RELATIONSHIP BETWEEN SELF- ESTEEM AND PROCRASTINATION

AMONG EMPLOYED AND UNEMPLOYED YOUNG ADULTS

Dissertation submitted in partial fulfilment of the degree of bachelor of science in Psychology

Submitted by

NAJIYATH TK

(CSAWSPY004)

Under the guidance of

MS. SANA SHUKKOOR

ASSISTANT PROFESSOR

DEPARTMENT OF PSYCHOLOGY

MES COLLEGE OF ARTS AND SCIENCES CHATHAMANGALAM

(A self-financing college affiliated to the university of Calicut and approved by the Govt. of Kerala)

NIT CAMPUS, KOZHIKODE-673601

MARCH 2024
 CERTIFICATE

This is to certify that major project entitled “ THE RELATIONSHIP BETWEEN SELF
ESTEEM AND PROCRASTINATION AMOUNG EMPLOYED AND UNEMPLOYED
YOUNG ADULTS ’’ submitted to MES COLLEGE OF ARTS AND SCIENCES
CHATHAMANGALAM, in partial fulfilment of the requirements for the award of the
BACHELOR OF SCIENCE IN PSYCHOLOGY is a record of original research work done by
NAJIYATH TK(CSAWSPY004) during the period of 2022-2025 of her study in the Department
of Psychology at MES College of Arts and Sciences, Chathamangalam under my supervision and
guidance and the thesis has not formed the basis for the award of any Degree/Diploma/Associate
ship/Fellowship or other similar title to any candidate of any university.

Signature of the head of the Department Signature of the Guide

Internal Examiner External Examiner

Place: Chathamangalam

Date:
 DECLARATION

I, NAJIYATH TK(CSAWSPY004) hereby declare that the minor project entitled “ THE
RELATIONSHIP BETWEEN SELF-ESTEEM AND PROCRASTINATION AMONG
EMPLOYED AND UNEMPLOYED YOUNG ADULTS “ submitted to MES College of Arts
and Sciences, in partial fulfilment of the requirements for the award of the BACHELOR OF
SCIENCE IN PSYCHOLOGY is a record of the original research work done by me during the
period of 2022-2025 under the supervision and guidance of MS.SANA SHUKKOOR, Assistant
professor, Department of Psychology, MES College of Arts and Sciences and it has not formed on
the basis for the award of any degree/diploma/associate ship/fellowship of other similar title to any
candidate of any university.

Signature of the candidate

NAJIYATH TK

(CSAWSPY004)

Place: Chathamangalam

Date:
 ACKNOWLEDGEMENT

I would like to express my profound and heartfelt thanks to our very respectable Ms. SANA
SHUKOOR, Assistant professor Department of Psychology, MES college of Arts and Sciences,
Chathamangalam for her support throughout the entire course of study, for Her good wishes, giving
me a sound knowledge, encouragement and valuable guidance from The beginning till the end and
inspiration for the successful completion of this project.

I am also sincerely thanks to each and every one of the respondents who have spared their valuable
Time in responding to my questions with patience. I thank all my friends who have constantly
Supported me in my work. I also thank one and all who have helped me directly or indirectly To
complete my project work successfully. Additionally, I extend my gratitude to everyone who has
directly or indirectly contributed to the successful completion of this project.

Finally, I am deeply thankful to my parents for their unwavering support and encouragement,
which have been a constant source of strength for me.

NAJIYATH TK
 TABLE OF CONTENTS

SI. NO CONTENTS PAGE NO

1 ABSTRACT

2 INTRODUCTION

3 REVIEW OF LITERATURE

4 METHOD

5 RESULT AND DISCUSSION

6 SUMMARY AND CONCLUSION

7 PERSONAL REFLECTION OF THE

RESEARCHER

8 REFERENCES

9 APPENDICES
 LIST OF TABLES
TABLE TABLES PAGE
NO. NO.

4.1 Frequency and percent of gender, occupational status and

education

4.2 Difference of Self-esteem and Procrastination among employed and

unemployed young adults

4.3 Pearson’s coefficient and level of significance between

procrastination and self-esteem among employed and unemployed
young adults
 TABLE OF APPENDIX
SI.NO. CONTENTS PAGE NO

1 DEMOGRAPHIC DATA

SHEET

2 CONSENT FORM

3 SCALE FOR SELF-

ESTEEM

4 SCALE FOR
PROCRASTINATION
 ABSTRACT

The study aims to examine the relationship between self-esteem and procrastination among

employed and unemployed adults. The sample consisted of 120 participants (60 employed and

60 unemployed) residing in Calicut, Kerala. The scales used for data collection were the Rosenberg

Self-esteem Scale (Rosenberg, 1965) which consist of 10 items and the Procrastination Scale

(Tuckman, 1991), which consists of 35 items. The results obtained suggest that there is no

significant relationship between self-esteem and procrastination among employed and unemployed

young adults and there is no difference in self-esteem and procrastination among employed and

unemployed young adults.

Keywords: Self-esteem, procrastination, employed adults, unemployed adults

 CHAPTER 1

INTRODUCTION
SELF- ESTEEM
According to Rosenberg, Self-esteem is a person’s overall evaluation of themselves, or how they
value and perceive Themselves. It’s a feeling of self-worth, self- confidence, and selfrespect.
Representing the Capacity to feel worthy of happiness and be able to successfully address life
challenges, Self- esteem is an important determinant of adolescent mental health and development.
Self-esteem is a fundamental concept in various fields such as clinical, developmental, personality,
and social psychology. Its significance in psychological functioning has been explored for over a
century. The extensive research surrounding self-esteem is so vast and intricate that a complete
summary is unfeasible. Thus, the purpose of this chapter is to emphasize key areas within this field.
This includes defining self-esteem, examining its dimensions and components, understanding how
it forms and develops, and discussing methods of assessment.
It also addresses the positive and negative impacts of both high and low self-esteem, its relationship
with mental health issues like depression, the potential downsides of high self-esteem, and the role
of terror management theory in understanding self-esteem. High self-esteem is associated with a
fulfilling life, and it is generally considered better than having low self-esteem. Individuals with
low self-esteem tend to experience a wider range of negative emotions compared to those with
higher self-esteem, and nearly all recognized emotional and behavioral problems are more
prevalent among those with low self-esteem.
Low self-esteem is associated with a variety of negative emotional states, including general
negative affectivity, neuroticism, sadness, hostility, anger, social anxiety, feelings of shame, guilt,
embarrassment, and loneliness. Numerous psychological disorders, such as major depression,
anxiety disorders, eating disorders, sexual dysfunction, and pathological shame, have been linked
to low self-esteem in both children and adults. In fact, research by O’Brien, Bartlett, and Leitzel
indicates that low self-esteem is identified as either a diagnostic criterion or an associated feature
of at least 24 mental disorders in the Diagnostic and Statistical Manual of Mental Disorders.

