“Procrastination and Academic Performance among Grade 12 STEM

Students of Davao Doctors College, Inc.”

A Research Presented to the

Senior High School Program
Davao Doctors College, Inc.
Gen. Malvar Street, Davao City

In Partial Fulfillment of the Requirements

For Practical Research 2
Science, Technology, Engineering and Mathematics

Alvarado, Jillian Kaye V.

Dela Cruz, Raphael
Ibañez, Angelo Carl A.
Llego, Mark J.
Manlangit, Xnea R.
Maquidato, Christopher Pond L.
Morales, Kristin Joy P.
Researchers

November 2021
 Chapter 1

Introduction

Background of the Study

Procrastination is defined as the deliberate deferral of a task to a later

time, which can have negative consequences for individuals such as
increased stress. Procrastination isn't a new phenomenon by any means. It
has been around for a long time and is still going strong now. Procrastination
is a problem that affects everyone in the general population, whether they are
adults or teenagers. Furthermore, most studies have shown that
procrastination is regularly associated to a variety of maladaptive cognitions
and actions that might deplete an individual's productive life (Cherry, 2020).

Procrastination of students can be caused by many factors which could

include time and workload and these could effect to the academic
performance of a student. Most of the time students tend to procrastinate due
to lack of motivation as the expected deadline of an activity is far from the day
of releasing (Hussain & Sultan, 2010).

A study from Turkey sought to discover that academic procrastination is

frequent among undergraduates, and time management is regarded to be one
of the contributing factors. In this correlational study, 332 undergraduate
students were given two surveys: academic procrastination and time
management. Academic procrastination among students is described using
frequencies and percentages, and a link between academic procrastination
and time management is questioned. To see if time management predicts
academic procrastination in a statistically meaningful way, regression analysis
is utilized. Students' procrastination tendencies in academic work are often
indecisive, according to the findings, and their time management abilities are
in the middle range (Ocak & Boyraz, 2016).
 Procrastination is a global issue and problem. That’s from a global online
survey conducted by Study Mode, the number of students who delay is on the
rise. They spent the most of their time doing things that were irrelevant to their
academics. Procrastination is prevalent among high school and college
students, according to the findings, with 87 percent saying they procrastinate
and 45 percent saying it has a negative impact on their academic
performance (Mecmack Nartea et al., 2020).

In the Philippines a Filipino habit, or what we call procrastination, could

have an impact on a student's academic performance in school. Academic
procrastination is a common self-perceived problem that causes students'
academic performance to suffer, as well as increased stress and a lower
perceived value of life (Mecmack Nartea et al., 2020).

In another hand, A study shows that academic achievement of students

served as the outcome of achievement goals, which were understood as
antecedents of various dilatory actions. A total of 1,153 junior and senior
undergraduate students from a government university in Eastern Visayas took
part in the research. The model's overall fit was determined using path
analysis, which was used to determine the link between exogenous and
endogenous variables. Positive procrastination and non-procrastination both
predicted academic accomplishment, but negative procrastination had a
negative impact on student performance, as predicted (Morales, 2021).

Meanwhile, a study from Surigao Del Sur looked into the elements that
contribute to procrastination and its impact on students' behavior. The 181
business administration students at Surigao Del Sur State University in the
Philippines were polled. Its goal was to determine the impact of
procrastination on students' educational achievement. The study's findings
revealed that the majority of respondents are procrastinators, but to varying
degrees and degrees of procrastination when confronted with such scenarios.
They required self-discipline, effort, and engaging instructors. This is obvious
to pupils who are unmotivated to complete the work. In their lessons, students
are searching for a sense of purpose, enthusiasm, and inspiration (Marge &
Urbiztondo, 2018).

In Davao Doctors College, Inc., It is intended to assess the relationship

between their academic procrastination and their study habits at Davao
Doctors College, Inc. This study will be done to determine all existing study
habits or techniques among Davao Doctors College students, and also their
relationship to academic procrastination.

