to drift off after lying down.
• Nighttime Awakenings: How often you wake up during the night.
• Restless Periods: The total time you spend awake after initially falling asleep.
• Sleep Efficiency: How well you actually sleep compared to the total time spent in bed.
• Morning Refreshment: How rested and energized you feel when you wake up.

Several factors influence how well we sleep. Good sleep habits, like sticking to a regular
schedule, creating a comfortable sleep environment, and avoiding caffeine or alcohol before bed,
play a big role. Stress and anxiety can make it harder to fall or stay asleep, while certain medical
conditions or sleep disorders can also lead to poor rest. Environmental factors like room
temperature, noise, and lighting can disrupt sleep, as can lifestyle choices related to diet,
exercise, and substance use. The quality of sleep also depends on getting enough time in both
light and deep sleep stages. Prioritizing good sleep quality has numerous benefits—it supports
physical health by promoting heart health, hormone balance, and a strong immune system. It
also enhances mental well-being, helping to improve mood, cognitive function, and reduce
stress. Overall, good sleep boosts energy levels, concentration, and even social interactions,
contributing to a healthier and more fulfilling life.
Procrastination
Procrastination is the act of unnecessarily delaying or postponing something despite knowing
that there could be negative consequences for doing so , it is more than just putting things off
until the last minute—it’s often a struggle with self-control that leads us to make choices we
know will have negative consequences. Even the most organized and disciplined people
sometimes find themselves wasting hours on distractions like watching TV, scrolling through
social media, or online shopping instead of focusing on important tasks. This habit is especially
common among students, with research suggesting that about 75% of them procrastinate
regularly, and nearly half feel it’s a serious issue in their lives.
One reason students tend to procrastinate is due to certain thought patterns that lead to delays.
Many overestimate how much time they have left to complete tasks or how motivated they’ll
feel in the future. They also underestimate how long assignments will actually take and
mistakenly believe they need to be in the “right mindset” to start working.
Procrastinators generally fall into two main types:
Passive and Active.
Passive procrastinators struggle with making decisions and taking action, leading to
unintentional delays. Active procrastinators, on the other hand, put things off on purpose because
they believe they work better under pressure and enjoy the challenge of a looming deadline.
Beyond these broad categories, people procrastinate for different reasons. Perfectionists delay
tasks because they fear they won’t meet high expectations. Dreamers struggle with details and
lose focus. Defiers resist schedules and don’t like being told what to do. Worriers avoid tasks
due to fear of change or stepping out of their comfort zone. Crisis-makers thrive on last-minute
pressure, while overdoer take on too much and find it hard to prioritize.

Emotional regulation
Emotional regulation is our ability to manage and control our emotions in different situations. It
can involve techniques like shifting our perspective to stay calm in a stressful moment, keeping
difficult emotions in check, or finding ways to focus on positive feelings. Being able to regulate
emotions effectively is essential for mental well-being, maintaining healthy relationships, and
handling life’s challenges successfully.
We all experience emotions—both positive and negative—every single day. They are a natural
part of life. However, for some people, emotions can feel overwhelming, like being on a
rollercoaster that’s out of control. When emotions become too intense, they can lead to
distressing feelings such as guilt, sadness, frustration, anger, self-blame, or low self-worth. In
some cases, this emotional turmoil may even contribute to unhealthy coping mechanisms, like
self-harm. Learning to manage emotions in a healthy way can help us navigate life’s ups and
downs with greater ease and resilience. All of this can also lead to ‘’emotional dysregulation’’
also which means the inability to use healthy strategies to diffuse the negative emotions. Some
strategies that can be used for regulations of the emotions are –

• Stay Present with Mindfulness: Pay attention to your thoughts and emotions without
judging yourself. Simply noticing how you feel can help you respond in a calmer way.
• Change Your Perspective: Try looking at a situation from a different angle to lessen its
emotional impact. Reframing your thoughts can make challenges feel more manageable.
• Distract Yourself When Needed: If an emotion feels too overwhelming, shift your focus
to something else—listen to music, take a walk, or do an activity you enjoy.
• Recognize and Reduce Triggers: Pay attention to the situations or thoughts that tend to
upset you and find ways to avoid or better manage them.
• Practice Positive Self-Talk: When negative thoughts creep in, replace them with more
encouraging and realistic ones to boost your confidence and mood.
• Pause Before Reacting: Instead of acting on impulse, take a moment to breathe and
think about how you want to respond. A thoughtful reaction can lead to a better outcome

