SENIOR HIGH SCHOOL DEPARTMENT

Saint Benilde
INTERNATIONAL SCHOOL (CALAMBA) INc.
S.Y. 2019 – 2020

GENERAL ACADEMIC STRAND

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the foreign literatures, related literature, and local literatures

Procrastination is a phenomenon that has followed civilization at least since the times of Cicero

(cf. Steel, 2007) and has intensively attracted the attention of scholars, particularly in the last four

decades. The procrastination-the unnecessary pause of things one wants to do. In daily life, it is a well-

known occurrence. Research reports point to prevalence rates in the general population as high as 20-25

percent (e.g., Ferrari, Díaz-Morales, O'Callaghan, Díaz, & Argumedo, 2007). Among university students,

the prevalence rates of academic procrastination (i.e., procrastination of study-related activities; e.g.

writing a term paper, preparing for an examination) are substantially higher. Up to 70% of university

students believe themselves to be procrastinators (e.g., Schouwenburg, 2004), and 50% regularly and

problematically procrastinate (e.g., Day, Mensink, & O'Sullivan, 2000; Solomon & Rothblum, 1984).

Students have stated that procrastination usually accounts for over a third of their everyday tasks and is

mostly carried out by sleeping, reading, or watching TV (Pychyl, Lee, Thibodeau, & Blunt, 2000). Men

tend to procrastinate a bit more than women, and with age, procrastination tends to decrease (Steel, 2007;

Steel & Ferrari, 2012). However, given the minor similarities observed in these analyses, the variations

seem to be of minimal insightful significance in terms of their large sample sizes (cf. Ferrari, 2010).

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 SENIOR HIGH SCHOOL DEPARTMENT
Saint Benilde
INTERNATIONAL SCHOOL (CALAMBA) INc.
S.Y. 2019 – 2020

GENERAL ACADEMIC STRAND

Owing to its adverse impact on the general and student community in the social sciences,

procrastination has been one of the most studied subjects. In learning contexts, the general

propensity to defer academic activities has been conceptualized as academic procrastination.

Rothblum, Solomon, and Murakami identified academic procrastination (1986), as a propensity

to delay instructional duties to the point of feeling similar distress. It is a pervasive concern

among students and, due to its detrimental effects such as academic achievement and poorer

well-being, a majority of students have to struggle with it at virtually any level of schooling.

Earlier research reported that about 40-52 of 100 students showed dilatory dilation (Solomon &

Rothblum, 1984; Özer, Demir, & Ferrari, 2009) actions in academic environments. A large

number of studies have found that academic procrastination is negatively related to academic

success (e.g. Balkis, 2013; Kim & Seo, 2015; Steel, 2007), removal of the course (Rothblum et

al. 1986), satisfaction with academic life (Balkis, 2013; Chow, 2011), happiness with research

and demographic factors such as gender and age (Grunschel, Patrzek, & Fries, 2013) (Balkis &

Duru, 2009; Prohaska, Morrill, Atiles & Perez, 2000).

Among many of us, procrastination is exceedingly common. Procrastinators are well aware of the

tasks they need to perform, but because of procrastinating habits, they have neglected to perform or finish

the task promptly. Procrastination among university students is also a very prevalent phenomenon.

Academic Procrastination is intended to prolong the start or completion of a proper academic assignment.

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 SENIOR HIGH SCHOOL DEPARTMENT
Saint Benilde
INTERNATIONAL SCHOOL (CALAMBA) INc.
S.Y. 2019 – 2020

GENERAL ACADEMIC STRAND

Ellis and Knaus estimated as early as 1979 that about 80%- 95% of college students suffer from academic

procrastination. The rising study pays greater attention to the causes that cause academic procrastination.

Prior research has identified numerous factors that contribute to procrastination among university

students, based on the reasons given by students and teachers. If students are scared of disappointment,

they prefer to avoid beginning or completing due assignments. More troublesome online use of internet

addiction leads to study procrastination, lack of direction, lack of motivation, irrational time control,

laziness, family issues, social problems, peer impact are recognized as causes of procrastinating activities.