Statement of the Problem

The study aims to explore the effects of procrastination to the Grade 12

STEM students from Avogadro of Davao Doctors College Incorporated. It
aims to answer the following questions in particular:

1. What is the level of procrastination among Grade 12 STEM students of

Davao Doctors College Inc. in terms of:

1.1. Time Management;

1.2. The amount of work and

1.3. Distraction

2. What is the level of Academic Performance to the Grade 12 STEM

students of Davao Doctors College Inc. in terms of:

2.1. Cognitive;

2.2. Behavioural and

2.3 Attitudinal
 3. Is there a significant relationship between the level of procrastination
and academic performance to the Grade 12 STEM students of Davao
Doctors College Incorporated?

Null Hypothesis

There is no significant relationship between the effects of Procrastination

and Academic performance of the Grade 12 STEM student of Davao Doctors
College Incorporated.

The null hypothesis was tested at 0.05 level of significance using

appropriate statistical tool.

Scope and Delimitation

This study focuses on the effect of procrastination on the academic

performance of grade 12-STEM students of Davao Doctors College. The
participants must be grade 12-STEM students of Davao Doctors College Inc.,
enrolled in the academic year 2021-2022. The respondents will be limited and
randomly selected grade 12-STEM students who will represent the
population. Due to Covid-19 pandemic, protocols should be followed; this
study will gather data virtually to avoid physical contact. The data will be
gathered through survey questionnaire via google form, and will be distributed
to 260 random grade 12-STEM students of Davao Doctors College Inc.'s
social media through private message. The researchers will conduct the
survey within 3 weeks and must complete it before the end of the 1st
semester.

Significance of the Study

The findings of this study will redound to the benefit of the following:
 Students. This study will assist them to have a better grasp of what the
scenario is when it comes to managing priorities and duties.

Teachers. This research will assist the teachers since they may
encourage the students to be more diligent and make their tasks simpler
because students are passing their work on the stated deadline.

Parents. This research will assist parents to have a better understanding

of their learner’s academic scenario and can create a conclusion to have an
action.

Education Institution. This study would allow the education institution to

obtain a better perspective of the insights of their students about the act of
procrastination.

Future Researchers. This study will assist them in improving their

knowledge about this phenomenon.

Theoretical Framework

As school works and other work-related arises, distraction like social

media, video games and anxiety to process a task due to many reasons
which included the fear of judgment could result to delayment or
procrastination. Students of Davao Doctors College specifically senior high
school STEM students experience these kind of phenomenon, these is the
primary reason of the researchers to conduct these research study. The
Temporal Motivational Theory is the major theoretical underpinning of this
research investigation. The Procrastination Equation (also known as
Temporal Motivation Theory) is a relatively new development in the field of
motivational research that acts as an integrative theory from which most other
motivational theories can be derived. It shows that the following equation may
be used to illustrate why people make decisions: Motivation = Expectancy x
Value / 1 + Impulsiveness x Delay (Steel, 2014). Expectancy theory states
that motivation increases when people are confident of receiving a desired
reward or outcome (i.e., expectancy) (i.e., value). However, according to
behavioral decision theory and need theory, when a reward is obtained after a
lengthy time (i.e., a delay), motivation is reduced, and humans are sensitive to
delays (i.e., impulsiveness). When the delay is effectively zero, the constant
"1" is included to protect the equation from becoming infinite (Steel et al.,
2018).
.
According to the temporal motivation theory, time has a substantial
influence on motivation. Consider a student who only has one month to study
for a final exam. For the month, the student has two options: study or
socialize. Although the student prefers to socialize, he or she must also excel
academically. During the beginning of the student's study period (when there
is a considerable gap before the deadline), the reward of studying is not
immediate (and hence has low value); thus, the desire to study is lower than
the desire to socialize. However, when the study period shortens from weeks
to days, the desire to learn will take precedence over the desire to socialize
(Monroe & Amidon, 2021).