Importance of sleep quality for students

Quality sleep is essential for students because it directly affects their learning, mood, and overall
well-being. When students sleep well, their brains process information better, making it easier to
focus in class, retain what they’ve learned, and perform well on exams. On the other hand, poor
sleep can lead to trouble concentrating, forgetfulness, and lower grades that can lead to low self
esteem and low self confidence and that leads to poor academic performance and other areas of
their lives are also affected by it because for a student academic validation is the most important
part of their life.
Sleep also plays a big role in mental health. Not getting enough rest can make students more
anxious, irritable, or even lead to feelings of depression. It affects how they handle stress,
making everyday challenges feel more overwhelming. Good sleep helps regulate emotions,
keeping students calmer and more balanced.
Beyond academics and mental health, sleep impacts energy levels and productivity. A wellrested
student is more motivated, manages time better, and is less likely to procrastinate. In contrast,
sleep-deprived students often struggle with completing tasks, feeling exhausted, and putting
things off until the last minute.
Overall, prioritizing good sleep habits can help students stay sharp, emotionally stable, and more
productive in their daily lives.
How sleep is linked to emotional regulation and procrastination
Sleep is a fundamental part of our well-being, influencing everything from our ability to
concentrate to how we manage stress. When students do not get enough quality sleep, their
ability to regulate emotions and stay productive is significantly affected. This often leads to
increased procrastination, mood swings, and difficulty handling everyday challenges. Research
suggests that ‘’poor sleep impacts cognitive functions such as decision-making, impulse control,
and emotional regulation, making it harder to stay on top of academic and personal
responsibilities.’’

• Sleep Deprivation and Procrastination

Procrastination is often misunderstood as simple laziness, but research shows it is deeply
connected to self-regulation and decision-making abilities (Rozental et al., 2019). Sleep
deprivation weakens executive function, which includes critical skills like planning, time
management, and self-discipline. The prefrontal cortex, the part of the brain responsible for these
functions, becomes less efficient when we don’t get enough rest (Anderson et al., 2021). This
makes it much easier to get distracted and harder to focus on important tasks.
A study by Kroese et al. (2014) found a strong link between poor sleep and bedtime
procrastination. Students who struggled with sleep were more likely to delay starting tasks,
thinking they would be more motivated later—only to find themselves cramming at the last
minute. This vicious cycle of exhaustion and procrastination leads to heightened stress, lower
academic performance, and even more sleep disturbances.

• The Impact of Sleep on Emotional Regulation

When we are well-rested, we can process emotions rationally and respond to stress in a balanced
way. However, sleep deprivation makes emotional regulation much more difficult. This happens
because a ‘’lack of sleep activates the amygdala, the brain’s emotional processing center, making
negative emotions feel more intense (Goldstein & Walker, 2014). At the same time, the prefrontal
cortex, which helps regulate emotions and keep them in check, becomes less effective. This
imbalance can cause people to react impulsively or struggle to manage their emotions in stressful
situations.’’
Studies have shown that ‘’sleep deprivation increases emotional instability, leading to mood
swings, frustration, and heightened anxiety (Palmer & Alfano, 2017). Sleep-deprived students are
more likely to feel overwhelmed, which can lead to avoidance behaviors, including
procrastination. Emotional distress also makes tasks feel more daunting, further increasing the
likelihood of delaying important work.’’
 • The Vicious Cycle: Sleep, Procrastination, and Emotional Struggles These effects often
create a self-perpetuating cycle:

1. Poor sleep leads to difficulty focusing and regulating emotions.

2. Increased procrastination occurs due to low motivation and impaired decision-making.

3. Emotional distress rises as tasks pile up, leading to heightened stress and frustration.

4. More stress leads to poorer sleep, as anxiety and last-minute work reduce sleep quality.
This cycle can be more harmful for students, who already face academic pressures and social
stressors.

• Breaking the Cycle:

Improving sleep quality can have a significant impact on both procrastination and emotional
well-being. Here are some evidence-based strategies to break the cycle:
• Stick to a Consistent Sleep Schedule: Going to bed and waking up at the same time every
day helps regulate your body clock and improve sleep quality.
• Limit Screen Time Before Bed: Blue light from screens can interfere with melatonin
production, making it harder to fall asleep (Cajochen et al., 2011).
• Practice Mindfulness and Stress Reduction: Techniques like meditation, deep breathing,
and journaling can help reduce bedtime anxiety and improve emotional regulation.
• Break Tasks into Smaller Steps: This helps combat procrastination by making tasks feel
more manageable and less overwhelming.
• Exercise Regularly: Physical activity has been shown to improve sleep quality and reduce
stress, making it easier to focus and stay productive.
By prioritizing sleep and using these strategies, students can improve their focus, regulate
emotions more effectively, and reduce the tendency to procrastinate. Better sleep leads to better
decision-making, improved academic performance, and overall mental well-being.
 RATIONALE OF THE STUDY

