Thesis 101 Checked 5june

ACADEMIC PROCRASTINATION PRACTICES AND SELF-MOTIVATION AMONG
FRESHMEN COLLEGE EDUCATION STUDENT IN NOTREDAME OF MIDSAYAP

COLLEGE
By:
Kristyll Faith Amor B. Menguita

Hannah Jane D. Rosagaran
Mary Angelou G. Cardaño
Jessa Mae T. Batulan
Jeehan J. Banggos
A Thesis Presented to the Faculty of the College of Education Undergraduate in Partial

Fulfilment of the Requirement for the EED 306 Research in Education
Notre Dame of Midsayap College
Midsayap, North Cotabato
June 2022
Notre Dame Of Midsayap College
College Of Education
CHAPTER I
INTRODUCTION
Background of the Study
Procrastination is not a unique character flaw or a mysterious curse on the person's ability
to manage time but a way of coping with challenging emotions and negative moods induced by
specific tasks — boredom, anxiety, insecurity, frustration, resentment, and self-doubt and
beyond. "Procrastination is an emotion regulation problem, not a time management problem,"
said Dr. Tim Pychyl, professor of psychology and member of the Procrastination Research
Group at Carleton University in Ottawa (2013).
Procrastination is an interactive occurrence in which one disregards or delays a timely
attendance to an obligatory assignment or judgment. Procrastination often does not have serious
consequences, but it almost always does in online learning. The most significant factor in
successful online course completion is "self-regulation." This is the ability to independently self-
organize and complete tasks without external pressure. Procrastination represents a breakdown in
self-regulation, and it is one of the biggest drivers of failing to complete an online course. We
put off the course work, it builds up, we fall further behind, it becomes too hard or unpleasant to
catch up, and we fall further behind. The result of procrastination can be seen in the "product
"failing to complete a course and "process" feelings of anxiety, anger, self-doubt, and shame of
online course participation. Some researchers define procrastination as a "self-regulation failure
characterized by the unreasonable delay of tasks despite potentially adverse consequences. It can
help the students reduce their procrastination and associated issues, such as anxiety. To develop
self-efficacy, try to identify the various strategies students can use to successfully study and
complete their assignments and think about their ability to execute those strategies successfully.
A procrastinator is a person who unnecessarily postpones decisions or actions. For example, a
procrastinator might constantly postpone choosing a topic for an essay they need to write or
delay getting started on an assignment they have to complete. According to these research
efforts, most research has claimed that self-regulation failure is one of the leading causes of
procrastination (Steel, 2007; Steel & Klingsieck, 2016).
In the early days of the pandemic, we struggled with what experts have dubbed
quarantine fatigue, the exhaustion of adjusting to the restrictions associated with the virus.
Moreover, as the pandemic has dragged on, more people found themselves vulnerable to the
stress and uncertainty that drives procrastination. "Productive procrastination" is another
pandemic-fueled buzz term. This is when people avoid one task to complete another, such as
putting off a big work project to scrub the grout in the bathroom. While it may not seem as
harmful because students are completing a task and achieving some level of productivity, it is a
wolf in sheep's clothing. The bug report still needs to get done, and putting it off adds to stress
levels. Carleton University's Pychyl believes that "productive procrastination" is not just an
oxymoron but another example of humans trying to turn a vice into a virtue (Pychyl, T.A 2018).
In this context, this study aimed to quantitatively examine the impact of procrastination and
delayed task submissions on the academic performance of freshman education students of Notre
Dame of Midsayap College.

Statement of the Problem
The main objective of this research was to determine the Practices and Motivation of
Academic Procrastination among first-year students in the College of Education of Notre Dame
of Midsayap College.
Specifically, this study sought to answer the following research questions:
1. What is the profile of the respondents in terms of the following; Age, Sex, Religion,
Home Address, and Parents Occupation.
2. What are the practices on academic procrastination of the respondents in terms of time
management, personality, peer, and social media?
3. How do respondents motivate themselves to avoid academic procrastination in terms
of Family-related, Physical activities, and Good habits/skills?
4. Is there a significant difference in practices and motivation on academic
procrastination when the respondents are grouped according to sex?
Significance of the study
The study could provide information regarding the Practices and Motivation of first-year
students of the College of Education of NDMC towards procrastination. The study could be
considered significant for the following:
School. This may help the school get a better view of the insights of their students toward
the act of procrastinating and gain further understanding of their students’ situation, not only in
terms of time management but also in the psychological aspect. This study could build a better
connection between the school and its students.
College Students. This will help them better understand what the situation is when it
comes to handling priorities and tasks. They can use this as a tool to assess themselves and help
others like them; after reading this paper
Future Researchers. This will help them discover new knowledge regarding the bird’s-
eye view of the topic which is commonly unknown to many. This is also an opportunity to learn
more about procrastination, which sounds usual to the masses but is complex. This will also help
them sharpen their understanding of the phenomenon. This study will also serve as a mirror for
future researchers because there are possibilities that they will see themselves from the
respondents’ point of view. They will gain something new in this study.
Scope and Limitations
This study focused on the academic procrastination and self-motivation practices of the
respondents. The respondents were limited only to the enrolled first year students of the CED for
the academic year 2021-2022.
Definition of Terms
The terms used in this study were conceptually and operationally defined to understand
what researchers were trying to drive at quickly.
Motivation. It refers to self-initiated acts of the participants in dealing away with
academic procrastination in the aspects of family-related, physical activities, and good habits.
Academic Procrastination. It occurs when students postpone the completion of
activities, projects, and assignments unnecessarily.
Review Related Literature
Academic Procrastination
Academic procrastination is a specific kind of procrastination that manifests
procrastination in learning (Zhang, 2010). Academic procrastination is commonly seen among
middle-school, high-school, and college students (Ghosh & Roy, 2017; Ziegler & Opdenakker,
2018; Li et al., 2019). It produces many adverse effects such as negative emotions, anxiety and
depression, lower learning efficiency, lower academic self-esteem, and academic pressure
(Romano, 1996; Klassen et al., 2010; Klibert et al., 2016; Krispenz et al., 2019).
Procrastinators make plans, only to reverse them when encountering distractions and
temptations during goal implementation. Hence, procrastinators are particularly vulnerable when
working under unstructured conditions and when long-term plans are delegated to the individual
(Steel et al., 2018).
The procrastination decision-making model holds that the core process of procrastination
is the decision-making process of “doing now or doing in the future” and that self-control is the
key factor affecting this decision-making process (Zhang et al., 2019). The influencing factors of
procrastination are self-control and utility assessment. Self-control regulates individual behavior
in a top-down manner, thus reducing procrastination (Zhang & Feng, 2017).