In addition, the researchers used Walberg’s theory of academic

performance for our criterion which is level academic performance in terms of
cognitive, behavioral and attitudinal to support the study. According to
Walberg's theory of academic accomplishment, individual students'
psychological qualities and their immediate psychological circumstances have
an impact on educational outcomes (Rugutt & Chemosit, 2005). The
researchers believes that Walberg’s theory could help in determining whether
procrastination do have a great impact to the academic performance of the
student.

Conceptual Framework

The study’s predictor’s variable is the level of procrastination with

indicators: Time Management, The amount of work and Distraction. The first
indicator is Time Management, the process of deciding on the sequence in
which you will complete chores and ensuring that they are completed on time
(Collins English Dictionary, 2019). The amount of workload is the second
indicator; it is the projected amount of work/assignments given to the
students. Finally, distraction is defined as something that diverts one's
attention from something else (Merriam-Webster Dictionary, 2021).

Meanwhile the criterion’s variable is the level of Academic

Performance with the indicators: Cognitive, Behavioural and Attitudinal. The
first indicator is Cognitive, refers to activities such as reasoning, thinking, and
memorizing that require conscious mental effort. Behavioural, as our second
indicator is the psychological, social, and emotional aspects that influence
financial decisions and behaviour. Finally, Attitudinal refers to personal
feelings or attitudes (Merriam-Webster Dictionary, 2021).

This research is focused on the effects of procrastination to the

academic performance for the Grade 12 STEM students of Davao Doctors
CRITERION VARIABLE
College Inc. Procrastination is controlled by effective time management,
workload, and distraction. Academic performance is influenced by cognitive,
behavioural, and attitude factors. The goal of this study is to learn more about
the link between procrastination and academic success.

PREDICTOR VARIABLE

Effects of Procrastination Academic Performance

 Time management  Cognitive

 Amount of work  Behavioural
 Distraction  Attitudinal

Fig. 1 The Conceptual Paradigm of the Study

 Chapter 2

Review of Related Literature and Studies

Review of Related Literature

This section includes a review of the research literature on the

variables and indicators used in this study. These include the following:
Procrastination (time management, the amount of work and distraction) and
Academic Performance (cognitive, behavioural and attitudinal).

Procrastination
For an effective performance, every single human being, whether
working or not, must accomplish necessary task throughout the day, however,
for various reasons, these needed tasks are often delayed. Procrastination is
the general habit of delaying or postponing certain tasks. Procrastination,
according to Firouzeh and Jalil (2011) is a weak point of personality that leads
to low self-confidence.
Furthermore, procrastination and its consequence have attracted a lot
of attention in past study. According to previous study, procrastination cam
cause students to fail academic courses and suffer physical and psychological
problems (Hussain and Sultan, 2010), affecting their life satisfaction (Ozer
and Sackes, 2011).

Time Management. The impact of time management training on self-

reported procrastination was investigated by the author. 37 employees
participated in a one-and-a-half-day time management training course as part
of an intervention study. To account for expectation effects, the study included
a control group of employees (n = 14) who were awaiting training. Trainees
reported a significant decrease in avoidance behavior and worry, as well as
an increase in their ability to manage time, one month after completing time
management training. The findings show that time management training can
help reduce workplace anxiety and procrastination (Van Eerde, W, 2010).
 Moreover, academic procrastination is a fact related to the detention or
defer of academic work until the last nanosecond. This miracle is apparent in
vast maturity of university scholars, and its circumstance is adding. In order to
assay possible causes and/ or results, they studied if longer time for
negotiating an assignment impulse or avoids procrastination among university
scholars. Results showed that both short and long time- frame groups have
tended to procrastinate in the same way. Also, academic grades didn't reveal
differences between groups, as the procrastination was the same between
groups. Therefore, the study shows that indeed with longer period of time to
negotiate a task, university scholars tend to procrastinate, and therefore feel
to have a negative effect on their assignment grades. Thus, it seems a current
problem and measures should be developed in order to break it (C Naturil-
Alfonso et al., 2018).