Sleep plays a huge role in how well students focus, manage their emotions, and stay on top of
their academic work. But with packed schedules, late-night study sessions, and social
distractions, many students—both in high school and college—struggle to get enough quality
sleep. Poor sleep doesn’t just leave students feeling tired; it can make it harder to manage time,
leading to procrastination, and can also make emotions feel more intense, making stress and
frustration harder to handle.
While there’s plenty of research on sleep deprivation, not enough studies specifically look at how
it affects procrastination and emotional regulation in students. Procrastination is a common
struggle, causing unnecessary stress and last-minute panic, while difficulty managing emotions
can make academic and social pressures feel overwhelming. Understanding how sleep impacts
these behaviors could help students, educators, and mental health professionals find better ways
to improve productivity and emotional well-being.
This study aims to explore this connection by using three standardized scales to measure sleep
quality, procrastination, and emotional regulation in both high school and college students. By
highlighting the role sleep plays in these areas, this research hopes to emphasize the importance
of healthy sleep habits and offer insights into ways students can improve their academic
performance and emotional resilience.
 CHAPTER 2

REVIEW OF LITERATURE
This study was conducted by Fuschia M.Sirios Although there's a growing body of research on
how procrastination affects health and well-being, not much has been done to explore its
connection to sleep quality. To bridge this gap, we used the procrastination–‘’health model as a
framework to examine how procrastination might be linked to different aspects of sleep quality
in students’’. In the first study, conducted with 141 Greek undergraduate students, procrastination
was found to be related to feeling unrested but didn’t seem to influence how often they
experienced sleep disturbances. In the second study, which included 339 Canadian students, a
bootstrapping analysis revealed that procrastination indirectly affected sleep quality through
perceived stress. This finding supports an extended version of the procrastination– health model,
suggesting that chronic difficulties with self-regulation could negatively impact sleep.Since
existing research points to a complex, two-way relationship between
procrastination, stress, and sleep quality, it’s important to further explore how procrastination
might both contribute to and be shaped by poor sleep.
The study was conducted by Zhe Sun Poor sleep quality has become one of the most pressing
public issues among Chinese college students, with an increasing incidence rate in recent years.
Although some studies showed that anxiety is related to sleep quality, the relationship between
time anxiety (which is a more concrete manifestation of anxiety in the temporal dimension) and
sleep quality, as well as its potential mechanisms, still requires further investigation and analysis.
This study aimed to explore the relationship between time anxiety and sleep quality among
college students, and to examine the mediating role of irrational procrastination and the
moderating effect of physical activity.
This study was conducted by Yingying zhu that said ‘’Chronotype and sleep quality play a
crucial role in both physical and mental health.’’ study explored how chronotype relates to sleep
quality among Chinese college students, with a focus on the role of bedtime procrastination and
sleep hygiene awareness. Researchers surveyed 2,822 students using standardized sleep and
chronotype assessments. The findings revealed that ‘’evening-type students had the poorest sleep
quality and the highest levels of bedtime procrastination, while morning-type students had the
best sleep quality and procrastinated the least.’’ Those with neither a strong morning nor evening
preference fell somewhere in between. Bedtime procrastination was found to partially explain the
link between chronotype and sleep quality. Overall, the study suggests that people with an
evening preference are more likely to delay bedtime, leading to poorer sleep. These findings
highlight the importance of addressing bedtime procrastination and promoting better sleep
hygiene, particularly for evening-type students, to enhance overall sleep health.
This study was conducted by zin li that said researches have shown that ‘’rumination negatively
impacts sleep quality, but the exact reasons behind this link are not fully understood.’’ This study
examined how negative emotions and bedtime procrastination contribute to this effect.
Researchers surveyed 1,103 college students using standardized sleep and rumination
assessments. The results showed that students who ruminated more tended to have poorer sleep,
partly because they experienced more negative emotions and delayed going to bed. These two
factors also worked together, further worsening sleep quality. Based on these findings, helping
students develop healthier emotional coping strategies and better selfregulation habits could be
key to improving their sleep.
This study was conducted by jaleh ahmadi in 1970 that said study explored how academic
procrastination, stress, and sleep quality play a role in the relationship between social network
addiction and academic achievement in high school students. Researchers surveyed 360 students
from Urmia using standardized questionnaires and analyzed the data using correlation and
structural equation modeling. The findings revealed that excessive social media use negatively
impacts academic performance by increasing procrastination, lowering sleep quality, and raising
academic stress. Spending too much time on social networks leads to more procrastination and