Furthermore, low self-esteem and a limited capacity to feel self-relevant positive emotions, such
as pride, are particularly closely connected to depression. Some researchers even propose that self-
esteem and depression could be viewed as opposite ends of a bipolar continuum. Generally, self-
esteem refers to the evaluative and attitudinal aspect of the self. It encompasses the feelings of
worth and acceptance that arise from an individual’s self-concept, shaped by their sense of
competence, achievements, and the feedback they receive from the external environment. Self-
esteem plays a crucial role in human relationships and is essential for productivity within
organizations.

Theories in self-esteem
Festinger’s social comparison theory: To begin with, reflected appraisals indicate that a person’s
self-esteem is shaped by how they Believe others perceive them . Secondly, the assumption of
social comparisons is rooted in Festinger’s (1954) social comparison theory, which posits that we
assess ourselves partly by Comparing ourselves to others. This implies that individuals from low-
status groups are likely To adopt society’s negative assessments of themselves, leading to a
resulting decrease in their Self-esteem. Alongside the theories of reflected appraisal and social
comparison, the idea that self-esteem Is a fundamental human need poses challenges. In more
individualistic cultures, such as the United States, both popular and academic discussions suggest
that every individual has a self, And consequently, self-esteem. In cultures that value individuality,
“the individual has a right And responsibility, in fact a moral obligation, to become separate,
autonomous, efficacious, And in control”.

Rosenberg’s Self-Esteem theory: Rosenberg's self-esteem theory says that self-esteem is a global
sense of worthiness or self-acceptance that develops through social interactions and personal
achievements. Rosenberg believes that self-esteem is a measure of how we see ourselves compared
to the environment and responses from other people. Accomplishing personal objectives and
society’s expectations affects our self-concept. Rosenberg states that self-esteem arises from both
stable traits (trait self-esteem) as well as fluctuating situations (state self-esteem). Improving self-
esteem can help raise a person’s confidence level and spirit. His invention also led to the Rosenberg
Self-Esteem Scale, an inspired tool that has become a staple in the psychology field.
Types of self-esteem
Global Self-Esteem: Global Self-Esteem refers to how a person perceives themselves in General
across various aspects of life, such as academics, social interactions, or work. To Enhance global
self-esteem, individuals should set achievable goals, recognize their Accomplishments, and
develop a well-rounded understanding of their strengths and Weaknesses. It involves
acknowledging personal growth and being open to receiving Compliments, while also realizing
that one’s value is not solely based on achievements.
Situational Self-Esteem: Situational Self-Esteem varies depending on the context. ForExample, a
person might feel confident in their academic abilities but less so in social Situations or at work.
To build situational self-esteem, it’s important to establish specific, Attainable goals for each area,
seek constructive feedback, and focus on progress rather than Perfection. Supportive relationships
and effective coping strategies for dealing with failures Can also help strengthen situational self-
esteem.
Fragile Self-Esteem: Fragile Self-Esteem stems from an excessive reliance on external Validation
and a fear of failure. To improve fragile self-esteem, individuals should engage in Self-care,
combat negative self-talk, and learn that their worth is not solely tied to their Accomplishments.
Cultivating mindfulness and intrinsic motivation—doing things for Personal fulfilment—can
enhance resilience and promote a more stable sense of self-esteem.

Characteristics of self esteem

Self-Perception: Self-esteem reflects how individuals view themselves, including their Abilities,
attributes, and overall worth. High self-esteem often correlates with a positive selfImage, while
low self-esteem can lead to negative self-assessment.
Emotional Resilience: Individuals with high self-esteem tend to be more resilient in the face Of
challenges and setbacks. They are better equipped to handle criticism and failure, viewing Them
as opportunities for growth rather than as reflections of their worth
Social Interactions: Self-esteem influences how people interact with others. Those with high Self-
esteem are usually more confident in social situations, which can lead healthier Relationships. In
contrast, low self-esteem may result in social anxiety or withdrawal.
Motivation and Achievement: High self-esteem often drives individuals to pursue their goals And
take risks, as they believe in their capabilities. Conversely, low self-esteem can hinder Motivation
and lead to a fear of failure.
Influence of External Factors: Self-esteem can be affected by external factors such as Feedback
from peers, societal norms, and cultural values. Positive reinforcement can enhance Selfesteem,
while negative experiences can diminish it.

PROCRASTINATION

Procrastination is defined as the act of putting off tasks that need to be done, despite knowing the
negative consequences. It’s a self-defeating behavior pattern that can affect mental and physical
health. Pro meaning forward and cras meaning tomorrow. Together these terms provide the
definition of putting off intentionally and habitually something that should be done in the present.
The procrastination derived from the Latin and given its origins, any definition of procrastination
should include, at a minimum, the notion of putting tasks off. In other words, procrastination has
been defined as the purposeful postponement or delaying of the performance of a task or the
making of a decision Procrastination can be understood as a self-regulatory behavior that involves
postponing the initiation or completion of tasks, often characterized by avoiding the execution of
intentions. While there are multiple definitions, procrastination generally encompasses three key
elements: behavior, cognition, and emotional response. Researchers typically classify
procrastination based on three criteria: it is counterproductive, unnecessary, and involves delays.

Essentially, procrastination refers to the act of deferring or avoiding necessary tasks, which can
feel quite natural. However, when procrastination becomes excessive, it can lead to feelings of
guilt for not completing tasks in a timely manner. Thus, procrastination is a prevalent aspect of
daily life and has garnered significant attention in empirical research in recent years. Despite the
lack of a universally accepted definition, it is often viewed as a maladaptive behavior, though it’s
important to note that delaying task completion is not always detrimental. Procrastination becomes
an issue when it leads to negative outcomes or when the procrastinator faces consequences for their
delay. In particular, dysfunctional procrastination has received increased attention in research. This
behavior is frequently associated with stress and looming deadlines. It can create a vicious cycle
where the anxiety stemming from an approaching deadline makes it even more challenging to
begin or finish tasks. This often leads to a lastminute scramble, which further exacerbates stress
levels. By understanding this connection, individuals can develop strategies to improve their time
management and lessen procrastination.