Additionally, it is one of the most basic issues in the field of learning

and study strategies, featuring prominently in courses and a variety of study
skills handbooks. One of the most common complaints students have about
their teachers is that they don’t have enough time to complete all of the tasks
that have been assigned to them in various academic areas. Academic
success, on another perspective, has a beneficial effect on motivation and on
work time performance (Indreicaa et al., 2011).

Amount of Works. Procrastination is a widely known phenomenon in

society. In every part where education progresses, people have to face and
deal with the deadline of term papers, projects and other conditions most of
the time. Uzun et al. (2011) point out how this phenomenon comes with a
great number of students who are constantly involved in procrastination
during their school days or life.

Consequently, it is frequently marked that academic procrastination

(Akin 2012; Cakir et al. 2014; Cerino 2014; Katz et al. 2014) may direct school
burnout or academic burnout, making procrastination behaviour watch usually
during this time. Even though this attitude has been studied mostly (Steel,
2007), it still presents as an unsolved problem to university students as well
as the people in the society.
 Moreover, various other studies on academic procrastination have
found a variety of up to three factors of academic procrastination. These
factors include “fear of failure, task aversiveness, and laziness” (Schraw et al.,
2007, p. 13). Laziness is a tendency to avoid work even when physically able
(Mish, 1994). Aversiveness and laziness were factors that accounted for 18%
of the variance in reasons for students‟ procrastination, according to Solomon
and Rothblum (1984). If students are physically avoiding schoolwork, they are
merely putting off all of this work until the end of the semester. Thus, they are
exhibiting a degree of laziness and task aversiveness.

According to a recent theoretical study on procrastination, up to 40% of

students were too inflexible on due dates or deadlines (Schraw et al., 2007).
Thus, academic procrastination might involve the tendency to avoid a great
deal of schoolwork or laziness.

Distraction. As the learning environment changes, academic

distraction is a major worry for educators. Students are more tempted than
ever before to indulge in media multitasking thanks to the emergence of
personal digital gadgets. It is uncertain, however, if all digital devices are
disruptive to student learning (Dontre, 2020).

Moreover, undocumented status has been shown to disrupt students'

academic involvement in a variety of ways, according to previous study.
Financial pressures may cause students to work, compromising their
attendance in class or their ability to accomplish assignments as they try to
manage their obligations. Furthermore, worry of being stigmatized and
marginalized if their status is known can affect students' engagement with
academics (Chavarria et al., 2021).

Academic Performance

Many studies have been devised over the years with the goal of
identifying the variables that can predict academic achievement. Academic
performance has always been referred to the result of assessment, which
corresponds to a student’s IQ, leaving aside other personal characteristic. We
should learn about the factors that influence the student’s academic
performance, in which performance is characterized as the quantitative result
obtained during the learning process, based on teachers evaluations through
the use of objective test evaluations.

In addition, Nyagosia (2011) class participation, class assignment,

home-work assignment, test, examination, and engagement in events or other
activities are all factors that influence students' academic achievement.
Because of the pressure from parents and other individuals on teachers and
school officials to enhance academic performance, schools have developed
advanced strategies. These include encouraging students to take extra
classes, introducing effective teaching-learning methods and instructional
strategies, and utilizing technology. Rewarding students for good performance
serves as a motivator, and when they receive low grades, they are more likely
to work harder to improve.

Moreover, Academic performance can be defined as how well students

achieve their educational goals and objectives. According to Erum and Zahoor
(2011) academic performance and graduation rates of students have caught
scholars' curiosity, and the investigation of factors related to secondary
students' academic success has been a popular issue. It may be because the
schools were intended for the students, and their performance can be used to
assess the effectiveness of the entire education systems.

