Republic of the Philippines

Department of Education

Region VII - Central Visayas

Division of Bais City

Bais City National Science High School

PROSCASTINATION OF STUDENTS IN BCNSHS IN SUBMISSION OF

ASSIGNMENTS AND PROJECTS

REI BILANO

JAECY IMM MANILA

DAVE LYLE TORRES

Researchers
 REVIEW OF RELATED LITERATURE

Procrastination is an interactive occussence in which one disregards or delays a timely

attendance to an obligatory assignment or judgment. This action subsequently leads to some

potential unpleasant and undesirable consequences (Balkis & Duru, 2007). This potentially

problematic behavior can be demonstrated in task performance (i.e., avoidant procrastination) or

by delaying decisions (i.e., decisional procrastination). In addition, procrastination can be limited

to certain circumstances, as in state procrastination, or can become prevalent in most life areas as

in chronic or trait procrastination (Schouwenberg, 2004).

Procrastination is an act everyone takes a part in everyday, regardless of their situation in

life. Everyone from young junior high students to adults who have been out of school for a while

participate in procrastination. Some people would say that it is a form of deviance because

deviance is “any violation of norms” and avoiding what should be done is a violation of norms.

In today’s world of technology and the Internet, however, people procrastinate all the time. It

seems that procrastination is now more of a social norm than a deviance. By definition a social

norm is a “rule or standard of behavior shared by members of a social group.” The norm in the

case of education is to do work and learn in school. Although procrastination is a deviance of the

norm of education, there are more students who procrastinate than students who get everything

done as soon as it is assigned. The standard has been changed; it is now standard behavior to

procrastinate since most of the social group participates. Obviously, the problem of

procrastination affects many students. However, many students do not know that their inability to

read is problem of postponing their time to studies, but they are engaged more on pleasurable
things in which they cannot benefits from it .Moreover , the students who studies their books

perform better than those who are not serious .(Thomas 2014)

Laeus ( 2015) explains that the procrastination is avoidance of doing a task that needs to

be accomplished. He further states that procrastinate is the process of doing more pleasurable

things in place of less pleasurable ones, or carrying out less urgent tasks instead of more urgent

ones, thus putting off impending tasks to a later time.

Academic procrastination which can be named as reflection of daily postponement to

school life is defined as to delay duties and responsibilities related to school, or to save them to

the last minute (Haycock, McCarthy, & Skay, 1998). Procrastination behavior occurs as not

completing the given assignments or delaying preparation for examinations (Beck, Koons, &

Milgrim, 2000).

Procrastination appears a tendency, attitude or behavioral trait which Shah (2000)

described as indecisive state lacking in will power and vitality to do a work. Students become

unable to do the right work at the right time leaving it for some other time; that may result in

failure plunging them (Milgram 1991) in a state of emotional disturbance. It may have an effect

on students’ personality traits and their learning. Steel (2008) pointed out that procrastination

effects the self-efficacy & self-actualization, distractibility, impulsiveness, self-control and

organizational behavior of the students. It makes students lazy & passive developing delaying

tendency in them; either they feel hesitation in taking initiatives or fear to start a work or an

assignments. Different researchers have found a number of primary and secondary problems

associated with academic procrastination, e.g. low achievement of students and their increased
physical and psychological problems (Ferrari & Pychyl (2008), anxiety (Lay, 1995;

Onwuegbuzie 2004), irregularity, confusion and irresponsibility (Rivait 2007).

Different factors appear to contribute towards procrastination among university students

particularly, lack of commitment, lack of guidance and encouragement, inappropriate time

management skills, emotional stress, social problems, overconfidence and illness. Pychyl, (2008)

stated that irrational believes of the students make develop in them procrastinating tenancy

undermeathing the delay in completing a task. It appears as an attitude or behavioral trait usually

associated with (Elmer, 2000) lack of communication skills, inappropriate learning strategies,

low achievement, boring or difficult assignments, unplanned study schedule, learning styles,

deceptive excuses, anxiety and emotional stress, irrational thinking, low self-efficacy, lower self-

control and delayed gratification. Ferrari (2001) and Ferrari & Pychyl (2008) stated that students

procrastinate when they are unable to set a pace of their learning to meet high performance

expectations within a duce course of time. Some of the students seem accustomed to delay their

work and (Kliener, 2008) about 20% of the students’ delay their academic work as their routine

and later on it becomes their habit. Likewise, Goode (2008) asserted that longer timelines of

completing a task, plenty of leisure time and co-curricular activities promote procrastination.

However, above all, students appear to procrastinate maintaining their perceived level of self-

worth.

It adversely impacts on students’ personality, their learning and achievement almost at all

levels of studies and in all subjects. Essau, Ederer, O’Callaghan, & Aschemann, (2008)

concluded that high level procrastination makes students unable to regulate and organize them

achieve their academic goals causing them depression, anxiety and stress. It is not gender

restricted or gender-based trait rather works across the gender and affects both the sexes.
Akinsola, Tella, & Tella, (2007) found equal level of academic procrastination among male and

female students with its significant effect on their achievement in the subject of mathematics.