Academic self-control refers to an individual’s ability to adjust learning behavior in order
to achieve a goal in academic development, with the individual’s body, mind, behavior, external
environment, and events as the objects, and social requirements and self-concept as the standards
(Zhang, 2006; Duckworth et al., 2019).
Duckworth et al. (2019) pointed out two features of self-control: it is necessarily self-
initiated, and, more important, it only occurs when an individual makes a choice between
something with long-term significance and something with immediate appeal. However, people
tend to choose more concrete tasks that need to be performed immediately and ignore more
abstract tasks in the distant future, so they are more likely to procrastinate (Gröpel & Steel,
2008).
The strength model of self-control states that when self-control is reduced, a state of loss
affects an individual’s decision-making ability. The strength model of self-control also considers
emotion and motivation as significant factors affecting the strength of self-control (Baumeister et
al., 2007; Boucher & Kofos, 2012).
Thus, self-control as a volitional factor may have an inhibitory effect on procrastination
behavior. Numerous studies showed that self-control negatively predicted procrastination
(Kuhnel et al., 2018; Przepiorka et al., 2019), and trait self-control interacted with sleep quality,
impacting next-day work procrastination (van Eerde & Venus, 2018). Studies have also
confirmed that academic self-control negatively predicts academic procrastination (Ariely &
Wertenbroch, 2002).
On the other hand, people with high academic self-efficacy have a high degree of
“persistence and effort” in implementing the whole learning plan (Bandura, 1977). This
“persistence and effort,” or self-control, means that students can constantly adjust their learning
behaviors to complete goals on time and avoid procrastination. Studies have found that academic
self-efficacy is positively correlated with academic self-control, which can positively predict
academic self-control (Ein-Gar & Steinhart, 2017; Chen et al., 2019).
The Classic Form of Procrastination
The classic form of procrastination occurs when a person chooses to work on something
more enjoyable or less important than the task given. The person who engages in this does not
frequently acknowledge this as procrastination because he or she is “getting things done,” but the
person is still not completing the assigned task. This form of procrastination is becoming more
prevalent in modern society (Steel, 2007).
They avoid working on the more significant tasks when the reward or feeling of
accomplishment is not as immediate as completing smaller tasks (Kearns, Gardiner, & Marshall,
2008). In addition, when goals are far off, people get frustrated because they are unsure how to
accomplish them. Therefore, people naturally choose the path of least resistance and prefer to
work on small tasks that do not require as much time, planning, and energy as the more
significant tasks (Ferrari, 2010). Although people who procrastinate understand that this delay
will result in negative consequences such as guilt and shame, they feel better temporarily. Due to
procrastination being a joint event, Park and Sperling (2012) examined motives and reasons for
procrastination about self-regulated learning on academically related tasks. As expected,