poorer sleep, which together heighten academic stress—potentially increasing the risk of
dropout.
This study was conducted by Ahmad Z in 2022 that said with ‘’technology making entertainment
more accessible, many people struggle to resist staying up late, leading to bedtime
procrastination—a growing issue linked to poor sleep’’. This study explored bedtime
procrastination as a self-regulation problem affecting sleep quality. Researchers surveyed 500
adults, split into young (18-45) and middle adulthood (46-60), using self-report measures on
bedtime procrastination, self-control, and sleep quality. The results showed that people with
better self-control had better sleep and procrastinated less, while those who procrastinated more
had poorer sleep and weaker self-control. Women tended to procrastinate bedtime slightly more
and had worse sleep quality than men. Overall, the study highlights bedtime procrastination as a
key factor in declining sleep quality and self-regulation issues.
This study was conducted by Zheng J in 2024 that said in China's innovative enterprises, sleep
quality plays a crucial role in employees' well-being. This study examined how mindfulness
affects sleep quality and how social interaction anxiety and bedtime procrastination factor into
the equation. ‘’Researchers surveyed 1,648 employees using standardized sleep and anxiety
measures. The results showed that 31.1% of participants struggled with poor sleep.’’ Higher
mindfulness was linked to lower social interaction anxiety, less bedtime procrastination, and
better sleep, while social interaction anxiety and procrastination were associated with worse
sleep. Further analysis revealed that mindfulness improves sleep quality by reducing both anxiety
and delayed sleep behaviors.
This study was conducted by Ling in 2024 that said sleep problems among college students have
worsened in recent years, especially during the COVID-19 pandemic, impacting both their
physical and mental health. While mindfulness is known to improve sleep, the psychological
processes behind this link remain unclear. This study explored how self-control and bedtime
procrastination influence the connection between mindfulness and sleep quality. Researchers
surveyed 763 Chinese college students using standardized self-report measures. The results
showed that mindfulness was linked to better sleep, partly because it boosted self-control and
reduced bedtime procrastination. Additionally, self-control and bedtime procrastination worked
together to explain this relationship. These findings highlight how mindfulness can improve
sleep quality and offer insights for mindfulness-based interventions to help students sleep better.
This study was conducted by Teoh in 2023 that said bedtime procrastination is a growing research
topic, but there’s still little focus on how to reduce it. The study explored whether mindfulness could help
by reducing boredom and, in turn, lowering bedtime procrastination to improve sleep quality. Researchers
surveyed 220 young adults (ages 17–30) through an online questionnaire measuring mindfulness,
boredom, bedtime procrastination, and sleep quality. The results supported their hypothesis—mindfulness
was linked to less boredom, which led to lower bedtime procrastination and ultimately better sleep. These
findings suggest that mindfulness could be a useful tool for improving sleep by addressing both boredom
and bedtime procrastination.
This study was conducted by Yin in 2021 that said research has shown that problematic mobile phone use,
bedtime procrastination, sleep quality, and depression are all connected, but it’s unclear which causes
which over time. This study followed 1,181 college students for a year, analyzing how these factors
influence each other. The results revealed a two-way relationship between phone overuse, bedtime
procrastination, and depression, meaning they reinforce each other over time. Sleep quality was also
closely linked to both bedtime procrastination and depression in both directions. However, problematic
phone use was found to predict poorer sleep later on, while bedtime procrastination increased the risk of
future depression.
This study was conducted by Gao in 2023 that said in ‘’today’s digital age, information overload can
negatively impact both mental well-being and daily habits.’’ This study explored how excessive WeChat
use affects sleep quality, focusing on the roles of social fatigue and irrational procrastination. Researchers
surveyed 1,899 Chinese college students using standardized assessments. The findings revealed that
information overload was linked to poorer sleep, partly because it led to more social fatigue and irrational
procrastination. These two factors worked together, worsening sleep quality over time. The study suggests
that ‘’mental health counseling services should address information overload and sleep issues to better
support students' well-being.’’
This study was conducted by Teoh in 2021 that said while boredom is often linked to procrastination, its
role in bedtime procrastination is less studied. This research explored how boredom might lead to poor
sleep through inattention and bedtime procrastination. Surveying 270 adults, researchers found that
people who were more prone to boredom tended to be inattentive, which led to more bedtime
procrastination and, ultimately, worse sleep. However, fidgeting and mind wandering were only linked to
poor sleep through bedtime procrastination, without the added effect of inattention. These findings
highlight how boredom contributes to delaying bedtime and suggest potential strategies for tackling
bedtime procrastination to improve sleep quality.
This study was conducted by Kargul in 2024 that said getting enough sleep is crucial for health and
wellbeing, yet many young adults struggle with sleep deprivation. This study explored how time