On the other hand, there is ample evidence to suggest that Emotional

Intelligence (EI) has a positive association with academic performance. Social
and emotional learning programs are broadly based on Goleman’s model of
Emotional Intelligence (EI) are known to increase academic performance.
Durlak at al.’s (2011) meta-analysis shows that such programs result in an 11-
percentile improvement to academic performance.
 Katelyn (2013) therefore, identifies fourteen positive or good study
habits which students can do in order to improve their academic performance.
Those are: attending all classes, reviewing your notes, reading material prior
to what being covered in the class, study daily, have at least one conference
with the professor, develop and learn a word list for the course, read materials
that helps you improve your background to the course, attend help session
when necessary, go to learning resource lab when available, develop a list of
possible questions you may have, ask questions during class, study an old
exam, avoid a last minute cramming, and sleep at least 8 hours the night
before exams.

Cognitive. The educational relevance of the cognitive ability score was

validated using school grades. We expected significant testing effects at all
retention intervals regardless of cognitive capacity based on prior studies
(Bertilsson et al., 2017; Pan et al., 2015; Wiklund-Hornqvist et al., 2014).
Similarly, across levels of cognitive ability, we projected comparable patterns
of brain-activity changes after retrieval exercise.

Understanding concepts implies the coordination of several cognitive

processes (Loyens, Jones, Mikkers, & van Gog, 2015) consisting of
correlation, comparison, assimilation, and reorganization of new knowledge
with prior ideas, as well as the application of such knowledge to address new
issues (Saricayir, Ay, Comek, Cansiz, & Uce, 2016). As a result, it's easy to
see how students' capacity to understand concepts is linked to their ability to
solve problems.

However, it indicates that the importance of cognitive capacity varies

greatly depending on the specialty discipline. Wai and Rindermann (2015),
argued that the path to becoming an expert in a discipline, as well as
performance within that discipline, essentially functioned as a mental test
battery or cognitive challenge (e.g., Gottfredson, 2003), and demonstrated
that cognitive ability, as inferred through elite education, appeared to be much
less important for becoming a house member but much more important for
being selected as one of the world's most powerful people.
 Behavioural. The behavioral engagement domain deals with matters
such as student behavior in class, participation in school-related activities,
and interest in academic performances (Cooper, 2014; Fredricks, Blumenfeld,
Paris, 2004; Shernoff, 2013; Yazzie-Mintz & McCormick, 2012).

Moreover, youth that can get through middle and high school without
engaging in problematic conduct and having a positive sense of self are more
likely to graduate and have better and more consistent labor market, health,
and other outcomes (Farkas, 2011; Heckman, Stixrud, & Urzua, 2006; Wang
& Fredricks, 2014).

In addition, Rusk (2011) found that emotional involvement in school is

linked to intrinsic motivation, according to research. Internal drive to succeed
in school, according to Larson and Rusk, is just as important as behavioral
engagement because it provides kids with the motivation and agency to
govern themselves toward their academic goals.

Furthermore, observation of participation and effort, as well as

instructor reports and student self-reports or interviews have all been used to
assess behavioral engagement (Fredicks & McColskey, 2012). In task-based
research, indicators are typically focused on academic behaviors like
answering questions or participating in tasks.

Atitudinal. In accordance with Syyeda (2016) attitude have three main

components: affect, cognition and behaviour. The components are
interrelated and involve several aspects contributing to the overall attitude
towards learning mathematics. We draw from the ABC (Affective, Behavioural
and Cognitive) model (Ajzen, 1993) to investigate the students` attitude
towards mathematics and the Walberg`s theory of productivity (Walberg,
Fraser, & Welch, 1986) to interpret results about the factors influencing a like
or dislike of mathematics and those impacting students` performance.
Walberg`s theory postulates that individual students` psychological attributes
and the psychological environments surrounding them influences cognitive,
behavioural and attitudinal learning outcomes.