interview results indicated that people with high-procrastination tendencies were less likely to
report using cognitive and metacognitive learning strategies when compared to low
procrastinators. In addition, people with high procrastination tendencies reported using defensive
self-handicapping strategies such as avoiding a task or setting lower goals.
Self-Regulation
Students who are self-regulated learners are successful academically for a variety of
reasons. First, self-regulated learners possess knowledge concerning cognitive strategies and
understand that they increase and enhance learning when strategies are used appropriately.
Second, they possess metacognitive skills and can effectively monitor and control important
aspects of their learning behavior. Consequently, they will use the "right tool for the job" and
modify learning strategies and skills based on their awareness of effectiveness (Wieber &
Gollwitzwer, 2010).
Further, academic self-efficacy mediates the influence of other variables on academic
self-control (Zhao & Zhang, 2018). Based on previous research, this study established the
hypothesis that academic self-control plays a mediating role in the influence of academic self-
efficacy on academic procrastination.
According to prior research, academic procrastination poses a severe threat to students’
academic achievement and subjective well-being (Kim & Seo, 2015; Steel & Klingsieck, 2016).
Along with these adverse effects, in the last decades, an escalating body of research has
documented the correlates of academic procrastination among undergraduate students in
different cultural contexts (Steel, 2007; Zhang et al., 2018; Chen, 2019), leading to a more
nuanced understanding of this phenomenon. According to these research efforts, most research
has claimed that self-regulation failure is one of the leading causes of procrastination (Steel,
2007; Steel & Klingsieck, 2016).
Despite these empirical findings, relatively little is known about the role of longer
volitional processes of goal striving, such as grit, on academic procrastination. In a similar vein,
exploring the factors that can facilitate grit, which reduces the level of academic procrastination
in undergraduate students, is assumed to be imminent, especially in Chinese culture. For
instance, academic performance and school success are highly emphasized because of the
longstanding cultural linkage between academic success and family dignity. As such, college
students who fail to achieve better academic performance are more likely to encounter additional
stress from sociocultural and parental expectations. Given this significance, further investigation
into the correlates of longer volitional processes of goal striving and related factors is valuable in
terms of university-based counseling services with research-based suggestions for interventions
(Quach et al., 2015; Lan et al., 2019).
Happiness is the life goal of everyone, including students. Nevertheless, some student
behavior is not in line with the effort to get happiness. Academic Procrastination is one of them.
The Covid-19 pandemic, which requires learning to be carried out online, appears to have
increased academic procrastination, although there is no actual data. This study aims to
determine the impact of academic procrastination on Subjective Well-Being. The design of this
research is the literature review. Researchers conducted a literature search regarding academic
procrastination and subjective well-being through Google Scholar and Science Direct.
Hermeneutic techniques are used to analyze the literature according to the research objectives.
The literature review results show that academic procrastination reduces Subjective Well-Being.
This literature review can be a warning to students not to do academic procrastination. (Arifiana,
Rahmawati, Hanurawan &Eva 2020).
While direct procrastination prevention and intervention programs train the self-
management skill of students (for a summary, see van Eerde and Klingsieck, 2018), remedies
should also be implemented on the level of study programs and the level of courses. Especially
for beginning students, unnecessary options present opportunities for students to procrastinate
and should be accompanied by remedial measures.
For example, Ariely and Wertenbroch (2002) compared student performance under no-
choice fixed working schedules determined by the teacher versus choice working schedules (the
students could determine their schedules). They found that performance was better when
students followed the no-choice fixed working schedules. A detailed syllabus including a
“timetable” of the course, all deadlines, expected learning outcomes, and resources such as
literature can help downsize the large degree of freedom of a study situation (cf. Eberly et al.,
2001). Concerning the study program, an orientation event in the first semester or even each
semester might support students in seeing the program’s inherent structure. One should not only
focus on the contents of the program but also on the best way to run through the program. An
individual twist to the orientation could be a short workshop in which each student is encouraged
to plan her or his semester. Thereby downsizing the large degree of freedom by establishing a
unique structure that should take into account all other activities they wish to make time for (e.g.,
sports, family, job). Teaching styles that support student autonomy) may also be helpful (Codina
et al., 2018).
As study-related tasks typically are imposed by others (teachers, exams), they represent
an important part of the academic environment for students. Such conditions are known to
induce averseness and, thereby, procrastination. For example, when applying the Procrastination
Assessment Scale, one prominent dimension turns out to be the averseness of the task. Time
sampling and daily logs also show that the more students dislike a task, the more they
procrastinate (Steel, 2007). Results of qualitative interview studies support these findings
(Grunschel et al., 2013; Klingsieck et al., 2013; Visser et al., 2018).
Academic environments offer many temptations and distractions, Internet access being a
prime example (e.g., Reinecke and Hofmann, 2016). Mobile phones and laptops may have
internet access everywhere on campus, presenting a continuous temptation and distractor, even
during lectures. Universities tend to rely on web-based information and registration systems, and
there is an increasing emphasis on digital utilities designed to assist learning, all necessitating
continuous Internet access. The downside is that this situation presents a continuous challenge to
students, especially those low in self-control (Panek, 2014)
. Internet use has often been shown to conflict with other goals and obligations (Quan-
Haase & Young, 2010; Reinecke & Hofmann, 2016), and Lepp et al. (2015) demonstrated that
total usage of mobile phones among undergraduates is negatively related to academic
performance. Procrastination implies that the individual spends less time on focal tasks. The time
spent on distracting tasks adds to the problems procrastinators already experience. Internet
multitasking (accessing the Internet while doing something else) is positively correlated with
procrastination (Reinecke et al., 2018ab). It indicated that procrastinators are especially prone to
suffer when Internet access remains unrestricted.