perspective influences sleep sufficiency and daytime fatigue, considering the roles of general and bedtime
procrastination. Researchers surveyed 399 university students and found that those with a futureoriented
mindset procrastinated less, which led to better sleep and less fatigue. In contrast, students who focused
on negative past experiences were more likely to procrastinate, delay bedtime, and experience poorer
sleep and higher fatigue. These findings highlight how time perspective and procrastination habits can
significantly impact sleep quality.
This study was conducted by Zhang in 2022 that said while poor sleep is known to contribute to
procrastination, less is understood about how procrastination itself affects sleep. This study explored how
workplace procrastination impacts sleep quality, focusing on the roles of rumination and negative
emotions. Researchers collected daily data from 213 employees over 10 workdays. The findings showed
that procrastinating at work led to poorer sleep, mainly because it caused overthinking (rumination).
Interestingly, job autonomy made this effect even stronger—employees with more control over their work
were more likely to ruminate and experience negative emotions after procrastinating. However, negative
emotions didn’t directly explain changes in sleep quality.
This study was conducted by Flores and Teoh in 2023 that said bedtime procrastination is a growing issue
among young adults, often leading to poor sleep and affecting overall well-being. This study explored
whether the fear of missing out (FOMO) plays a role in this behavior. Researchers surveyed 213
participants (ages 17–30) and found that FOMO led to overthinking (rumination), which then increased
bedtime procrastination and ultimately worsened sleep quality. These findings suggest that managing
FOMO and rumination could help reduce bedtime procrastination and improve sleep.
This study was conducted by Parsons in 2022 that said poor sleep is known to affect emotions, but most
research focuses on negative emotions. This study explored how natural variations in sleep impact both
positive and negative emotions, as well as emotion regulation. Over seven days, 101 young adults (ages
18–24) tracked their sleep and emotions through a smartphone app. The results showed that better sleep
quality—not sleep duration—was linked to stronger and longer-lasting positive emotions, as well as a
reduced intensity of negative emotions. Those who slept better also used more positive emotion regulation
strategies, but sleep had no significant impact on how they managed negative emotions. These findings
highlight the importance of sleep quality in shaping emotional experiences and mood regulation.
This study was conducted by Nicholas in 2021 that said poor sleep and difficulty managing emotions are
both linked to mental health issues, but little research has explored how these factors interact. This study
examined how different emotion regulation strategies affect sleep quality and, in turn, mental health in
336 South African university students. The findings showed that students who relied on avoidance and
impulsivity had poorer sleep, which was associated with more depressive and posttraumatic symptoms. In
contrast, those who used cognitive reappraisal—a more adaptive strategy— slept better and had fewer
symptoms. These results suggest that improving sleep quality could help reduce mental health challenges
in university students.
This study was conducted by Zakiei in 2021 that said Insomnia is a common issue, often treated with
medication or cognitive-behavioral therapy. This study explored whether Acceptance and Commitment
Therapy (ACT) could improve sleep quality and help individuals with insomnia manage negative
thoughts and emotions about sleep. Researchers worked with 35 adults diagnosed with insomnia,
assigning them to either an ACT therapy group or a control group with non-therapeutic meetings. Over
eight weeks, those in the ACT group showed significant improvements in sleep quality, emotional
regulation, and reduced avoidance of sleep problems—changes that remained even after 12 weeks. The
biggest improvements happened within the first three weeks, suggesting that ACT helps people accept
their sleep struggles, leading to better long-term sleep and emotional well-being.
This study was conducted by Alnawwar, M. A., Alraddadi in 2023 that said regular physical activity is
known to improve sleep quality and help with sleep disorders, but how strong is this connection? To find
out, researchers conducted a systematic review, analyzing studies from databases like ‘’PubMed and
Google Scholar.’’ They examined the impact of physical activity on sleep quality and disorders, assessing
study quality and extracting key findings. The review confirmed that exercise plays a positive role in
sleep health, with potential benefits for healthcare, public health policies, and overall well-being.
This study was conducted by Toschi in 2021 that said good sleep is essential for cognitive function and
emotional well-being, and recent research suggests it also affects brain myelination. This study analyzed
data from nearly 1,000 healthy individuals to explore how sleep quality and duration influence emotions
and brain health. While sleep had only a minor impact on cognitive performance, poor or short sleep was
linked to increased negative emotions like anger and stress, along with lower life satisfaction. Brain scans
revealed that poor sleep was associated with reduced myelination in specific brain regions, particularly
the orbitofrontal cortex, which in turn contributed to negative emotionality. These findings highlight the
crucial role of sleep in maintaining both emotional stability and brain health.
 CHAPTER 3
METHODOLOGY
AIM- To study the impact of the sleep quality of school and college going students on their
emotional regulation and procrastination.