This work is relevant because poor performance in science,

technology, engineering and mathematics (STEM), especially mathematics, is
considered an obstacle to economic and social development at both the
individual and national levels. .. In Tanzania, like all other countries in sub-
Saharan Africa (SSA), Tanzania is 4,444 economical compared to other
countries, as 4,444 students consistently have poor math and science
performance. You are losing your advantage. Students in countries within the
SSA perform well below the average international rating of points. Bethell also
states that the long-term development of SSA countries will require significant
improvements in STEM education to benefit from the highly competitive global
economy driven by new technologies. In this context, it is important to find
ways to improve the performance of the subject students. It is certainly worth
investigating the factors associated with student attitudes towards
mathematics and how they relate to academic performance (Bethell, 2016).

Review of Related Studies

The phrase "procrastination" refers to the act of delaying doing

something that must be done (Estrito & Victor, 2019). It might also be defined
as repeated behavior despite its negative repercussions (Ferrari, 2018). Steel
(2017) defines Procrastination as "the voluntary postponement of a planned
course of action despite anticipating to be worse off as a result of the delay." It
is all about postponing or deferring tasks such as work, housework,
assignments, or other acts that should be completed immediately.
Procrastination was defined as one of the universal flaws that, despite
moralists' teaching and reason's remonstrances, persist in every mind to a
greater or lesser degree. Procrastination acts as a roadblock, preventing the
person from embracing life to the fullest.
 According to a recent study, individuals regret the things they did not
accomplish more than they did. The act of postponing a job that must be
completed is known as Procrastination. It is a bad habit to excuse why a task
should not be begun right now (Ekundayo et al., 2010).

According to Kingsley (2015), Procrastination is a general and

pathological delay in which we choose to complete less urgent chores over
more urgent ones or do more enjoyable things over less delightful ones.
Students willingly pick an activity that will not maximize their thoughts and
ideas by delaying an initially scheduled work while expecting to be worse off
due to the delay. Procrastination has four reasons, according to Wignall
(2018). Self-Efficacy is a person's belief in their ability to complete a task. The
more pleasurable the work, the less likely the person is to postpone.
Maintaining impulsiveness in the face of more enticing diversions. Delay is the
amount of time between deciding to take on work and the point at which it
must be finished. Procrastination is frequent among adolescents and even
adults. Without a doubt, ignoring these crucial responsibilities will have
consequences for them.

Moreover, studies have been carried out to investigate this aspect. In

the students' case, delaying tasks leads them to hate these issues, and as a
result, they continue to do it poorly. It is also said that the amount of academic
Procrastination rises as academic success decreases (Kandemir, 2014).
Procrastination also has adverse health effects. Procrastinators tend to be
less involved in health activities. Behaviors can have different causes, and
academic Procrastination is a student's ineradicable behavior with reasons
behind it. Motivation is one of the causes. It is shown that the conduct of
academic Procrastination increases when a student is driven to learn loose. In
this matter, internet use has also led students to lose focus when using the
internet and set aside their academic tasks that need continuity. Students'
self-regulation and self-control are one of the factors. Students who predicate
are those who have less control over themselves (Kandemir, 2014).
 Also, the potential was seen as a source of the academic
Procrastination of students. When one student is less competent, the
academic assignment will be postponed. In academics, students with high
self-esteem tend to procrastinate more (Tamini et al., 2013). Fear of failure is
included in the students' regular academic activity because they think they will
not succeed. The extensiveness of Procrastination has also been shown in
some research in the Philippines. It turned out that there is no significant
difference between college students in the amount of procrastination behavior
divided into academic courses. The study supported the international
researchers stating the discrepancy between two genders on the level of
Procrastination. Results showed that male students are more procrastinating
than female students. Students' academic achievement was also reviewed.
The findings show that the scale of Procrastination is the same for low and
high-performing students (Mandap, 2016).