Procrastination may not be confined to any of the stages of human growth and/or age-

specific phenomenon rather found more or less in all individuals. Consistency and continuity of

procrastinating tendency may become the behavioral trait of individuals particularly, university

students. Schourwenburg, Lay, Pychyl & Ferrari (2004) found in their study that over 70% of the

students have procrastinating behavior in North America. Similarly, the degree of procrastination

among students appears greater than general public and the study of Goode (2008) strengthens it;

which found that 70% of the college students and 20% of the general population appeared having

procrastinating tendency in their routine. It may develop into behavior of an individual with an

increase in the age; resulting in its associated problems. According to Yaakub (2000)

procrastination and increase in age have a closer relationship; the younger (school) students

appear having more procrastinating tendency whereas the older women have more anxiety

problems (Anthony, 2004); developing low self-esteem and anxiety in high school students

(Owens & Newbegin, 1997). However, the rates of procrastination among college students

varied from 46% (Solomon & Rothblum, 1984) to 95% (Ellis & Knaus, 1977).

Different physical, emotional and mental problems appear to be associated with

procrastination. It may create embarrassment and inferiority complex among students of which

the Thompson, Davidson, and Barber (1995) found negative relationship between level of ego

identity and procrastination; it lessens confidence among students and their and expectancy of

completing a task (Steel, 2007); resulting in unhealthy sleep, diet and exercise
habits (Sirois & Pychyl, 2002); yields to higher rates of smoking, drinking, digestive ailments,

insomnia and cold and& flu symptoms (Adkins and Parker, 1996); increases a lot of stress,

worry, and fear leading a miserable life with shame and self-doubt creating and raising anxiety

and deteriorates self-esteem (Hoover, 2005); affects achievement of goals creating anxiety (Scher

and Nelson, 2002); and causes higher stress, low self-esteem, depression, cheating, plagiarism,

higher use of alcohol, cigarette and caffeine and decreased ability to maintain healthy self care

habits like exercise and eating (Goode, 2008).

underestimate the time needed to achieve their goal. In contrast, pessimistic procrastinators do

worry about their dilatory behaviour. They are aware of the fact that they get behind schedule.

Nevertheless, they still procrastinate because they do not know how to deal with the task. They

feel incompetent and are afraid that their involvement in the task will prove their incompetence.

Therefore, they procrastinate to avoid unpleasant experiences Dewitte and Lens, (2000). state

that a major difference between the two types might be their degree of adaptive. Although

procrastination in general seems to be related to several psychopathological symptoms, this link

might be due primarily to pessimistic procrastinators and much less to optimistic procrastinators,

who seem to manage their problems reasonably well. ZimChu and Choi (2005) distinguish

between two sorts of procrastination behaviors. They stated that Passive procrastinators are

paralyzed by their indecision and as a result fail to complete tasks on time. This is certainly an

unfavorable behavior. However, active procrastinators prefer to work under pressure and make

deliberate decisions to procrastinate tasks, nevertheless, they usually complete their tasks on

time.
 George (2005) considers procrastination as a dispositional trait which has cognitive,

behavioral and emotional components, furthermore it affects activities of students who could not

read but only postponing time of reading.

Allien and Milgram (2017) proposes that procrastination is primarily: (1) a behavior

sequence of postponement; (2) resulting in a substandard behavioral product; (3) involving a task

that is perceived by the procrastinator as being important to perform; and (4) resulting in a state

of emotional upset. Langton (2016) defines procrastination as avoidance of the implementation

of an intention, frustrates an individual’s stated purposes by simply putting it off until it’s too late

or nearly too late. The high threshold for certainty needed before acting on a choice leads to

taking longer to complete the task and to seeking more information about alternatives.

Kims (2015) distinguishes between the optimistic procrastinator and the pessimistic

procrastinator. Optimistic procrastinators put of their intentions but do not worry about it. They

are confident that they will succeed in the end, regardless of their engagement in the intended

action now or later. Moreover, they overestimate their progress and their chances to succeed and

underestimate the time needed to achieve their goal. In contrast, pessimistic procrastinators do

worry about their dilatory behaviour. They are aware of the fact that they get behind schedule.

Nevertheless, they still procrastinate because they do not know how to deal with the task. They

feel incompetent and are afraid that their involvement in the task will prove their incompetence.

Therefore, they procrastinate to avoid unpleasant experiences Dewitte and Lens, (2000). state

that a major difference between the two types might be their degree of adaptive. Although

procrastination in general seems to be related to several psychopathological symptoms, this link

might be due primarily to pessimistic procrastinators and much less to optimistic procrastinators,

who seem to manage their problems reasonably well.

Findings of this review strengthen
the need to further study the topic of academic interventions
for academic procrastination and to develop effective interven-
tions.

REFERENCES
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Schouwenburg, H. C. (2004). Counseling the pi-ocrastinator in academic settings. DC: American

Psychological Association.

Haycock, L. A., McCharty, P., & Skay, C. L. (1998). Procrastination in college students: Th e role self-

eff icacy and anxiety. Journal of Counseling & Development, 76, 317-324.

Beck, B. L., Koons, S. R., & Milgrim, D. L. (2000). Correlates and consequences of behavioral

procrastination: Th e eff ects of academic procrastination, selfconsciousness, self-esteem and

self-handicapping [Special issue]. Journal of Social Behavior & Personality, 15 (5), 3-13.

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Performance-in-Secondary-Schools.pdf

researchgate.net/publication/323437969_Academic_interventions_for_academic_procrastination_A_rev

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http://ezinearticles.com/?What-Are-The-Major-isadvantages-ofProcrastination?&id=1087177.

https://files.eric.ed.gov/fulltext/EJ1151937.pdf