OBJECTIVES-
1. To study the significant difference of sleep quality, procrastination and emotional
regulation among high school and college students.

2. To study the significant relationship between sleep quality and emotional regulation
in high school students.

3. To study the significant relationship between sleep quality and procrastination in high
school students.

4. To study the significant relationship between sleep quality and emotional regulation
in college students.

5. To study the significant relationship between sleep quality and procrastination in high
school students.

6. To measure the effect of sleep quality on emotional regulation and procrastination in

high school students.

7. To measure the effect of sleep quality on emotional regulation and procrastination in

college students.

HYPOTHESIS-
H1- There will be a difference in high school students and college students on sleep quality,
emotional regulation and procrastination.
H2- There will be a significant relationship between sleep quality and emotional regulation in
high school students.
H3- There will be a significant relationship between sleep quality and procrastination in high
school students.
H4- There will be a significant relationship between sleep quality and emotional regulation in
college students.
H5- There will be significant relationship between sleep quality and procrastination in college
students.
H6- Sleep quality will predict emotional regulation and procrastination in high school students.

H7- Sleep quality will predict emotional regulation and procrastination in college students.

RESEARCH DESIGN
This research follows a quantitative, correlational research design to examine the
relationship between sleep quality, procrastination, and emotional regulation in students. A
survey-based approach is used and standardized scales were used to measure these variables.
This design helps establish potential associations between sleep quality and its effects on
procrastination and emotional regulation among high school and college students.
Variables –
Independent – Sleep Quality
Dependent – Emotional regulation and procrastination.
Population and Sample
The study focuses on high school and college students as its target population.
Participants are selected using a convenience sampling method, where students
voluntarily participate in the survey.
Sample Size
A minimum of 100 participants (50 students from colleges and 50 from schools )were
included in the study to ensure statistical reliability. The sample consisted t of students
from diverse academic backgrounds to capture a broader perspective on sleep quality and
its effects on both the other variables.

Inclusion and Exclusion Criteria

• Inclusion Criteria:
o High school (14 to 18 years) and college students(18 to 25 years). o
Individuals who provide informed consent for participation.
o Students who complete all sections of the survey.

• Exclusion Criteria:
o Students with diagnosed sleep disorders (as they may significantly alter results).
o Participants who submit incomplete survey responses.
 DESCRIPTIONS OF TOOLS USED -

The study uses three well-established psychological scales to measure sleep quality,
procrastination, and emotional regulation.

1. PITTSUBURGH SLEEP QUALITY INDEX – PSQI

The PSQI is a widely used self-report questionnaire designed to assess sleep quality
over the past one month. It was developed by Buysse et al. (1989) and measures
seven components of sleep:

- Subjective sleep quality – How well the person perceives their sleep.
- Sleep latency – How long it takes to fall asleep. - Sleep duration – Total hours of sleep
per night.
- Habitual sleep efficiency – The percentage of time spent asleep while in bed.
- Sleep disturbances – Frequency of sleep disruptions.
- Use of sleeping medication – Whether the person takes sleep aids.
- Daytime dysfunction – Problems with focus, energy, or mood due to poor sleep.
Each component is scored from 0 to 3, and the total score ranges from 0 to 21. A score above 5
generally indicates poor sleep quality.

2. EMOTIONAL REGULATION QUESTIONNAIRE

The ERQ, developed by Gross & John (2003), is a self-report scale that measures two
key emotion regulation strategies:
1. Cognitive Reappraisal – Adjusting one's thoughts to regulate emotions positively.
2. Expressive Suppression – Controlling or suppressing outward emotional expression. The
questionnaire consists of 10 items, rated on a 7-point Likert scale (1 = strongly disagree,
7 = strongly agree).
• Higher cognitive reappraisal scores indicate better emotion regulation skills.
• Higher suppression scores suggest a tendency to inhibit emotional expressions. This
scale helps determine whether a person relies more on healthy (reappraisal) or unhealthy
(suppression) strategies for emotional regulation.
 3. PROCRASTINATION SCALE (Lay’s General Procrastination Scale - GPS)

The GPS, developed by Timothy A. P. Lay (1986), measures general procrastination

tendencies in daily life.
• It consists of 20 items measuring task delay, time management issues, and postponement
behaviors.
• The responses are on a 5-point Likert scale – Extremely uncharacteristic -1, moderately
uncharacteristic -2, Neutral -3 , Moderately characteristic – 4, Extremely characteristic –
5.

• Some items are also reversed scored.

• A higher score indicates greater procrastination tendencies.

This scale is commonly used to assess habitual procrastination and its links to psychological
factors like motivation, self-regulation, and time management.
Data Collection Procedure
• Participants were given an online(google form) questionnaire containing demographic
questions (age, gender, academic level) and the three standardized scales.

• Surveys were distributed through school and college networks, academic institutions, and
social media platforms.
• Participants were informed that their responses will remain confidential and anonymous.
• The estimated time to complete the survey is 10 to 15 minutes as it had three variables.
 CHAPTER 4
RESULTS
TABLE 1 – descriptive statistics of sleep quality, emotional regulation and procrastination
among high school and college students.

High High
College College
Variable School School Min Max
(Mean) (SD)
(Mean) (SD)
Sleep Quality
9.02 3.102 9.00 2.949 4 14
(V1)
Procrastination
49.29 3.905 49.74 4.997 39 61
(V3)
Emotional
Regulation 27.96 6.858 27.06 6.613 13 44
(V2D1)
Emotional
Regulation 13.39 3.014 13.62 4.911 6 24
(V2D2)

This table shows that Mean of high school students is 9.02 for sleep quality , 49.29 for
procrastination , 27.96 and 13.39 for emotional regulation. Mean of college students 9.00 for
sleep quality , 49.74 for procrastination , 27.06 and 13.62 for emotional regulation.

TABLE 2 - Shows the independent t test done on the high school and college students for
sleep quality, emotional regulation and procrastination.