The goal of this research is to establish the predictive and explanatory relationship model for

university students between procrastination, inspiration, anxiety, and academic achievement. Methods of

Research: A causal research method was used in this research. The sample group was comprised of 211

respondents. The Academic Motivation Scale (AMS); their anxiety levels, the Foreign Language

Classroom Anxiety Scale (FLCAS), and their procrastination levels, the Aitken Procrastination Inventory

(API) were all added to assess their motivation levels. The grades of students during the term were known

as the academic performance criterion. Data are obtained by the Structural Equation Model (SEM).

Procrastination among students is widespread and is related to negative effects, including low

academic performance and psychological distress. Research also indicates that anxiety and depression can

worsen procrastination, but there is less understanding of the mechanisms associated with procrastination

growth. The current study aimed to explain the role of negative repetitive thinking in the ties between

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 SENIOR HIGH SCHOOL DEPARTMENT
Saint Benilde
INTERNATIONAL SCHOOL (CALAMBA) INc.
S.Y. 2019 – 2020

GENERAL ACADEMIC STRAND

anxiety and procrastination, and depression and procrastination (i.e., rumination and worry). Ninety-one

undergraduate students completed anxiety, depression, concern, brooding rumination, and procrastination

self-report measurements, and two multiple mediator models were studied. Procrastination was positively

associated with the variables in the sample, including medium anxiety and depression effects, a large

rumination effect, and a small worry effect.

A modern person's life abounds with diverse activities and tasks, the execution of which

is linked with some completion targets and specific time frames required for those to be

performed the assignments. An individual may schedule his or her time, commitment and money,

while understanding the time frames, in a situation of persistent tension and multitasking,

nonetheless, it also happens that a desire or a need occurs. Desire to delay the success of such

duties until later. The pattern of postponing assignments for later "The word "procrastination" is

defined here. There is no single widely acknowledged definition of postponement. Some scholars

claim that, because this has a detrimental impact on the individual, procrastination is a voluntary,

unreasonable postponement of the planned acts. Some scholars take the opposite view, arguing

that not all delays contribute to harmful outcomes.

Given the negative connections between procrastination, academic success, and psychological

and physical well-being, estimates of the incidence of academic procrastination are problematic. Several

explanations have aimed at explaining variables that induce and sustain procrastination, but none

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 SENIOR HIGH SCHOOL DEPARTMENT
Saint Benilde
INTERNATIONAL SCHOOL (CALAMBA) INc.
S.Y. 2019 – 2020

GENERAL ACADEMIC STRAND

adequately account for this troublesome behavior. The researchers believe that procrastination can be

understood to indicate a state of psychological inflexibility that is characterized by many mechanisms,

including experiential evasion (i.e. efforts to prevent or escape negative internal experiences), decreased

knowledge of the current moment (i.e. decreased awareness of the moment), and difficulties articulating

and engaging in valued practices.

To preserve the illusion of self-competence, self-handicapping produces or claims barriers to

good results (Jones & Berglas, 1978). The possibility of success is diminished by self-handicapping

behaviors; moreover, they encourage people to cover up their shortcomings by making useful reasons

instead of facing the true cause, which is the lack of skill (Brown, 1998). Relevant failure is associated

with a particular mission, according to Elliot and Church (2003), but global failure is associated with

intelligence or personality. Avoiding global failure is more critical for self-handicapped individuals than

avoiding individual failure. In an evaluative case, if a self-handicapper performs badly, she/he will justify

the bad results by using the impediment instead of negligence. If she/he succeeds adequately despite the

challenge, her/his competence is increased (Warner & Moore, 2004). Hirt, McCrea, and Boris (2003) used

an analogy to elucidate self-handicapping. In their scenario, the night before the test, a pupil goes to a

movie instead of practicing. In the test, if he does not do well, he should show the reason as a lack of

research. He obscures the absence of skill or intellect in this manner. If he does well, when he passes the

test without learning, he can conclude that he is intelligent or has talent.

Every entity has tasks to perform, but the execution of these tasks is always delayed for one

purpose or another. The general tendency is called procrastination to partake in such dilatory actions.