It typically shows up as postponing the start of essential tasks, where a person delays beginning
something significant. It can also involve perseveration, where a person gets stuck on a particular
aspect of a task and struggles to move forward. This can result in feelings of frustration and being
overwhelmed. It can be termed “situational procrastination” or “contextual procrastination,”
highlighting how the circumstances of a situation, rather than a conscious decision, affect
procrastination behavior. This concept suggests that the likelihood of procrastination increases
with the number of choices available, the complexity of tasks, and the associated stress. In this
context, procrastinators may prioritize simpler, less stressful aspects of a task while overlooking
the long-term implications of their decisions. They might hold onto the idea that they can choose
to act later, which can cause them to miss out on other enjoyable activities. As a result, the self-
image of a procrastinator can suffer, leading to a feeling of reduced control over their behavior.

Procrastination often involves prioritizing less critical tasks over more urgent ones or opting for
more pleasurable activities instead of less enjoyable ones, thereby postponing urgent tasks until
the last possible moment before the deadline. Nevertheless, it differs from mere decision
avoidance, where individuals intentionally aim to postpone. Procrastination, as a psychological
phenomenon, has been described by various schools of thought as the tendency of individuals to
delay starting or completing a planned course of action. This behavior often serves as a coping
mechanism for the anxiety that arises from initiating or finishing any task or making decisions.

Procrastination is perceived as a concerning behavior, with many people characterizing it as

negative, detrimental, and unwise. Supporting this perspective, numerous studies have shown that
procrastination is associated with poorer individual performance and greater long-term
unhappiness for the procrastinator. On a broader scale, procrastination has been connected to
various organizational and societal challenges.
Procrastination is a common behavior that can be characterized by a number of traits, including:

• Indecision: Procrastinators may have difficulty committing to decisions they make.

• Low self-confidence: Procrastinators may lack confidence in their abilities, which can lead them
to avoid or delay tasks.
• seeking help: Procrastinators may rely on others for advice, reassurance, or help.
• Avoiding unpleasant tasks: Procrastination is often a way to avoid tasks that are difficult, boring,
or unpleasant.
• Neuroticism: People who tend to worry or fear failure may become overwhelmed and
procrastinate.
• Impulsivity: impulsivity is closely linked to procrastination.
• Difficulty regulating emotions: Difficulties regulating emotions are strongly related to
procrastination. Procrastination can have negative consequences, such as loss of goals and poor
performance. However, active procrastination , which is a controlled form of procrastination, can
be healthy.
Psychological factors related to procrastination identified in the literature include dimensions of
self-control linked to impulsivity (such as urgency, lack of premeditation, and lack of
perseverance), ineffective cognitive emotion regulation strategies, self-esteem, and various
components of global motivation (including intrinsic motivation for knowledge, accomplishment,
or stimulation, as well as extrinsic motivation that is identified, introjected, or external, along with
a motivation). This study aims to determine whether distinct subgroups of procrastinators can be
identified using cluster analysis. Given that procrastination arises from a complex interplay of
cognitive, emotional, and motivational factors, cluster analysis is an appropriate method for this
investigation. This technique takes a person centered approach, examining how different variables
combine to form various profiles within individuals, as opposed to a variable-centered approach
that looks at each factor in isolation from the others.

“Procrastination is a common issue linked to various cognitive, emotional, and motivational

Elements, yet a comprehensive understanding is still not fully developed. This research aimed To
identify distinct subgroups of procrastinators using established psychological factors from
Existing literature. In the study, 180 French-speaking students completed a procrastination
Measure and four questionnaires focusing on impulsivity, cognitive emotion regulation,
selfEsteem, and overall motivation. The analysis revealed four clusters: two with low
Procrastination scores ‘High regulated’ and ‘Regulated/low motivated’, one with moderate scores
‘Emotional’, and another with the highest Scores ‘Unregulated’. The results shed light on the
complex interplay between important Procrastination related factors and the self-regulation
challenges that define trait Procrastination.” Trait procrastination is understood as a general
tendency associated with the inclination to Delay tasks. This paper aimed to explore the origins of
trait procrastination by examining its Relationship within the framework of the five-factor
personality model. The position of these Adjectives on the five factors of personality Neuroticism,
Extraversion, Agreeableness, Openness, and Conscientiousness was known.

Characteristics of procrastination

Delay in Task Completion: Procrastination is primarily characterized by the tendency to postpone

tasks or decisions, often leading to last-minute rushes to meet deadlines.

Emotional Responses: Individuals who procrastinate often experience negative emotions such as
anxiety, guilt, and stress related to their delayed tasks. This emotional burden can further perpetuate
the cycle of procrastination.

Avoidance Behaviour: Procrastinators may engage in avoidance behaviours, steering clear of tasks
that they find unpleasant or overwhelming. This can lead to a preference for distractions or less
important activities.

Impulsivity: Many procrastinators exhibit impulsive behaviours, acting on immediate desires

Rather than focusing on long-term goals. This impulsivity often manifests as a lack of selfControl
over distractions.
Cognitive Distortions: Procrastinators may hold irrational beliefs about their abilities or the Tasks
at hand, such as underestimating the time required to complete a task or overestimating The
consequences of failure.

Low Self-Esteem: There is often a correlation between procrastination and low self-esteem.
Individuals may doubt their capabilities, leading to avoidance of tasks that could confirm their
Fears of inadequacy.

Motivational Issues: Procrastination can stem from a lack of intrinsic motivation or interest In the
task. Individuals may also struggle with extrinsic motivation, finding it difficult to Engage with
tasks that do not offer immediate rewards.

Perfectionism: Some procrastinators are perfectionists who fear that their work will not meet Their
high standards. This fear can lead to avoidance of starting or completing tasks.

Time Management Difficulties: Procrastinators often struggle with effective time Management,
failing to prioritize tasks appropriately or misjudging how long tasks will take.

Impact on Well-Being: Chronic procrastination can have detrimental effects on mental Health,
leading to increased stress, anxiety, and feelings of inadequacy, which can create a Vicious cycle
of further procrastination.

