Republic of the Philippines

Department of Education
Region III
SCHOOLS DIVISION OFFICE OF PAMPANGA
SAN CARLOS SAN LUIS NATIONAL HIGH SCHOOL

PROCASTINATION: FACTORS AND IMPACT ON JUNIOR HIGH

SCHOOL STUDENTS

JUAN ANTON N. SAMBILE

RAE SIMONE B. SAMPANG
Grade 10-Loyalty

ANA MARIE M. CALMA

TEACHER

May 31, 2022

Date
I. Introduction

A. Brief Background

In today’s era of technology and the Internet, most of the ‘zoomers’ in Junior

High School procrastinate all the time because of various reasons. At the same point,

academic performance and stress and mental health suffers significantly from

procrastination. Procastination is a habit that everyone engages in on a daily basis,

regardless of their situation in life. Academic procrastination is defined as the deliberate

delay in completing tasks, projects, or assignments. Most Junior High School students

participate in this behavior. Procrastination appears to have become more of a social

norm than an exception. A social norm is defined as a "rule or standard of behavior

shared by members of a social group," and the norm in education is to work and study at

school. Despite the fact that procrastinating is against the educational norm, there are

more students who postpone than students who complete schoolworks on time. Because

the majority of the social group participates, the norm has shifted; procrastination is

now considered conventional conduct.

Procrastination is a combination of motivation, confidence, decision, and

behavior issues. It can create a great impact to Junior High School Students’ academic

performance and to their stress and mental health. For many, academic procrastination

is linked to negative learning outcomes such as poor academic performance, poor

academic work quality, lack of information, time pressure, dropout, and a longer term of

study. Researchers discovered that students who procrastinate reduce stress and have

lower stress levels at the start of the term, but the stresses increase rapidly with time.

They also found that procrastinators have fewer reports of illness and stress at the start
of the year, but much more reported stress as the term progresses. Procrastination is

linked to worse academic accomplishment among Junior High School students, more so

than in elementary or university students, according to studies.

B. Objectives of the Study

The main objectives of this study are: determining the factors affecting

procrastination – internal and external factors; determining the possible effects of

procrastination to the academic performance and mental health of Junior High School

students; providing justification of the hypotheses; providing brief description of

proposed methods. The following hypotheses were tested: laziness or intended delay of

actions and stress caused by environmental factors are the leading causes of

procastination; procrastination makes students to experience stress and more likely to

have low academic performance. The outline of this Introduction will be to first

examine procrastination, then factors contributing to procrastination, then its impact on

Junior High School students, and followed by the significance of the study among

Junior High School students, teachers, parents, and future researchers, and the Literature

Review that includes the contrast between the studies of past researchers about the

nature of procrastination.

C. Significance of the Study

The aim of this study is to analyze the links between Junior High School

students, procrastination, academic performance, and health. The results of the study

will benefit the following:

Junior High School students. This study will provide information and suggestions

about improving lifestyle and study habits that are link in preventing the act of

procrastination. The study will evaluate data about the population of procastinators,

factors that engage non-procastinators, and the causes and effects of procrastination.

Data gathered will also help Junior High School students raise awareness and improve

their academic performance.

Parents. This study will provide data about the factors affecting procrastination on

students. ‘Stress caused by environmental factors’ is one of the factors given that could

be highly linked in the negative experiences of students at home or school. Parents will

be aware of how procastination variables impact their children's academic achievement

and health.

Educators. This study will benefit educators for they will know information on how

procrastination of students gives rise to low academic performances. ‘Stress caused by

environmental factors’ is one of the factors given and could most likely happen at

school and home.

Future Researchers. This study will foster new ideas about the nature of

procrastination and generate ways in combatting procrastination as a ‘social norm’

based on the ways taken by the population of non-procastinators.. will have a head start

with the aid of this study. If ever they shall be studying regarding, then the data

indicated in the study shall be of great help in their relatedstudies. It will also serve as a

guide or basis for their future studies/researches.

 D. Review of Related Literature

Researchers note that procrastination is widespread among students,

approximately 70–90% of students procrastinate (Chehrzad et al., 2017).

“Procrastination, frequently has little to do with laziness. In many situations, students

acquire a procrastination problem as a result of deeper concerns. Studies have shown

that people who procrastinate experience more stress than those who do not

procrastinate, and their performance is lower” (Seaward, 2011). It has been noted that

procrastination is associated with decision making and unease, depression and anxiety

(Goff, 2011). Procrastination is also lack of self-control: researchers define it as the

deliberate delay of some crucial work that we want to do, despite the fact that we may

suffer as a result. A lack of understanding of time may worsen the problem, but an

inability to control emotions appears to be at its core. This suggests that procrastination

is a complex combination of behavioral, cognitive, and emotional components, rather

than just a lack of study habits or time management.

In contrast, “Procrastination is usually defined as the purposive delay in

the beginning and/or completion of an overt or covert act, typically accompanied by

subjective discomfort” (Ferrari 1992) “or as to voluntarily delay an intended course of

action despite expecting to be worse off for the delay” (Steel 2007). These reasons are

widespread considering that it contains accuracy among Junior High School students

that put off school works for the day after that day or do it last minute. This suggests

that when an unpleasant work collides a student who is impulsive and lacks self-

discipline and self-control, a perfect storm of procrastination occurs.