Measures that reflect goal-striving according to plan should be implemented. From the
institutional/teacher perspective, such measures should focus on reading plans, course progress,
and submissions and should not be mixed with study performance. For example, as
procrastination is a reliable predictor of study effort, high procrastinators spend less time on self-
directed work (Lay, 1992; Svartdal et al., 2020). Their actual time spent on self-directed studying
may be relevant information for many. Self-testing, recommended as an effective learning
strategy (Low focus on study skills training), also assists with self-monitoring. Activity diaries,
inspired by behavioral activation for depression interventions (e.g., Jacobson et al., 2001), may
increase students’ awareness of how they spend their time as students. In recent years, several
mobile apps have been developed to help students keep track of how they spend their time in
their study situation (e.g., Dute et al., 2016), but little is known about such apps' effect on
reducing procrastination.
Group work with interdependence may be well suited to reduce procrastination among
group members. Implementing group work with interdependence should be pretty
straightforward. For example, having groups work on projects or adapting individual
assignments to become interdependent tasks. The latter can be achieved by designing subtasks
that need to be completed sequentially by assembling groups so that each member contributes
unique skills or by formulating group-level goals and rewards (Weber & Hertel, 2007).
Note that the problems in self-regulation seen in procrastination episodes may relate to
skills factors (e.g., planning, monitoring), speaking for relevant skills training to strengthen self-
regulation. However, often factors that undermine effective self-regulation are of primary
importance in procrastination (e.g., Tice et al., 2001). For example, low energy and tiredness
may render the individual more vulnerable to task-irrelevant temptations and distractions and
increase task aversiveness, increasing the probability of procrastination (Tice et al., 2001;
Baumeister & Tierney, 2011). Insufficient sleep, common in the student population (e.g., Lund et
al., 2010), is an important source of low energy and tiredness. Importantly, Knapstad et al.
(2018) found that the most frequently reported health problem as measured by the Somatic
Symptoms Scale, SSS-8 (Gierk et al., 2014) among a large sample of Norwegian students was a
“Feeling of tiredness and low energy,” 45% of the students indicating that they were “fairly
much or “very much” affected. This suggests that factors that undermine self-regulation among
students should receive increased attention.
Types of Academic Procrastination
Despite the plethora of findings illustrating procrastination’s damaging impact on life
satisfaction and mental health, recent research discovered that not all procrastination has
negative consequences, such as lower grades and mental health issues (Chu & Choi, 2005;
Schouwenburg, 2004). Chu and Choi (2005) presented active and passive procrastination to
describe academic procrastination. Passive procrastination, the standard type of procrastination,
occurs when the participants are passive in completing tasks and experience negative emotions
while completing the task. However, active procrastination may not harm a person’s
effectiveness. Results suggest that an active procrastinator might be exposed to short-term
benefits when choosing to delay the completion of a task, such as being able to work better under
pressure. Thus, active procrastinators can act on their decisions promptly, know the purposes of
time, control time, and have appropriate coping styles. It is suggested that the difference between
those who engage in active and passive procrastination involves the ability to self-regulate (Choi
& Moran, 2009). Active procrastinators exhibit successful time management skills and self-
regulation. Passive procrastinators, on the other hand, exhibit deficits in these abilities. The core
characteristic of procrastination is the intention-action gap suggesting that the procrastinators
often have good intentions, but the challenge lies in implementing these intentions (Dewitte &
Lens, 2000).
Thus, procrastination has traditionally been understood as a self-regulation or time
management problem (Wolters et al., 2017). There is a substantial body of evidence suggesting
that lower self-regulating behaviors are related to higher levels of procrastination. Thus self-
regulation is one of the keys to understanding procrastination (Ferrari, 2001). However, Visser et
al. (2018) suggest that procrastination is a complex behavior that involves cognitive and
emotional elements and evaluations of one’s competence. Recent research suggests that instead
of being purely a self-regulation or time management problem, procrastination is also strongly
influenced by psychological factors, such as the low confidence in one’s abilities to perform
(Steel, 2007) and the inability to cope with negative emotions that arise in challenging situations
referring to the centrality of psychological flexibility in understanding procrastination (Dionne,
2016; Gagnon et al., 2016). In this article, we aim to bring together these central constructs that
have usually been addressed separately in previous studies better to understand the phenomenon
of procrastination and its underlying mechanisms.
Factors explaining academic procrastination
Several theoretical perspectives have been used when exploring procrastination: the
differential psychology perspective, the motivational and volitional psychology perspective; the
clinical psychology perspective; and the situational perspective. In the context of higher
education, the motivational-volitional psychology and situational perspectives may be regarded
as the most relevant because they provide tangible tools and theories for educational developers
to try to influence students’ procrastination tendencies. In contrast, the other perspectives focus
more on not so easily influenced aspects, such as personality traits, depression, or personality
disorders. The motivational-volitional perspective is focused on the relationship between
different motivational and volitional variables such as motivation, self-regulation, time
management, and learning strategies. These are central to successful studying in higher The
situational perspective, on the other hand, focuses on procrastination evoked by situational
features, such as the perceived difficulty of the task. This situational perspective can be further
extended to include the person’s reactions to the challenges posed by the situation. (Lindblom-
Ylänne et al., 2015; Klingsieck, 2013).
From the motivational-volitional perspective, academic procrastination is related to lower
levels of self-regulation and academic self-efficacy and is associated with higher levels of stress
and anxiety (e.g., Ferrari et al., 2005; Howell et al., 2006; Schraw et al., 2007; Wolters, 2003).
Klassen et al. (2008) state that among all the variables that have been investigated in relation to
academic procrastination, self-regulation, self-efficacy, and self-esteem have received the most
attention (Cassady & Johnson, 2002; Chun Chu & Choi, 2005; Ferrari, 2001; Howell et al., 2006;
Steel, 2007; Wolters, 2003).
Procrastination has traditionally been considered to be a form of self-regulation failure, as
a weakness of will and low ability to organize own studying (Ferrari, 2001; Senecal et al., 1995;
Steel, 2007) and. Thus, one common theory is that procrastination results from a person’s
inability to manage time (Burka & Yuen, 1982; Glick & Orsillo, 2015).
Academic Self-Efficacy, Self-Control, and Procrastination
The procrastination decision-making model holds that the core process of procrastination
is the decision-making process of “doing now or doing in the future” and that self-control is the
key factor affecting this decision-making process (Zhang et al., 2019). The influencing factors of
procrastination are self-control and utility assessment. Self-control regulates individual behavior
in a top-down manner, thus reducing procrastination (Zhang & Feng, 2017). Academic self-
control refers to an individual’s ability to adjust learning behavior in order to achieve a goal in
academic development, with the individual’s body, mind, behavior, external environment, and
events as the objects, and social requirements and self-concept as the standards (Zhang, 2006;
and Duckworth et al., 2019).
Theoretical Framework
Being a student is a critical time when procrastination can become an issue. There is
research to suggest that students are particularly vulnerable to procrastination. In a 2007 meta-
analysis published in the Psychological Bulletin, it was found that 80%–95% of college students
procrastinated regularly, particularly when it came to completing assignments and coursework.
One form of procrastination can take the shape of “task switching.” Let's bring social media back
into the picture and explore this more. Looking further into the role of Facebook in the student's
multitasking/task switching was Dr. Terry Judd, working out of the University of Melbourne in
2014. Dr. Judd examined comprehensive time-based logs of students’ computer use during
academic self-directed study tasks. One thousand two hundred forty-nine students were
analyzed, and the results showed that 99% of the sessions involved some form of multi-tasking
(Judd, 2014).
Zeenath and Orcullo found that university students engage in academic procrastination
because of the personal characteristics of the student as well as other factors such as lecturer
teaching style, time management issues, lack of motivation, and peer influence. Zeenath and
Orcullo (2012)
If this is the case, the chances are that you know it is difficult to get rid of, even if you
wish to stop behaving like this. Particularly among students, chronic procrastination appears to
be problematic. Many studies have shown that procrastination affects students' grades and well-
being; procrastination may have severe consequences on academic achievement. Because the
vast majority of the studies on procrastination focus on academic procrastination, i.e.,
procrastination of study-relevant activities of university students, the following discussion of this
phenomenon is, strictly speaking, a discussion of academic procrastination (Kim & Seo, 2015).
While procrastination is a self-regulation failure, responsible for not achieving goals,
strategic delay can be seen as a self-regulation strategy, helpful in achieving goals. Lately,
authors have begun to explicitly acknowledge the difference between procrastination as a self-
regulation failure and other forms of delay as self-regulation strategies (Corkin, Yu, & Lindt,
2011; Grunschel, Patrzek, & Fries, 2013; Klingsieck, 2013a; Krause & Freund, 2014). Only very
few studies investigate self-regulation failure and self-regulation strategy, using the same term
“procrastination”. Chu and Choi (2005) distinguish procrastination and active procrastination.
However, this approach has been criticized on theoretical and empirical grounds (Chowdhury &
Pychyl, 2018).
Superficially, procrastination and strategic delay look alike. However, the two forms of
delay have different cognitive, motivational, and emotional effects. Procrastination is
accompanied by subjective discomforts, such as fear of failure (Haghbin, McCaffrey, & Pychyl,
2012). The discomfort may lead to either externalizing or internalizing types of behavior
(Gustavson et al., 2017).
Conceptual Framework
The independent variables in the study are the freshmen CED students of Notre Dame of
Midsayap College for the academic year 2021-2022. Meanwhile, the dependent variable in the
study is the Practices and Motivation on Academic Procrastination.
The Freshmen CED students are considered the independent variable in the study because
it supposedly affects the dependent variable, the practices, and motivation for Academic
Procrastination.
Conceptual Framework
INDEPENDENT VARIABLE DEPENDENT VARIABLE
PRACTICES AND MOTIVATIONS ON