EMPLOYED YOUNG ADULTS

Young adults is an important transitional stage in life, characterized by major shifts in job Status,
living situations, and personal independence. During this time, individuals typically
Face the tough process of moving from education to the workforce, building their careers, and
Developing lasting relationships. These changes can significantly affect their mental health And
behavioural tendencies. Young adults is a pivotal stage in a person’s life, often seen as a Bridge
between the carefree days of adolescence and the responsibilities of full adulthood. This phase
typically spans from the late teens to the late twenties and is characterized by a Series of
transformative experiences. One of the most notable changes during this time is the Shift from
education to employment. Many young adults graduate from high school or University and enter
the workforce, which can be both exciting and daunting. The pressure to Secure a job and establish
a career can lead to significant stress, as individuals strive to find Their place in a competitive job
market.
In addition to career transitions, young adults often involves changes in living arrangements. Many
individuals move out of their family homes for the first time, seeking independence. This newfound
autonomy can be liberating, allowing young adults to make their own choices Regarding their
lifestyles and living environments. However, it can also bring challenges, such As managing
finances, maintaining a household, and navigating the complexities of adult Relationships. These
experiences contribute to personal growth but can also lead to feelings of isolation or anxiety as
individuals adjust to their new circumstances.
Furthermore, this stage of life is crucial for forming long-term relationships, whether Romantic,
platonic, or professional. Young adults often explore their identities and values, Leading to deeper
connections with others. The ability to build and maintain relationships is Essential for emotional
support and overall well-being. However, the pressures of establishing A career and achieving
personal goals can sometimes strain these relationships. Overall, young Adults is a time of
exploration and discovery, where the choices made can have lasting impacts On an individual’s
psychological health and behaviour patterns. This group was chosen because employment status
may have a significant impact on levels of Procrastination and self-esteem. By comparing
employed and unemployed young adults, the Study aims to explore how employment affects these
psychological factors.

UNEMPLOYED YOUNG ADULTS

Unemployed young adults, typically aged 18 to 30, represent a significant demographic that Faces
various challenges in today’s job market. This group includes individuals who are not Currently
engaged in any paid work, which can encompass a wide range of circumstances.
Many of these young adults are recent graduates who have completed their education and are Now
actively searching for job opportunities. They feel the pressure to find employment Quickly,
especially if they have student loans or financial obligations. In addition to recent graduates, this
group also includes students who may be taking a gap Year. During this time, they might be
exploring their interests, traveling, or gaining life Experiences, but they are not participating in the
workforce. While a gap year can provide Valuable insights and opportunities, it can also contribute
to feelings of uncertainty about Future career options.
Another subset of unemployed young adults consists of those who are facing difficulties in Finding
suitable work. This could be due to various factors such as a lack of experience, a Mismatch
between their skills and available job opportunities, or economic conditions that Limit job
openings. These challenges can lead to frustration and disillusionment, as young Adults may feel
stuck in a cycle of applying for jobs without success. The uncertainty surrounding their career
prospects can have a profound impact on the mental Health and well-being of unemployed young
adults. Many may experience feelings of anxiety bout their future, leading to procrastination in job
searching or pursuing further education. This can create a negative feedback loop, where the lack
of progress reinforces feelings of Inadequacy and low self-esteem. Moreover, the social stigma
associated with unemployment can further exacerbate these feelings. Young adults may feel judged
by peers or family members, which can lead to isolation and reluctance to seek support. Overall,
the experience of unemployment during young adulthood is complex and multifaceted, with
significant implications for personal development and emotional health.
This group was chosen because employment status may have a significant impact on levels of
procrastination and self-esteem. By comparing employed and unemployed young adults, the study
aims to explore how employment affects these psychological factors. During this stage, individuals
work to establish careers, develop their identities, and shape their sense of self. Employed young
adults often face the pressures of balancing personal responsibilities, and striving for career
success, all of which can affect their self-esteem, as it is often tied to their professional
achievements. Employment status plays a crucial role in influencing their psychological wellbeing,
particularly in terms of self-esteem and tendency toward procrastination. In difference,
unemployed young adults may experience, frustration due to the absence of stable employment,
which can further impact their self-esteem and contribute to procrastination in other aspects of life.
This research seeks to explore how employment status influences the relationship between
procrastination and self-esteem, providing insight into the psychological challenges faced by both
groups and offering potential strategies for improving mental health and productivity.
 CHAPTER 2
REVIEW OF LITERATURE
A Review of literature is a research method that involves studying, analysing, and summarizing
scholarly literature on a specific topic. It can be a part of a thesis, dissertation or grant proposal,
or it can be a report or article by itself.

Chen ,L. et al. (2023) The study conducted on comparison of procrastination and Self esteem. The
study to explore variations in procrastination and self-esteem among Employed and unemployed
young adults in China. The research included 140 individuals between the ages of 18 and 28. The
assessment made use of the Rosenberg Self-Esteem Scale and the Procrastination Scale (Steel,
2010). Multivariate analysis of variance revealed that unemployed individuals exhibited
diminished self-Esteem and elevated procrastination levels in contrast to their employed peers,
highlighting the psychological effects of job status.

El Masri,M.(2021) conducted study on “Test Anxiety, Self-esteem, and Procrastination among

Lebanese University Students” . The sample consists of 117 university Students in Lebanon, aged
18-35 completed a questionnaire. The scale used in this study is Lay’s Procrastination Scale,
Sarason’s Test Anxiety Scale, and Rosenberg’s Self-Esteem Scale. Correlational analysis is the
method used in this study to examine test anxiety , self esteem and Procrastination. The data
revealed that there is a significant difference in test anxiety between genders. The results also
revealed there was a significant difference in self-esteem between idle and working students. The
findings also report that participants who report high levels of Procrastination also reported intense
test anxiety but higher self-esteem. Therefore, these results Suggest a moderate positive correlation
between procrastination and test anxiety; a strong Positive correlation between procrastination and
self-esteem; and a strong positive correlation between test anxiety and self-esteem.

Shamel, S. et al. (2021) Conducted a study to examined the relationship between Self-Esteem and
stress coping styles with students procrastination. The sample Size was 384 female Students.
Questionnaire used in the study are: Rosenberg Self-Esteem Scale (1965), Andler and Parker’s
Stress Dealing Styles, and Solomon and Rothblum Academic Procrastination . Pearson Multiple
Correlation coefficients were used for analyzing the data. The results showed that between self-
esteem with procrastination and avoidance coping style with Procrastination, is a significant
relationship. Both of the self-esteem and The avoidance Coping style variables are procrastination
predictions. In Other words, the lower self-Esteem and the more avoidance coping styles of a
Person is, the more procrastination they show.

Patel,A. et al. (2021) investigated the impact of employment status on procrastination in Young
adults in India. A total of 120 individuals aged between 20 and 30 years were evaluated using
Tuckman’s Procrastination Scale as well As a demographic questionnaire. Through an
Independent Samples t-test, the findings revealed that Unemployed individuals showed markedly
greater levels of procrastination compared to their Employed counterparts, underscoring the
influence of employment on procrastinatory actions.