Furthermore, in accordance with the last mentioned research, the

output of students is also a great predictor of the level of academic
Procrastination of students in other studies in the same region. A student who
procrastinates less, the higher the GWA (General Weighted Average) he or
she will gain. It highlights a foreign country's results in students' academic
performance and its relation regarding Procrastination (Rio & Tarin, 2015).
Research has shown a relationship between the personality trait of Filipino
students and academic Procrastination, particularly among the youth. The
individual's neuroticism is not linked to academic Procrastination. This is
linked only to the facet of the impulsiveness of the personality trait.
Neuroticism is a personality characteristic or an individual's emotional stability.
It is also known as a state of distress or anxiety in the surroundings (Weed,
2019).

In addition, numerous studies reveal that Procrastination is associated

with the significant job and academic performance loss. Students often
engage in activities such as sleeping, reading, or watching TV rather than
studying. In addition, Procrastination decreases well-being, raises negative
feelings such as shame or guilt, increases symptoms of severe mental health
problems such as depression, and impacts health habits such as failures in
pursuing proper health care (Stead et al., 2010).In an attempt to justify this
universal and potentially harmful phenomenon, several researchers indicated
that negative emotions constitute a significant antecedent of Procrastination
(Wohl et al., 2010).

Additionally, proof for this assumption comes from studies showing that
people procrastinate more when they are sad or upset and that the perceived
enjoyment of the distractor reduces the link between feeling upset and
Procrastination. It has also been found that depressive mood, neuroticism,
and lack of control over distressing conditions are correlated with
Procrastination. Eventually, it has been shown that the positive effects of self-
forgiveness on Procrastination have been mediated by the negative impact
(Wohl et al., 2010). Therefore, control of emotions plays a critical role in
recognizing Procrastination's self-regulatory failure. Individuals delay or avoid
an aversive activity to achieve a favorable short-term impact at the detriment
of long-term goals. Concerning the specifics of this process, Sirois and Pychyl
(2013) indicate that counterfactual thinking should be regarded as an
explanation of emotional misregulation that may promote Procrastination.

In addition, counterfactual thinking implies that individuals equate

adverse outcomes that have occurred in the past with possible outcomes that
may have occurred better (Sirois & Pychyl, 2013).In short, upward
counterfactuals can cause aversive feelings (e.g., guilt or liability) that can
trigger potential behavior adjustment. Given that aversive emotion such as
shame or guilt cause breakdown of self-regulation, counterfactuals ascending
can increase Procrastination. On the opposite, counterfactuals downward
boost real feelings but contribute to poorer performance in the future. Aversive
emotional states prompt Procrastination, and susceptibility to pleasurable
temptations improves procrastination as individuals attempt to optimize good
feelings at the coast of long-term goals.

Nevertheless, interestingly, engaging in fun activities when

procrastinating does not increase positive yet negative effects because
people feel bad about failing their tasks. In particular, Procrastination was
consistently related to a low level of the perspective of future time (Díaz et al.,
2015; Sirois, 2014). Therefore, procrastinators are less likely to use a future
orientation to direct their decisions and actions (Gupta et al., 2012).In
addition, Rebetez (2016) discussed the relationship between Procrastination
and a particular type of future time orientation, namely the consideration of
future consequences (the degree to which people consider future versus
immediate effects of possible behaviors).

Finally, Procrastinators were less likely to consider their present

behavior's potential future consequences. Such data suggest that
Procrastination includes a decisive conflict between immediate and postponed
consequences of one's behavior. However, it was shown that people with low
future consequences awareness were more likely to discount the value of
future rewards (one dimension of decision-making) and indulge in impulsive
behaviors. Tentatively, the decision-making process of delaying (or not
delaying) actions/decisions creates a problem about short- versus long-term
delaying outcomes, and the way people deal with such a temporal dilemma is
likely to be influenced by the degree to which they are concerned with the
immediate or delayed consequences of their behavior. Lately, Procrastination
was delineated into intentional and unintentional domains (Fernie et al.,
2016). Intentional Procrastination (IP) refers to involvement in this activity
intentionally and knowingly, while unintentional Procrastination (UP) refers to
circumstances viewed as involuntary.

References:

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