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 SENIOR HIGH SCHOOL DEPARTMENT
Saint Benilde
INTERNATIONAL SCHOOL (CALAMBA) INc.
S.Y. 2019 – 2020

GENERAL ACADEMIC STRAND

Students include responsibilities such as submitting term papers, preparing for tests, reading weekly

assignments, academic administrative tasks, attending assignments, and/or school events in their

academic environments. They needlessly, though, postpone or set aside these priority tasks in a temporal

dimension until the next time. It is called academic procrastination to be deferred from an academic

assignment to another infinite moment. Analysis has repeatedly shown that, at each academic stage,

procrastination is one of the main challenges to students' academic success. Most of the recent literature,

however, has concentrated on procrastination. About students at college. It was calculated that 70 percent

of college students at least regularly procrastinated on academic activities and 50 percent indicated that

they procrastinated almost half or more of the time.

Time is a finite resource. The significance of productive time usage has been stressed in different

settings, such as work and university environments (Claessens, van Eerde, Rutte, & Roe, 2007). Time

management has arisen in academic environments as a factor that makes an important contribution to

academic success. On the one hand, the systematic and purposeful use of time by students for their

learning has been positively related to their academic success and life satisfaction (Britton and Tesser,

1991, Liu et al., 2009, Macan et al., 1990, Trueman and Hartley, 1996). On the other hand, for academic

procrastination and its association with accomplishment, opposite results have been repeatedly published.

The needless delays and insufficient use of time by students in completing assignments were related to

maladaptive effects such as depressive mood, anxiety, lower self-esteem, and poor academic performance.

(Akinsola et al., 2007, Owens and Newbegin, 1997, Solomon and Rothblum, 1984, Steel, 2007, Tice and

Baumeister, 1997).

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 SENIOR HIGH SCHOOL DEPARTMENT
Saint Benilde
INTERNATIONAL SCHOOL (CALAMBA) INc.
S.Y. 2019 – 2020

GENERAL ACADEMIC STRAND

BIBLIOGRAPHY

Procrastination | European Psychologist | Vol 18, No 1. (2013). Retrieved January 3, 2021, from

European Psychologist

Balkis, M., & Duru, E. (2017). Gender Differences in the Relationship between Academic

Procrastination, Satifaction with Academic Life and Academic Performance. Electronic

Journal of Research in Educational Psychology, 15(1), 105–125.

Schwinger, M., & Stiensmeier-Pelster, J. (2011). Prevention of self-handicapping — The

protective function of mastery goals. Learning and Individual Differences, 21(6), 699–709.

Akpur, U. (2017). Predictive and Explanatory Relationship Model between Procrastination,

Motivation, Anxiety and Academic Achievement. Retrieved January 3, 2021, from

Eurasian Journal of Educational Research

Constantin, K., English, M. M., & Mazmanian, D. (2017). Anxiety, Depression, and

Procrastination Among Students: Rumination Plays a Larger Mediating Role than

Worry. Journal of Rational-Emotive & Cognitive-Behavior Therapy.

Saplavska, J., & Jerkunkova, A. (2018). Academic procrastination and anxiety among students.

Glick, D. M., Millstein, D. J., & Orsillo, S. M. (2014). A preliminary investigation of the role of

psychological inflexibility in academic procrastination. Journal of Contextual Behavioral

Science, 3(2), 81–88.

Barutçu Yıldırım, F., & Demir, A. (2019). Self-Handicapping Among University Students: The

Role of Procrastination, Test Anxiety, Self-Esteem, and Self-Compassion. Psychological

Reports, 123(3), 825–843.

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 SENIOR HIGH SCHOOL DEPARTMENT
Saint Benilde
INTERNATIONAL SCHOOL (CALAMBA) INc.
S.Y. 2019 – 2020

GENERAL ACADEMIC STRAND

Won, S., & Yu, S. L. (2018). Relations of perceived parental autonomy support and control with

adolescents’ academic time management and procrastination. Learning and Individual

Differences, 61, 205–215.

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 SENIOR HIGH SCHOOL DEPARTMENT
Saint Benilde
INTERNATIONAL SCHOOL (CALAMBA) INc.
S.Y. 2019 – 2020

GENERAL ACADEMIC STRAND

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