Dennis, A. et al.(2020) conducted a study to examine academic procrastination, Self-esteem, and

self-efficacy among in first term university students in the city of Lima. The sample consisted of
566 students age Between 16 and 19 years. The scale used were the academic procrastination
scale, The specific perceived self-efficacy scale of academic situations And the Rosenberg Self-
esteem scale. The scale of the study was analysed by performed. The result showed that there is a
relationship between self-esteem and academic Procrastination, the effect size is large and the
statistical power is very high among University students in the city of Lima.

Garcia,M. et al.(2020) conducted a study on the influence of Self-Esteem On Procrastination

Behaviour among Employed Adults in Spain. The sample Consisted of 100 Employed adults aged
between 25 and 35 years. The scales used were the Rosenberg Self-Esteem Scale and the General
Procrastination Scale . The scale of the study was analysed using Regression Analysis. The results
showed that lower levels of self-Esteem Significantly predicted higher levels of procrastination
among employed adults.

Babu. et al.(2019) conducted a study on “Relationship between academic Procrastination and self
esteem among Dental students in Bengaluru city”. The Study was to assess the relationship
between academic procrastination and self-Esteem among dental students in Bengaluru City,
Karnataka, India. The sample Consisted of 225 dental students. The data collected were analysed
using SPSS Software version. Independent Student’s t-test, ANOVA, and Pearson’s Correlation
test were performed. Data were collected through questionnaire using the Tuckman Academic
Procrastination Scale and Rosenberg Self-Esteem Scale. The result showed that a significant weak
positive correlation existed between academic procrastination scores and self-esteem scores. There
was a significant difference in the mean score of academic procrastination between males and
females . Study found out that students with high self-esteem procrastinate less, whereas those
who procrastinate more have comparatively lower self-esteem

Smith,J. et al. (2019) The study conducted on relationship between Procrastination and self esteem
in university students. The research included 150 participants aged between 18 and 25 years.
Researchers utilized the Rosenberg Self-Esteem Scale along with the Procrastination Assessment
Scale for Students to assess the variables. Analysis of data via Pearson correlation showed a
noteworthy negative correlation, suggesting that Students who procrastinate more often tend to
possess lower self-esteem

Bathool,S.S . et al. (2017) conducted a study to explore academic procrastination as a product of

low Self esteem: a mediational role of academic self- efficacy among university students. The
sample Included 502 students ranging from 22 to 24 years of age. The scale used were the
Rosenberg Self-Esteem scale and the procrastination Assessment Scale for Students were used to
collected the data. Path analysis Through structural equation modelling revealed that academic
self-Efficacy fully mediated the relationship between self-esteem and Academic procrastination,
and 18 percent of variance in academic Procrastination was accounted for by the indirect effect of
self-esteem via academic self-efficacy The result indicated that academic self-efficacy fully
mediated the relationship between self-esteem and Academic procrastination, and 18 percent of
variance in academic procrastination was accounted For by the indirect effect of self-esteem via
academic self efficacy. The independent sample t- test Further revealed that male students scored
significantly higher as compared to female students on academic procrastination among university
students

Akpur,u. et al(2017) the study conducted on Predictive and explanatory relationship model
between procrastination, motivation, anxiety and academic achievement. The sample included 211
participants. The scale used were the Academic Motivation Scale , Foreign Language Classroom
Anxiety Scale and their procrastination levels, Aitken Procrastination Inventory .Data were
obtained through Structural Equation Model . The result that there is not a significant relationship
between anxiety and academic achievement. However, both the relationship between academic
procrastination and academic achievement and the relationship between motivation and academic
achievement are significant.

Beutel,M.E. et al.(2016)conducted a study to examine Procrastination, distress And life

satisfaction across the Age range a German representative community Study. The sample
included1,350 women; 1,177 Men between the ages of 14 and 95 years. The scale of the study was
used General Procrastination Scale and Standardized scales Of perceived stress, depression,
anxiety, fatigue and life satisfaction. The Result revealed that Associations were found with lack
of a partnership and Unemployment. The scale of the study were collected by USUMA . Findings
are Discussed with regard to potential developmental And cohort effects. While procrastination
appears To be a pervasive indicator for Maladjustment, longitudinal analyses in high risk samples
are needed to identify means and mechanisms of procrastinating.

Duru, E.et.al.(2014) conducted a study on “The roles of academic procrastination tendency on the
relationships among self doubt, self-esteem academic achievement. The sample consisted of 261
students, of whom 203 were female and 58 were men and aged between 18-30. The scale used the
study are SPSS 15 and AMOS. As the data collection tools, Aitken Procrastination Inventory,
Rosenberg Self Esteem Inventory, Self Doubt Subscale of Subjective overachievement Scale and
Personal Information Sheet were used. The result showed that academic procrastination has partial
mediating role in relation to self doubt-self esteem, and has full mediating role in relation to self
doubt and academic achievement. Academic achievement has a partial mediation role in relation
to academic procrastination and self esteem.

Hajloo,N. et al.(2014)conducted a study on “Relationship between self Efficacy, self-k and

procrastination in undergraduate psychology Students”. The study participants were 140
undergraduates psychology students enrolled in Mohagheg Ardabili university, Ardabil, Iran. The
statistical analysis were and Instruments used for collecting the required data were the Student-
version of the general procrastination scale, General self Efficacy scale and Rosenberg’s self-
esteem scale. The result Showed that there Using causal modelling, two models were compared; a
Model with self-esteem as a mediator versus a model with procrastination as A mediator. The self-
esteem mediator model accounted for 21% of the Variance in procrastination. The significance of
the mediation effect was found By bootstrapping method.

Rafique,R. et al.(2012) conducted a study to examine procrastination and self Esteem among
university students. The sample consisted of 80 university students. The scale used were the lay
procrastination scale And Rosenberg self esteem questionnaire. Correlational study was to explore
Whether an association exists between procrastination and self-esteem Among university students.
The result showed that a significant negative Correlation between procrastination and self-esteem
exists among university Students. Enhancement of self-esteem through the use of Psychological
interventions is being proposed.