Variable t-value p-value Interpretation

Sleep Quality 0.033 0.974 No significant difference

Procrastination -0.500 0.618 No significant difference

Cognitive reappraisal 0.672 0.503 No significant difference

Emotional suppression -0.282 0.780 No significant difference

The table shows that high school students and college students do not have much difference in
sleep quality.
Table 3 – Shows the correlation between sleep quality , emotional regulation and
procrastination in high school students.

Procrastination Emotional
Variables Sleep Quality (V1) Regulation (V2D1)
(V3)

Sleep Quality (V1) 1.000 -0.288* (p = 0.041) -0.272 (p = 0.054)

Procrastination (V3) -0.288* (p = 0.041) 1.000 0.441** (p < 0.01)

Emotional
Regulation (V2D1) -0.272 (p = 0.054) 0.441** (p < 0.01) 1.000

This table shows that there is a negative correlation between both sleep quality in procrastination
and emotional regulation in high school students, p-value being 0.041 and 0.054

Table 3.1- Shows the correlation between sleep quality , emotional regulation and
procrastination in college students.
Emotional Regulation
Variables Sleep Quality (V1) Procrastination (V3) (V2D1)

Sleep Quality (V1) 1.000 -0.266 (p = 0.062) 0.028 (p = 0.846)

Procrastination (V3) -0.266 (p = 0.062) 1.000 0.392** (p = 0.005)

Emotional Regulation
0.028 (p = 0.846) 0.392** (p = 0.005) 1.000
(V2D1)
This table shows that there is no significant relationship in sleep quality and emotional
regulation and a negative correlation between sleep quality and procrastination, p-value being
0.062 and 0.846.
Table 4 - shows the regression analysis for high school students.( Predicting
Procrastination & Emotional Regulation from Sleep Quality)

Dependent Variable R R² Adjusted R²

Procrastination (V3) 0.288 0.083 0.063

Emotional Regulation
(V2D1) 0.272 0.074 0.053

This table shows that sleep quality predicts procrastination but marginally predicts emotional
regulation in high school students.

Table 4.1 – Shows the regression analysis for college students (Predicting Procrastination &
Emotional Regulation from Sleep Quality)

Dependent Variable R R² Adjusted R²

Procrastination (V3) 0.266 0.071 0.050

Emotional Regulation
0.028 0.001 -0.020
(V2D1)

This table shows that sleep quality did not predict procrastination and emotional regulation in
college students.
 CHAPTER 5
DISCUSSION
Now if we talk about the results and findings of our study-
H1: There will be a difference in sleep quality, emotional regulation, and procrastination
between high school and college students.
The independent t-test results indicated no significant difference between high school and college
students in terms of sleep quality (p = 0.974), procrastination (p = 0.618), or emotional regulation
(p = 0.503, p = 0.780 for subscales). This means that sleep quality, procrastination tendencies,
and emotional regulation abilities do not significantly vary between these two age groups,
suggesting that both high school and college students experience similar sleep patterns and self-
regulation behaviors. While previous research suggests that “college students face increased
academic stress and erratic sleep schedules compared to high school students, the current study's
results indicate that age alone may not be a determining factor in these behaviors.’’

H2: There will be a significant relationship between sleep quality and emotional regulation
in high school students.
The Pearson correlation analysis showed a negative correlation between sleep quality and
emotional regulation in high school students (r = -0.272, p = 0.054), but it did not reach the
threshold for statistical significance. This suggests that poorer sleep quality might be associated
with lower emotional regulation, but the relationship is weak and not fully conclusive, the
marginal significance indicates that sleep quality might play a role in emotional regulation, but
other factors—such as personality traits or coping mechanisms can moderate this relationship.
These results align with research that links poor sleep to difficulty in managing emotions, as
inadequate rest affects cognitive control and emotional processing.

H3: There will be a significant relationship between sleep quality and procrastination in
high school students.
The correlation analysis revealed a significant negative correlation between sleep quality and
procrastination in high school students (r = -0.288, p = 0.041). This means that poorer sleep
quality is associated with higher procrastination, indicating that students who experience
inadequate or poor-quality sleep tend to delay tasks more frequently. This aligns with the
Procrastination-Health Model, which suggests that ‘’self-regulation difficulties (such as
procrastination) can be linked to poor health behaviors, including insufficient sleep.’’When
students struggle with sleep, they may lack the cognitive energy and motivation to start or
complete tasks on time, leading to a cycle of procrastination and stress.
H4: There will be a significant relationship between sleep quality and emotional regulation
in college students.
The correlation analysis showed no significant relationship between sleep quality and emotional
regulation in college students (r = 0.028, p = 0.846). This suggests that, unlike in high school
students, college students' emotional regulation abilities are not significantly influenced by their
sleep quality, hypothesis was not supported, which may be due to the fact that college students
develop more independent coping mechanisms or have adapted to irregular sleep schedules over
time. While sleep plays a crucial role in cognitive and emotional functioning, college students
might rely on alternative strategies—such as social support or stress management techniques—to
regulate their emotions, making sleep quality a less dominant factor.