ACADEMIC PROCRASTINATION
FRESHMEN COLLEGE OF (PRACTICES)
EDUCATION STUDENTS -TIME MANAGEMENT
-PERSONALITY
-PEER
-SOCIAL MEDIA
(MOTIVATION)
-FAMILY RELATED
-PHYSICAL ACTIVITIES
-GOOD HABITS/SKILLS
Figure 1. A schematic diagram of the relationship between IV and DV

Null Hypothesis
H01: There is no significant difference on the academic procrastination practices and self-
motivation among first year college education students when grouped according to sex.
CHAPTER II
METHODS
This chapter includes the procedures that were followed in carrying out the study. It
presents and explains the research process that was used to collect and analyze data. This section
also discusses the research design, locale and respondents of the study, sampling design,
instrumentation, validity and reliability of the instrument, data gathering procedure, and
statistical tools and treatment of data.
Research Design
The researchers utilized the descriptive research design to describe the demographic
characteristics of the respondents, the academic procrastination practices and self-motivation
among first year college education students. It also used the significant difference in the
academic procrastination when grouped according to sex.
Locale and Respondents of the Study
This study was conducted in Notre Dame of Midsayap College. The respondents of the
study were the first year College of Education students who are currently enrolled for Academic
Year 2021-2022. A total of 45 respondents were chosen in this study.
Sampling Design
The technique employed in choosing the respondents is convenience sampling. This is a
technique in which the researchers selected the respondents who were conveniently available at
the researcher’s reach.

Instrumentation
The researchers used a researcher-made survey. Questions were taken from the review of
related literature. The survey questionnaire is divided into three parts using the close-ended
questions. Part I is the respondents' demographic profile, which includes age, sex, religion, home
address, parent’s occupation. Part II is about practices on academic procrastination. Part III is
about self-motivation practices on academic procrastination. There will be fifty (50) questions. In
part II, the respondents were asked to rate each question using a four-point Likert scale ranging
from 1 to 4: 4 – Always; 3 – Sometimes; 2 – Seldom; 1 – Never. In part III, the respondents were
asked to rate each question using a four-point Likert scale ranging from 1 to 4: 4 – Resembles
Very Much; 3 – Resembles Much; 2 – Resembles a Little; 1 – Does not Resemble me.
Validity and Reliability of Instrument
The questionnaire undergone the process of validation. Contents of the instrument were
critically scrutinized by the thesis adviser and members of the panel. Revision was based on their
recommendations and comments. After the validation, the questionnaire was pilot tested to 15
education students who were not included in the study. CronBach Alpha was used in the
computation of data collected during the pilot test. The consistency of the score with an r-value
of 0.80 determined the reliability questionnaire.

Data Gathering Procedure
The researchers conducted a survey to the College of Education students of Notre Dame
of Midsayap College to gather relevant data on their academic procrastination practices and self-
motivation among freshmen college education students.
In conducting the survey, first the researchers secured the approval from the Dean of
College of Education. Upon approval, the researchers conducted right away the study entitled
“Academic Procrastination Practices and Self-Motivation among Freshmen Collage Education
Student.
The questionnaire was used as a tool in collecting data for a study. Before it was
distributed, it was checked and approved by the thesis adviser.
The respondents were informed about the purpose of the study before the questionnaire
were given to them. Questionnaires were retrieved right after they finished answering the
questions. Health and safety protocols were observed during the conduct of the study. All
information gathered from the respondents were treated with utmost confidentiality.
Statistical Tools and Treatment of Data
The data were subjected to appropriate statistical tools with the help of the researcher’s
statistician. Frequency count percentage distribution was used in problem 1 to determine the
demographic profile of the respondents. Weighted mean was computed in problems 2 and 3.
CHAPTER III
RESULTS
Included in the presentation of this chapter are the demographic profile of the
respondents, academic procrastination practices and self-motivation among first year education
students.
Profile of the Respondents
Table 1 presents the profile of the respondents.
Table 1. Demographic Profile of the respondents
Profile of the Respondents f %

Age
17 4 8.9
18 10 22.2
19 26 57.8
20 and above 5 11.1
Total 45 100.0
Sex
Male 11 24.4
Female 34 75.6
Total 45 100.0
Religion
Catholic 37 82.2
Islam 4 8.9
Others 4 8.9
Total 45 100.0
Parents Occupation
Farmer 27 60.0
OFW 3 6.7
Teacher 2 4.4
Soldier 5 11.1
Others 8 17.8
Total 45 100.0
As shown in table 1, the frequency and percentage distribution of forty-five respondents
according to age, sex, religion, and parents occupation are revealed. Of the forty-five
respondents, 26 or 57.8 percent are 19 years old. It is followed by the 18 years old with a
frequency of 10 or 22.2 percent. It is followed by the 20 and above years old with the frequency
of 5 or 11.1 percent. The least is 17 years old with a frequency of 4 or 8.9 percent.
For the sex of the respondents, the female has the highest frequency of 34, or 75.6
percent. The least is male, with a frequency of 11 or 24.4 percent.
Academic Procrastination Practices
Table 2 shows the academic procrastination practices of the respondents.
Table 2. Academic Procrastination practices of the respondents.
Item Mean Sd Description
A. Time Management
2.88 0.80 Sometimes
I wait until the last minute to do things.
I rarely ask about the schedule. 2.80 0.69 Sometimes
I often find myself performing task that I had intended to do
3.00 0.67 Sometimes
days before the deadline.
I do assignments just before they are to be handed. 2.66 0.70 Sometimes
I am continually saying I’ll do it tomorrow. 3.08 0.97 Sometimes
I generally delay before starting on work I have to do. 2.84 0.70 Sometimes
I usually have to rush to complete a task on time. 2.93 0.91 Sometimes
Overall 2.88 0.78 Sometimes
B. Personality
I usually prioritize others beside my assignments. 2.55 0.75 Sometimes
I become moody answering on time. 2.73 0.83 Sometimes
I find it difficult to make a decision the moment I am faced
2.66 0.70 Sometimes
with it.
I have no knowledge on how to do it. 2.51 0.62 Sometimes
I am aware I was supposed to do that. 2.86 0.66 Sometimes
I work better under pressure. 2.91 0.66 Sometimes