Sirois, F. M. And Tosti, N. (2012) conducted a study to investigate the “Role of self‐esteem in
health‐related procrastination among adults.” The study’s sample included 250 participants
recruited from community and employment settings. Participants completed the general
Procrastination Scale along with a self‐esteem measure. Correlational and mediation analyses
revealed that lower self‐esteem was significantly linked with greater procrastination on health
behaviours—an effect that was particularly pronounced in unemployed individuals. Overall, the
findings extend self‐regulation models of procrastination to health domains.
Steel, P. (2007) conducted a meta‐analytic review to examine “The nature of procrastination: A
meta‐analytic and theoretical review of quintessential self‐regulatory failure.” The analysis
aggregated data from over 100 independent samples drawn from both working and non‐working
populations. The review used measures such as the general Procrastination Scale and various self‐
esteem indices across studies. Meta‐analytic correlational methods were employed to examine
relationships between procrastination and self‐esteem. Results revealed a moderate negative
correlation indicating that lower self‐esteem is significantly associated with higher
procrastination. Overall, the findings support the self‐regulatory model of procrastination and
underscore self‐esteem as an important correlate.

Vasudev,P. et al.(2005) conducted a study on self efficacy and self esteem: A comparative study
of employed and unemployed married women in Irira. Self-efficacy and self-esteem was selected
to evaluation the effect of employment on women in this study. The samples consisted of 250
married employed and 250 married unemployed women in the age range of 24-41 years. The data
collected were analysed SPSS. The scale used were The General Self-Efficacy Scale and The
Coppersmith Self-Esteem Inventory was chosen for collection of data. The result showed that
Professionally employed women were found to be significantly higher on self-Efficacy and self-
esteem than un-Employed and non-professionally employed women. Non-professionally
employed and unemployed women did not differ Significantly on self-efficacy and self-esteem.

Waters , E.L. et al.(2002) conducted a study to examine the “Self‐esteem, appraisal And coping: a
comparison of unemployed and re‐employed people”.. The samples used in this Study are 201 and
128 unemployed and employed participants. The scale used in this study is Locus of control scale
and Rosenberg’s self esteem scale. Correlation methods is used to examine The relationship
between psychological factors and employment. Result of the study revealed that Future re‐
employed participants rated their latent deprivation lower and their internal locus of Control higher
than those continuously unemployed, and they also derived more internal meaning From leisure
activities. Overall, the results provide support for Kasl’s reverse causation Hypothesis extended to
these other domains of psychological health.

NEED FOR THE STUDY

The aim of the study is to find the relationship between and self-esteem and procrastination among
employed and unemployed young adults. This study is necessary for conducting how self-esteem
and procrastination are connected in adults, both employed and unemployed, it’s crucial to look
into how these two factors are connected because both can greatly influence a person’s life
experiences and decisions. While there are studies existing on self-esteem and procrastination but
there are no studies on these variables among employed and unemployed young adults. The study
is essential for understanding how personal perceptions of self-worth influence task management
and an individual’s productivity. This research can also help to find out if having a job makes
people more confident and less likely to delay tasks, or if work stress leads to more procrastination
For unemployed young adults it can also help to show how challenges like unemployment might
lower their motivation and affect their daily routines. If a relationship exists, improving self-esteem
might help in reducing procrastination, leading to better work habits and overall happiness. If no
connection is found, it would suggest that other factors, like time management, might be related.In
both cases, the findings would provide insight and helps to develop strategies to improve
productivity and well-being among young adults. By exploring how employment or
unemployment affects self-esteem and procrastination, it would highlight the unique challenges
these groups face. It is important to understand this for developing support systems in workplaces,
helping individuals manage procrastination and boost self-esteem for better outcomes in their lives.
Due to the above underlying factors, it is crucial to research this study on self-esteem and
procrastination among employed and unemployed young adults.

RESEARCH PROBLEM
The study deals with understanding the ‘relationship between self-esteem and self-esteem among
employed and unemployed young adults.

OBJECTIVE
• To assess the relation between self-esteem and procrastination.
• To examine the difference between self-esteem and procrastination among employed and
unemployed young adults.

RESEARCH QUESTIONS
1. Is there a relation between self-esteem and procrastination?
2. Is there a difference between self-esteem and procrastination among employed and unemployed
young adults?

HYPOTHESIS
H01: There is no significant difference in self-esteem among employed and unemployed young
adults.
H02: There is no significant difference in procrastination among employed and unemployed young
adults.
H03: There is no significant relationship between self-esteem and procrastination among employed
and unemployed young adults
CHAPTER 3
METHOD
A research methodology is a methodical approach or plan for carrying out a study. In order to
respond to a research question or test a hypothesis, it describes the procedures the researchers
have followed for data collection and analysis. It often includes information about the sample
selection process, data gathering methodology, statistical analysis, statistical tools, etc. The
research methodology used in this study is discussed detail in this chapter
.
RESEARCH DESIGN
A research study is carried out using a blueprint or framework known as a research design. It
entails describing the general strategy and procedures that will be applied to data collection and
analysis in order to address research questions or test hypotheses.
The current study is a quantitative correlational study since its main objective is to use
questionnaires to determine the likely relationship between the variables. A study using a
quantitative correlational design seeks to determine the connections between two or more
variables. Researchers employ statistical analysis to ascertain the direction and strength of the
associations between the variables of interest after gathering numerical data on them.

OPERATIONAL DEFINITION
Self-esteem
Self - esteem is the evaluation an individual makes regarding their own value, which can be
either positive or negative, affecting their confidence and self-image.
Procrastination
procrastination is the habit of delaying tasks, even when one is aware that such delays may
result in adverse outcomes.
Young adults
According to Erik Erikson, young adulthood is the developmental stage that roughly
corresponds to the ages of 18 and 40. People experience the psychosocial crises of intimacy vs
isolation during this phase.
Employed young adults
Employed young adults are those aged 18 to 35 years who are participating in either full-time
or part-time paid work as of the time the data was collected.
Unemployed young adults
Unemployed young adults are individuals within the age range of 18 to 35 years who are not
engaged in any type of paid employment at the time the data was gathered.

VARIABLES
Variables are attributes or features that can change or assume various values. They are utilized
to measure, manipulate, and examine phenomena in research. The independent variable is the
variable you manipulate control, or vary in an experimental study to explore its effects.
Independent variables feature or values fixed within the population or study under
investigation. When conducting research, it is important to be clear as to the independent
variables within your study to understand cause and effect relationships between variables of
interest.
A dependent is what changes as a result of the independent variable manipulation in
experiments. It is the outcome or of interest of the study and the independent variables are the
factors that may influence the outcome.