H5: There will be a significant relationship between sleep quality and procrastination in
college students.
The correlation analysis showed a negative correlation between sleep quality and procrastination
in college students (r = -0.266, p = 0.062), but it was not statistically significant, hypothesis was
not supported, indicating that procrastination in college students is not directly influenced by
sleep quality. Unlike high school students, where poor sleep was a significant predictor of
procrastination, college students may have more complex factors influencing their
procrastination habits, such as workload, stress levels, or personal motivation. Additionally,
lifestyle choices, including caffeine consumption and digital distractions, may contribute more to
procrastination than sleep quality alone.

H6: Sleep quality will predict emotional regulation and procrastination in high school
students.
The regression analysis for high school students revealed that sleep quality significantly
predicted procrastination (β = -0.288, p = 0.041), but it only marginally predicted emotional
regulation (β = -0.272, p = 0.054), hypothesis was partially supported because while poor sleep
quality was a significant predictor of procrastination, its influence on emotional regulation was
weaker and less conclusive. These findings reinforce the idea that sleep deprivation disrupts
executive functioning and self-control, making it harder for high school students to resist
distractions and complete tasks efficiently.
H7: Sleep quality will predict emotional regulation and procrastination in college students.
The regression analysis for college students showed that sleep quality did not significantly
predict either procrastination (β = -0.266, p = 0.062) or emotional regulation (β = 0.028, p =
0.846), hypothesis was not supported, suggesting that college students’ procrastination and
emotional regulation behaviors are not directly influenced by sleep quality. Unlike high school
students, whose procrastination was significantly impacted by sleep, college students may have
developed other habits or coping strategies that buffer against the effects of poor sleep

CHAPTER 6
SUMMARY AND CONCLUSIONS
This study is done to see the impact of sleep quality on procrastination and emotional regulation
between the high school and college going students , total of 100 participants were taken for the
study – 50 school students and 5o college students.
Following objectives were made-

1. To study the significant difference of sleep quality, procrastination and emotional

regulation among high school and college students.

2. To study the significant relationship between sleep quality and emotional regulation
in high school students.

3. To study the significant relationship between sleep quality and procrastination in high
school students.

4. To study the significant relationship between sleep quality and emotional regulation
in college students.

5. To study the significant relationship between sleep quality and procrastination in high
school students.

6. To measure the effect of sleep quality on emotional regulation and procrastination in

high school students.

7. To measure the effect of sleep quality on emotional regulation and procrastination in

college students.
Following hypotheses were made-
H1- There will be a difference in high school students and college students on sleep quality,
emotional regulation and procrastination.
H2- There will be a significant relationship between sleep quality and emotional regulation in
high school students.
H3- There will be a significant relationship between sleep quality and procrastination in high
school students.
H4- There will be a significant relationship between sleep quality and emotional regulation in
college students.
H5- There will be significant relationship between sleep quality and procrastination in college
students.

H6- Sleep quality will predict emotional regulation and procrastination in high school students.

H7- Sleep quality will predict emotional regulation and procrastination in college students.

Findings came out to be –

• Sleep quality significantly influences procrastination in high school students but not in
college students.
• The relationship between sleep quality and emotional regulation in high school students
was weak and marginally significant.
• College students did not show significant relationships between sleep quality and either
procrastination or emotional regulation.
• No significant differences were found between high school and college students in their
overall sleep quality, procrastination, and emotional regulation scores.

Overall, the findings indicate that poor sleep quality has a more pronounced effect on
procrastination among high school students compared to their college counterparts.
Emotional regulation, on the other hand, appears to be shaped by a variety of influences
beyond sleep quality, especially in college students. Despite the absence of significant
differences between high school and college students in terms of sleep quality,
procrastination, and emotional regulation, the role of sleep in procrastination remains a
crucial discovery for younger students. These results underscore the importance of
developing targeted strategies to address procrastination linked to sleep habits in high
school students, while also exploring additional factors that impact self-regulation in
college students.
LIMITATIONS
The limitations of the current study are as follows: -

1. The research is only based on the young adult population.

2. The data collected by conducting interview could have led to more appropriate findings and
would have led to more appropriate conclusions.
3. The cultural differences and background of the participants during the study were left
ignored.
It might have revealed some other findings and conclusions.

RECOMMENDATION FOR THE FURTHER RESEARCH WORK

1. Research may be extended to other sections of society other than young adults such as
adolescents and old individuals.
2. The study can also include people from the rural areas of India.
3. Identify the factors that makes people adopt smoking and build plans to resolve those in an
healthy manner
4. Different psychological factors as variables can be added to see what are the basis that make
an impact among the different groups and any other groups can be also taken to study the
same thing.
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