C. Peer
I spend much time with my peer. 2.86 0.78 Sometimes
I give in to peer pressure easily. 2.66 0.76 Sometimes
I always have time to bond with my friends instead of
2.57 0.86 Sometimes
answering my tasks.
I have skipped online classes, when others have urged me to
2.17 0.96 Seldom
be with them.
I wait for my classmate’s presentation to learn how to
2.53 0.81 Sometimes
prepare my work.
I wait for my friends to send answers for the assignment. 2.44 0.81 Seldom
D. Social media
I find it hard concentrating on my studies when I get hooked
3.06 0.80 Sometimes
in social media.
I spend more time on social media than doing my task. 2.84 0.92 Sometimes
I usually take care of the entire task I have to do before I
2.68 0.70 Sometimes
open my social media account.
I am not distracted from my studies when I found myself
2.66 0.70 Sometimes
watching my favourite bloggers.
I more entertained in using social media sites especially
2.86 0.86 Sometimes
watching Korean dramas.
I forget my tasks because of online games. 2.06 1.05 Seldom
Overall Mean 2.71 Sometimes
Overall Standard Deviation 0.79
Scale Range Description

1 1.00 to<1.75 Never
2 1.75 to < 2.50 Seldom
3 2.50 to < 3.25 Sometimes
4 3.25 to < 4.00 Always
The respondents rated twenty-five items on academic procrastination practices among
first-year college education students. Academic procrastination practices are divided into four
parts: Time Management with seven items, Personality with six items, Peer with six items, and
Social Media with six items.

In Time Management, the highest mean score of 3.08 is item 5, which states, "I am
continually saying I'll do it tomorrow," described as Sometimes with a standard deviation
of 0.97. The second highest mean score of 3 is item 3, stating that "I often find myself performing
tasks that I had intended to do days before the deadline," described as Sometimes with a standard
deviation of 0.67. The least mean score of 2.66 was obtained by item 4, which states, "I do
assignments just before they are to be handed," with a standard deviation of 0.70. The overall
mean score is 2.88, described as Sometimes with a standard deviation of 0.78.
In the Personality, the highest mean score of 2.91 is item 6, which states that "I work
better under pressure," described as Sometimes with a standard deviation of 0.66. The second-
highest mean score is 2.86 in item 5, which states, "I am aware I was supposed to do that,"
described as Sometimes with a standard deviation of 0.6. The least mean score of 2.51 is item 4,
which states that "I have no knowledge on how to do it," described as Sometimes with a standard
deviation of 0.62. The overall mean score is 2.70, described as Sometimes with a standard
deviation of 0.709.
In Peer, the highest mean score of 2.86 is item 1, which states that "I spend much time
with my peer," described as Sometimes with a standard deviation of 0.78. The second highest
score is 2.66 in item 2, which states, "I give in to peer pressure easily," described as
Sometimes with a standard deviation of 0.76. The least mean score of 2.17 is item 4, which
states, I have skipped online classes, when others have urged me to be with them", described as
Seldom with a standard deviation of 0.96. The overall mean score of 2.54 is described as
Sometimes with a standard deviation of 0.83.

In social media, the highest mean score, 3.06, is item 1, which states that "I find it hard
concentrating on my studies and I get hooked in social media," described as Sometimes with a
standard deviation of 0.80. The second highest mean score of 2.86 is item 5, which states, "I am
more entertained in using social media sites, especially watching Korean dramas," described as
Sometimes with a standard deviation of 0.86. The lowest mean score of 2.06 is item 6, which
states, "I forget my task because of online games," described as Seldom with a standard deviation
of 1.05. The overall mean score of 2.70 is described as Sometimes with a standard deviation of
0.84.
Moreover, the overall mean score of Academic procrastination practices of the
respondents is 2.71, described as Sometimes with a standard deviation of 0.79.
Self-motivation Practices
Table 3 shows the self-motivation practices of the respondents.
Table 3. Self-motivation Practices of the respondents
Item Mean Sd Description
A. Family Related
I tend to overcome Academic Procrastination when…
I think of the hard work of my parents. 3.73 0.44 Resembles Very Much
My parents show concern in my studies. 3.60 0.61 Resembles Very Much
My parents appreciate my good grades. 3.35 0.83 Resembles Very Much
My parents give a reward for my accomplishment. 2.91 0.97 Resembles Much (RM)
My parents set challenging goals. 2.73 0.88 Resembles Much (RM)
My parents remind me about my delayed tasks. 2.37 1.02 Resembles a little (RL)
I think about our financial status. 3.53 0.86 Resembles Very Much
My parents are always supporting me in my studies. 3.53 0.78 Resembles Very Much
Overall 3.37 0.93 Resembles Very Much
B. Physical Activities
I spend my time in working out such as jogging. 2.08 1.04 Resembles a little (RL)
I spend my time on meditation. 2.26 0.93 Resembles a little (RL)
I joined in outdoor activities. 2.44 0.94 Resembles a little (RL)