SAMPLE
The sample for the present study consists of 120 young adults (60 unemployed & 60 employed)
from Calicut district. The age range considered is between 22 to 30 years. Purposive sampling
technique is used for selecting the participant.
Purposive sampling refers to a group of non-probability sampling techniques in which units are
selected because they have characteristics that one need in the sample. In purposive sampling,
the researcher has a specific purpose or objective in mind when selecting the sample, therefore
the sample is selected based on the characteristics attributes that the researcher is interested in
studying.

SAMPLE CRITERIA
The qualities that participants must possess in order to be included in a study are known as
sample criteria. A representative sample of the population under study is chosen using these
criteria. The term “inclusion criteria” refers to the specific characteristics or conditions that a
potential participant or data point must meet in order to be considered eligible for inclusion.
Inclusion criteria comprise the characteristics or attributes that prospective research
participants must have in order to be included in the study. Common inclusion criteria can be
demographic, clinical or geographic in nature.
The term “exclusion criteria’’ refers to a set of specific characteristics or conditions that would
disqualify a potential participant, idea, or element from being included in the project. Exclusion
criteria comprise characteristics used to identify potential research participants who should not
be included in a study. These can also include those that lead to participants withdrawing from
a research study after being initially included.

Inclusive criteria
• 60 employed and 60 unemployed from Calicut district.
• Age range consisted between 22 to 30 years.
• Employed and unemployed young adults are selected.

Exclusive criteria
• Young adults out of Calicut district.
• Young adults below the age of 22 above the age 25 years.
• Elderly and retired adults are not selected.

PROCEDURE
The aim of the study is to examine the relationship between procrastination and self-esteem
among employed and unemployed young adults. The participants for this study were selected
based on the inclusion and exclusion criteria and the participants were debriefed about the
study. Informed concern was obtained from the participants before data collection. The
researcher ensured effective rapport was established. The demographic information such as
name, age, education, occupational status and gender was collected. The participants were
informed about maintaining the confidentiality of responses. Necessary instructions were
provided to the participants following which two questionnaires regarding procrastination
(Procrastination scale) self-esteem (Rosenberg self-esteem scale) were distributed. The
participants were ensured that they can leave the study at any time as it was entirely voluntary
and there would be no consequences for doing so. Administration time for the data collection
was 30 minutes. The doubts regarding questions or instructions were cleared beforehand.
Ethical standards were maintained by ensuring the confidentiality of responses to the
participants. Following the completion of the questionnaires, researcher thanked participants
for their valuable time. The retrieved responses were collected and then scored and analysed.

The scale is simple to score: each item is rated from 1 (least likely to procrastinate) to 4 (most
likely). To calculate the total procrastination score, you sum all the responses. However, some
items—specifically numbers 6, 8, 13, 17, 25, 27, 29, 30, 33, and 34— are reverse-scored,
meaning higher responses on these items indicate less procrastination. The PS is often used to
track improvements in people working to overcome procrastination tendencies through
treatment or self-help interventions.
Rosenberg send esteem scale (Rosenberg 1965)
The Rosenberg Self-Esteem Scale (RSE) is a widely recognized tool for measuring self-esteem,
originally developed for high school students. Since its creation, the 10-item scale has been
adapted and used across a variety of populations, including adults from diverse professions and
cultural backgrounds. Its simplicity and effectiveness have made it a popular choice in
psychological research and practice.
Reliability
In terms of reliability, the RSE has proven to be highly dependable. It has a Guttman scale
coefficient of reproducibility of .92, indicating that it accurately captures self-esteem across
different groups. Additionally, its test-retest reliability— where the same participants complete
the test more than once—yields strong correlations of .85 and .88, reflecting its consistency
over time. As for validity, the RSE performs well across several measures.
Validity
It shows strong construct validity, meaning it effectively measures the concept of self-esteem.
It also demonstrates predictive validity, as it correlates with future psychological outcomes,
and concurrent validity, meaning it aligns well with other scales measuring self-esteem, as well
as with indicators of depression and anxiety.
Scoring and interpretation
The scale is easy to score. Respondents rate each item on a 4-point scale, with higher scores
indicating greater self-esteem. For items like 1, 3, 4, 7, and 10, "disagree" or "strongly disagree"
suggests lower self-esteem, while for items 2, 5, 6, 8, and 9, "agree" or "strongly agree"
indicates lower self-esteem. After reverse-scoring the relevant items, the total score gives an
overall picture of the respondent’s self-esteem. The RSE has stood the test of time because of
its versatility, making it a reliable measure of self-esteem for individuals from all walks of life.
STATISTICAL ANALYSIS
The process of utilizing statistical techniques to gather, arrange, and analyze quantitative data
in order to find patterns, trends and connections in the project which enables well-informed
decision-making and project outcome evaluation. The collected will be analyzed using T- test,
correlation.
T-test
T-test may be used to evaluate whether a single group differs from a known value, whether
groups differ from each other or whether there is a significant difference in paired
measurement. It can be used to ascertain whether two independent groups have different means,
whether a single group deviates from a given value or whether paired measurements show a
significant difference. In this study independent sample T-test is used.
An independent sample t-test is a statistical test used to compare the means of two separate,
unrelated groups, determining if there is a statistically significant difference between them. The
data are interval for the groups. There is not an assumption of normal distribution, but there is
assumption that the two standard deviations are equal. If the sample sizes are equal or very
similar in size even that assumption is not critical.
Correlation
Correlation is used to measure the strength of linear relationship between two variables and
compute their association. Correlation doesn’t imply causation that just because two variables
are related does not mean that one causes the other. In this study Pearson correlation coefficient
is used for analyzing the data.
Pearson correlation means the degree to which two continuous variables have a linear
relationship is determined by the Pearson correlation coefficient (r). continuous data, normally
distributed variables, and a linear connection. A correlation between two variables does not
necessarily mean that one variable is the source of changes in the other. only relationships
between variables are evaluated by correlation, and the correlations maybe the result of several
reasons. Pearson correlation coefficient (r) is a number between -1 and 1, with values near 1
denoting a strong positive link, values near -1 denoting a strong negative relationship, and values
ear 0 denoting none at all.