 Despite the fact that behavioral delay is the basic problem of

procrastination, research like the ones presented are in the minority in the

procrastination literature. The majority of procrastination research has been on self-

reported delay as evaluated by procrastination measures and inventories. An obvious

fact for this preference is that dilatory behavior is essentially subjective, making it

reasonable to classify a given course of action as dilatory or not depending on the

person’s behavior or internal factors, which is assessed by self-report. In the present

paper, we attempt to insert external factors in the factors affecting procrastination

among Junior High School students.

II. Body

Participants in this study included 30 Junior High School students in San

Carlos San Luis National High School. Participants included 15 females and 15 males

with ages of 15 and 16. All participants in this study are volunteers. Google Forms were

used and distributed online via Facebook Messenger and Gmail. The survey contains

the socio-demographic characteristics and four close-ended questions. The population of

procastinators and non-procastinators, factors engage by respondents to be non-

procastinators, factors affecting respondents to be procastinators, and the impact of

procrastinationon on students are included in the data from four close-ended questions

in the survey. After completing these steps, the participant was thanked and given a

short explanation of the study. All information was given voluntarily, and all

participants gave informed consent to contribute after receiving brief information of the

study.
 Figure 1. Socio-demographic characteristics

Sex Frequency Percentage

Male 15 50%
Female 15 50%
Total 30 100%
Age
15 15 50%
16 15 50%
Total 30 100%

Figure 1 presents the data about the Socio-demographic characteristics. The

survey results show that half or 50% of the respondents are male and the remaining 50%

are female. Also, half or 50% of the respondents are 15 years of age and the other half

are 16 years old.

Figure 2. Involvement of Students on Procastination

26.70%

73.30%

Procastinators Not Procastinators

 Figure 2 shows the data about the involvement of the respondents on

procastination. The Figure shows that 73.30% of the respondents are procastinators and

the remaining 26.70% said they do not procrastinate.

Figure 3. Factors Affecting Students’ Inability to Procastinate

Fear of failing
3.33%

Good organization skills

3.33%

Full of motivation
10.00%

Less distractions
13.33%

High energy levels

10.00%

Good time management

26.67%
0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00%

Figure 3 presents the data about the causes of why 26.7% of the respondents do

not procrastinate. The survey results show that 26.67% of the respondents consider

‘good time management’ as the greatest factor that affects of their inability to

procrastinate, followed by having ‘full of motivation’ and ‘high energy levels’ with the

same 10.00% respectively. On the other hand, ‘fear of failing’ and ‘good organization

skills’ are less likely to affect their incapability to procrastinate.

 Figure 4. Factors Affecting Students’ Procastination

30%

25%

20%

15%

10%

5%

0%

Figure 4 shows the data about the factors affecting procrastination on students.

We can infer from the table that ‘laziness/intended action’ is the leading cause of

students’ procrastination, followed by ‘stress’ and ‘low energy levels’ with 18% and

15% respectively. Alternatively, ‘perfectionism’ and ‘poor organization skills’ are less

likely to affect students’ procrastination with 4% and 2% respectively.

Figure 5. The Impact of Procastination on Students

33%
47%

10%

10%

Low academic performance High academic performance Low self-confidence Stress

 Figure 5 presents the data about the impact of procrastination on students. The

survey results show that 46.6% of the respondents consider ‘stress’ as the leading effect

of procrastination to them, followed by ‘low academic performance’ with 33.3%. ‘Low

self-confidence’ and ‘high academic performance’ are less likely the impact of students’

procrastination with the same 10% respectively.

III. Conclusion

The analysis of the relationship between procrastination, stress level and

academic performance of students has allowed for drawing the main conclusions:

Majority of the Junior High School students do academic procrastination.

Decisional or purposive delay is the leading factor of procrastination followed by stress

brought by external(environmental) factors. This implies that most of the procastinators

in Junior High School naturally do not have the discipline to complete tasks in a timely

and organized manner and they also lack good time management which is the leading

ability of non-procastinators; Strain or anxiety made by distractions in the environment of

the learners contribute to procrastination.

Stress is observed as the greatest impact of procrastination on students. Pressure,

strain or tension is the most likely effect to them where mental health is compromised. At

the same time, low academic performance is the second leading effect of academic

procrastination. Students who showed high procrastination scores performed below

average in their academics.

 REFERENCES

Chehrzad, M., Ghanbari, A., Rahmatpour, P., Barari, F., Pourrajabi, A., & Alipour, Z.

(2017). Academic

procrastination and related factors in students of Guilan University of Medical Science.

Journal of

Medical Education Development, 11, 352-362.

Goff, A. M. (2011). Stressors, Academic Performance and Learned Resourcefulness in

Baccalaureate

Nursing Students. International Journal of Nursing Education Scholarship, 8(1). DOI:

10.2202/1548-923X.2114.

Seaward, B. L. (2011). Managing Stress: principles and Strategies for Health and

Wellbeing. Boston, MA,

Jones and Barlett.

Ferrari, J. R. (1992). Procrastinators and perfect behavior: An exploratory factor analysis

of selfpresentation, self-awareness, and self-handicapping components. Journal of

Research in

Personality, 26, 75-84.