I create my physical goals for a week. 2.33 0.95 Resembles a little (RL)
I improve my skills to be physically healthy. 2.44 0.91 Resembles a little (RL)
I Exercise to increase my general feeling. 2.46 0.91 Resembles a little (RL)
I Feel more control of myself and take regular exercise. 2.53 0.86 Resembles Much (RM)
I do stress releasing activities 2.60 0.88 Resembles Much (RM)
I unwind through walking around beautiful views. 3.02 0.89 Resembles Much (RM)
Overall 2.54 0.91 Resembles Much (RM)
C. Good Habits
I eliminate distractions. 2.88 0.80 Resembles Much (RM)
I prioritize my goals. 3.42 0.78 Resembles Very Much
I think about my tasks. 3.31 0.84 Resembles Very Much
I study harder to improve my performance when I get
3.24 0.90 Resembles Much (RM)
low grades.
I work better under pressure. 2.91 0.82 Resembles Much (RM)
I finish my duties before the deadline. 2.93 0.86 Resembles Much (RM)
I accomplish all the things I planned to do in a day 2.86 0.72 Resembles Much (RM)
Overall 3.08 0.82 Resembles Much (RM)
Overall Mean 2.91 Resembles Much (RM)
Overall Standard Deviation 0.87
Scale Range Description

1 1.00 to<1.75 Does not resemble me (DRM)
2 1.75 to < 2.50 Resembles a little (RL)
3 2.50 to < 3.25 Resembles Much (RM)
4 3.25 to < 4.00 Resembles Very Much (RVM)
The respondents rated twenty-five items on self-motivation among first-year college
education students in academic procrastination. Self-motivation is divided into three parts:
Family Related with eight items, Physical Activities with nine items, and Good Habits with
seven items.
In Family Related, the highest mean score of 3.733 is item 1, which states that "I think of
the hard work of my parents," described as Resembles Very Much, with the standard deviation of
0.45. The second highest mean score of 3.6 is an item that states, "My parents show concern in
my studies," described as Resembles Very Much with a standard deviation of 0.62. The lowest
mean score of 2.38 is item 6, which states, "My parents remind me about my delayed
tasks," described as Resembles a Little with a standard deviation of 1.03. The overall mean score
is 3.388described as Resembles Very Much with a standard deviation of 0.95.
In Physical Activities, the highest mean score of 3.02 is item 9, which states, "I unwind
through walking around beautiful views," described as Resembles Much with the standard
deviation of 0.892. The second highest mean score of 2.60 is item 8, which states that "I do
stress-releasing activities," described as Resembles Much with a standard deviation of 0.89. The
least means score of 2.09 is item 1, which states that "I spend my time in working out
such as jogging," described as Resembles a Little with the standard deviation of 1.04. The overall
mean score is 2.55, described as Resembles Much with
In Good Habits, the highest mean score of 3.42 is item 2, which states that "I prioritize my
goals," described as Resembles Very Much with the standard deviation of 0.79. The second
highest mean score of 3.31 is item 3, which states that "I think about my tasks," described
as Resembles Very Much with a standard deviation of 0.85. The least mean score of 2.87 is item
7, which states that "I accomplished all the things I planned to do in a day," described as
Resembles Much with a standard deviation of 0.73. The overall mean score is 3.08, described
as Resembles Much with a standard deviation of 0.82.

Difference in Academic Procrastination and Self-motivation Practices in terms of Sex
Table 4. The significant difference in the Academic Procrastination practices and Self-motivation
Practices of the respondents in terms of their sex.
Sex N Mean SD p-value Decision
Male 34 2.79 0.30

0.36 NS
Female 11 2.89 0.26
NS = Not significant at .05 level (2 – tailed)
S = Significant at .05 level (2– tailed)
The table shows no significant difference in the respondents' Academic Procrastination
and Self-motivation Practices in terms of their sex. Since the p-value is 0.360, which is greater
than the significance level of 0.05, the null hypothesis is accepted.

CHAPTER IV
DISCUSSION
This chapter discusses the significant results of the gathered data based on the statistics
used in this investigation.
Demographic Profile of the Respondents
The majority of the respondents are 19 years old. This implies that most first-year college
of education students at the age of 19 are prone to procrastination. In terms of sex, most or
almost all of the respondents are female.
Academic procrastination practices
The average rating of the academic procrastination practices of the freshmen college of
education means they continually say, "I'll do it tomorrow." This result implies that most first-
year education students are procrastinating.
Present results find congruence with the statement of Zhang (2019) that the
procrastination decision-making model holds that the core process of procrastination is the
decision-making process of "doing now or doing in the future." That self-control is the key factor
affecting this decision-making process. It is hard for them to keep in touch in making their
activities.
Moreover, first-year education students are more capable of working under pressure. This
means that they are felt pressured when the due of submission is coming. This implies that first-
year students feel work better under pressure, and their work quality does not suffer due to the
delay. This is supported by the study of Janssen (2015) that first-year students of college of
education work better under pressure. It requires self-discipline for their learning needs.
In addition, first-year students sometimes spend time with their peers to skip doing tasks.
This means that these practices can affect their academic performance when they spend time
with their friends. Another cause of procrastination is that they give in easily to peer pressure.
This is supported by the study of H Jin (2019). The finding showed that peer attachment was
negatively and directly associated with academic procrastination.
The item that gained the lowest mean in Time management is item 4, which says, "I do
assignments just before they are to be handed." Klingsieck and Svartdal support this result
(2017). It was shown that late assignment submissions are sometimes generalized as
procrastination. The delay can come at any point of the action, whether at the beginning of the
task or its completion. An item in Personality that says, "I have no knowledge on how to do
it" (item 4) is supported by the study of Sepehrian (2012). It was shown that academic
procrastination is defined as delays in starting or finishing a task, as academic assignments which
an individual intends to do but for doing so, it cannot be sufficiently motivating. An item in Peer
that says, "I have skipped online classes when others urged me to be with them" (item 4) is
supported by the study of P Wang (2011). It was shown that procrastinators might not manage
their time wisely and postpone academic assignments for a later time while focusing on
unproductive activities. An item in Social Media that says, "I forget my task because of online
games" (item 6) is supported by J Solyst (2021). It was shown that a gaming system could be
defined as attempting to succeed in an interactive learning environment by exploiting the
properties of the system rather than learning the material. This means that first-year education
students felt more procrastinating in doing tasks, especially performing their academic school
work.
Academic Procrastination in Self-Motivation
The average rating of the academic procrastination self-motivation of the freshmen
college of education means they are continually saying, "I think of my parents' hard work". This
result implies that most first-year education students are motivated.
Present results find congruence with the statement of AM Mahasneh (2016). Also,
Milgram and Toubiana hypothesized that a high investment of effort characterizes parental
involvement.
Results showed that people who do enough Physical Activities have a more positive
perception of the quality of life in physical domains (N Codina, 2020).
Furthermore, inefficient study skills increase the probability that study work is perceived
as complex and aversive, leading to procrastination. As a remedy, more effective study skills and
habits may be encouraged (F Svartdal, 2021).