CHAPTER 4
 RESULT AND DISCUSSION

This chapter includes "Results and Discussion" for analyzing the data that was done for
testing the hypothesis. Result and discussion of a research project is essential for
summarizing and evaluating findings. Researchers present the study's findings and discuss
their implications in this section.
Descriptive statistics
The primary characteristics of a dataset can be summed up and described using descriptive
statistics. These techniques shed light on the distribution, variability, and central tendency
of the researchers' data.
The aim of the study is to find out the relationship between self - esteem and
procrastination among employed and unemployed young adults through available statistical
examination and qualitative insights, this chapter aims to elucidate the findings and their
implications for understanding the psychological dynamics within this critical
demographic. Here, a t-test is used to study the difference in self-esteem and
procrastination among employed and unemployed, and correlation is used to study the
relationship between two variables self – esteem and procrastination respectively.
Table 4.1
Shows the frequency and percent of gender, occupational status and educatio

Table 4.1 show the frequency and percent of gender, occupational status and education. The
table indicates that there is no equal participation for male and female. Out of the total 120
samples, comprising 45 males and 55 females, the percentage of gender is found to be 45%
for male and 55% for female respectively. The frequency of participants who are employed
and unemployed were found to be 60 under occupational status which shows equal
participation. The percentage of occupational status is found to be 50% for both. The
frequency and percentage for education is found to be 11(9.17%) for school level, 76
(63.33%) for undergraduates and 33 (27.50%) for post graduate and above.
H01: There is no significant difference in self-esteem among employed and unemployed
young adults.
H02: There is no significant difference in procrastination among employed and
unemployed young adults.
Table 4.2
Difference between Self-esteem and procrastination among employed and unemployed young
adults.
Variable Occupational status mean SD t-value p-value
Self-esteem Employed 21.55 2.79 0.056 0.956
Unemployed 21 .58 3.71
Procrastination Employed 89.85 10.07 0.405 0.686
Unemployed 89.13 9.31
4
Table 4.2 shows the mean score, SD, t- value and p-value for self-esteem and
procrastination among employed and unemployed young adults. By analyzing the results,
the mean value of self- esteem among employed and unemployed young adults is 21.55
and 21.58 respectively. The standard deviation is found to be 2.79 for employed and 3.71
for unemployed. The t - value is 0.056 with a p - value of 0.956 which is not statistically
significant (p>0.05). Since the p - value is greater than the significance level of 0.05, hence
the hypothesis H01 is accepted. The results suggest that the occupational status does not
play a significant role in determining self- esteem among employed and unemployed young
adults. The lack of significant occupational status difference in self-esteem might be due to
several psychological and social factors rather than employment status alone. Individuals
with strong coping mechanisms and a supportive social network may maintain their self-
esteem regardless of their job situation. Additionally, some unemployed individuals might
not perceive their job status as a defining factor of their self-worth, especially if they
engage in meaningful activities such as education, volunteering, or caregiving. Conversely,
being employed does not always guarantee high self-esteem, as job satisfaction, work
environment, and job-related stress can impact one’s self-perception. Moreover, cultural
and societal attitudes toward employment may influence how individuals internalize their
job status some may view it as temporary and not a reflection of their abilities or value.
These factors together could explain why there is no statistically significant difference in
self-esteem between the two groups. This explains why those who are employed and those
who are unemployed have similar levels of self-esteem. Hence H01 is accepted indicating
no significant difference in self-esteem.
The table 4.2 also shows the difference in procrastination between employed and
unemployed young adults. The table shows the mean score, SD, t-value and p - value by
the employed and unemployed young adults. By analyzing the results, the mean value of
procrastination among employed and unemployed young adults is 89.85 and 89.13
respectively. The standard deviation is found to be 10.07 for employed and 9. 31 for
unemployed. Here the t - value is 0.405 with a p value of 0.686 which is not statistically
significant (p>0.05). Since the p - value is greater than typical significance level of 0.05,
hence the hypothesis H2 is accepted. The result shows that procrastination is often
5
influenced more by individual personality traits, time management skills, and motivation
rather than employment status alone. For instance, some employed individuals may
procrastinate due to work-related stress, lack of engagement in their tasks, or difficulty
managing multiple responsibilities. On the other hand, unemployed individuals may also
exhibit procrastination due to a lack of structured routines, uncertainty about future plans,
or motivational issues. Additionally, young adults in both groups might experience similar
psychological patterns related to procrastination, such as avoidance behaviors, fear of
failure, or difficulty initiating tasks, which are not necessarily dependent on employment
status. Overall, these findings suggest that addressing procrastination requires a deeper
focus on personal habits, self-discipline, and psychological factors rather than employment
status alone. Furthermore, situational factors like striking a balance between obligations
and personal time also play a role in procrastination. These variables mean that young
adults who are employed and those who are unemployed does not significantly differ in
their procrastination levels because both groups are impacted by identical situational and
psychological dynamics. Hence H02 is accepted.
H03: There is no significant relationship between self-esteem and procrastination among
employed and unemployed young adults.
Table 4.3 Pearson’s coefficient and level of significance between procrastination and self-
esteem among employed and unemployed young adults.
Variables Self-esteem
Procrastination Pearson correlation coefficient - 0.0985
Level of significance 0.284
N 120
6
Table 4.3 shows correlation between self-esteem and procrastination among employed and
unemployed adults. Table shows the Pearson correlation coefficient value, level of
significance and N value between self-esteem and procrastination. The Pearson correlation
coefficient is found to be - 0.0985 and the level of significance obtained is 0.284 which is
not statistically significant. The Pearson correlation coefficient value reveals a moderately
weak negative correlation coefficient between self-esteem and procrastination (r= - 0.0985,
p<0.05). The absence of a significant correlation may be attributed to several factors. First,
procrastination is a complex behavior influenced by various psychological, social, and
situational factors beyond self-esteem. For instance, time management skills, motivation,
stress levels, and personality traits such as conscientiousness and impulsivity could play a
more prominent role in determining procrastination tendencies. Second, the employment
status of young adults might introduce additional variables that moderate the relationship.
Employed individuals may procrastinate due to work-related stress, fatigue, or task
demands, while unemployed individuals might experience procrastination driven by
uncertainty, lack of external structure, or diminished motivation. The absence of a strong
correlation could be that self-esteem affects different individuals in distinct ways. For
some, high self-esteem may lead to confidence and efficiency in task completion, while for
others, it could result in overconfidence and a tendency to delay tasks, believing they can
complete them later with ease. Conversely, low self-esteem may either contribute to
avoidance behaviors and procrastination due to fear of failure or, in some cases, drive
individuals to work harder to compensate for their insecurities. These differing patterns
dilute any direct relationship between self-esteem and procrastination. Similarly, those
exposed to environments that encourage passive coping mechanisms may develop
procrastination habits independent of their self-esteem levels. These external influences
further contribute to the lack of a direct and significant relationship between the two
variables. Hence H03 is accepted.