Difference between the Academic Procrastination Practices and Self-Motivation

according to sex
The findings on determining the difference between the academic procrastination
practices and self-motivation mean that there is no significant difference in the respondents'
Academic Procrastination practices and Self-motivation in terms of their sex. The p-value is
greater than the significance level, signifying that the null hypothesis is accepted.
Summary of Findings
Typical respondents of this study are female and male first-year education students of
NDMC. Results showed that they were dealing with procrastinating with their academic task.
They sometimes procrastinate in time management, personality, peer pressure, and social media.
In addition, they motivate themselves with family-related and physical activities and good habits
to avoid academic procrastination.
The first-year education students agreed that they are dealing with procrastination to
avoid it. They used to motivate themselves with physical activities. They tend to spend time on
meditation, think about their parents' hard work, have good habits, and prioritize their goals.
Furthermore, first-year students significantly do not differ in their academic
procrastination considering their sex. Thus, the results revealed that first-year students have no
difference in practices and self-motivation regarding academic procrastination.

Conclusion
Based on the study's findings, it can be concluded that first-year education students of
NDMC have academic procrastination practices. However, they develop motivational ways
among themselves to combat procrastination.
Numerous contributors cause academic procrastination among them. These include social
media, time management, peer pressure, and personality. The use of social media is one of the
major causes of procrastination.
Furthermore, regardless of age and sex, the first-year students used motivation to
overcome procrastination in family-related activities, such as thinking about their parents' hard
work. The respondents also tend to motivate themselves to combat procrastination by doing
physical activities. They tend to unwind by walking around through beautiful views. Also, they
practice good habits and tend to prioritize their goals. In addition, education students
significantly do not differ in their academic procrastination considering their age and sex. Thus,
the results revealed that first-year education students have academic procrastination.
Recommendations
The researchers made the following recommendations based on the research objectives,
analysis, and findings of this research.

1. The College of Education should teach the students how to motivate regularly and
manage their time management skills, or they must undergo interventions in acceptance-based
behavioral therapy or cognitive behavioral therapy.
2. College of Education students should be organized. They are more likely to
procrastinate if they do not have plans to complete their work or tasks.
3. Parents and Guardians of the students should provide parental support at home in
helping their children to do their activity or task on time.
4. Future researchers must study the aspect of occupational procrastination and the
relevance between the two. They must also expect that there would be a significant difference
between the two.
5. Future researchers should study how to avoid academic procrastination concerning the
academic performance of education students.

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ACADEMIC PROCRASTINATION PRACTICES AND SELF-MOTIVATION AMONG

FRESHMEN COLLEGE EDUCATION STUDENT IN NOTREDAME OF MIDSAYAP

Kristyll Faith Amor B. Menguita

A Thesis Presented to the Faculty of the College of Education Undergraduate in Partial

Notre Dame of Midsayap College

Midsayap, North Cotabato

Background of the Study

beyond. "Procrastination is an emotion regulation problem, not a time management problem,"

Group at Carleton University in Ottawa (2013).

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

online course participation. Some researchers define procrastination as a "self-regulation failure

A procrastinator is a person who unnecessarily postpones decisions or actions. For example, a

procrastination (Steel, 2007; Steel & Klingsieck, 2016).

stress and uncertainty that drives procrastination. "Productive procrastination" is another

Dame of Midsayap College.

Statement of the Problem

Specifically, this study sought to answer the following research questions:

Home Address, and Parents Occupation.

management, personality, peer, and social media?

3. How do respondents motivate themselves to avoid academic procrastination in terms

of Family-related, Physical activities, and Good habits/skills?

4. Is there a significant difference in practices and motivation on academic

procrastination when the respondents are grouped according to sex?

Significance of the study

considered significant for the following:

connection between the school and its students.

others like them; after reading this paper

Scope and Limitations

the academic year 2021-2022.

what researchers were trying to drive at quickly.

Motivation. It refers to self-initiated acts of the participants in dealing away with

Academic Procrastination. It occurs when students postpone the completion of

activities, projects, and assignments unnecessarily.

Review Related Literature

Academic procrastination is a specific kind of procrastination that manifests

procrastination in learning (Zhang, 2010). Academic procrastination is commonly seen among

(Steel et al., 2018).

in a top-down manner, thus reducing procrastination (Zhang & Feng, 2017).

Academic self-control refers to an individual’s ability to adjust learning behavior in order

(Zhang, 2006; Duckworth et al., 2019).

al., 2007; Boucher & Kofos, 2012).

Thus, self-control as a volitional factor may have an inhibitory effect on procrastination

behavior. Numerous studies showed that self-control negatively predicted procrastination

academic self-control (Ein-Gar & Steinhart, 2017; Chen et al., 2019).

The Classic Form of Procrastination

prevalent in modern society (Steel, 2007).

procrastination about self-regulated learning on academically related tasks. As expected,

self-handicapping strategies such as avoiding a task or setting lower goals.

Further, academic self-efficacy mediates the influence of other variables on academic

efficacy on academic procrastination.

According to prior research, academic procrastination poses a severe threat to students’

documented the correlates of academic procrastination among undergraduate students in

2007; Steel & Klingsieck, 2016).

in undergraduate students, is assumed to be imminent, especially in Chinese culture. For

terms of university-based counseling services with research-based suggestions for interventions

(Quach et al., 2015; Lan et al., 2019).

Rahmawati, Hanurawan &Eva 2020).

and should be accompanied by remedial measures.