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Defined as unnecessarily delaying tasks that need to be completed, procrastination has been seen as an impediment to academic performance as it decreases the quality of learning while aggravating levels of stress and negatively affecting the lives of students. The contemporary challenge of procrastination and the lack of motivation faced by university students are often understood as wicked problems adversely impacting study habits. According to Jafari, Aghaei, and Khatony (2019), study habits are the most valuable predictor of academic performance, and research has depicted that study habits affect academic performance. For example, a study has shown that learners who do not implement study strategies do not attain effective learning, and therefore, will not have appropriate levels of academic achievement (Jafari, Aghaei & Khatony 2019). Thus, being motivated to study and limiting procrastination is highly crucial for students to perform well academically.
That being said, it has been identified by Baik, Naylor, and Arkoudis (2015) that while there has been a slight drop over the two decades in the distribution of first-year students claiming they find it difficult to get motivated to study (42% in 1994 to 36% in 2014), over a third of the students surveyed in 2014 indicated difficulty in getting motivated. This is concerning as low motivation can result in disengagement, which places students at a higher risk of unsatisfactory academic performance or discontinuing their studies (Baik, Naylor & Arkoudis 2015). According to Ekundayo, Konwea, and Yusuf (2010), procrastination has adverse effects on organizations, one of which is work-related stress. Therefore, if a lack of motivation and productivity persists, it can adversely impact a student’s emotional stability and it will be an ongoing issue even when the student enters the workforce.
Procrastination in university settings has gained the awareness of researchers, with findings that academic procrastination is related to lower levels of self-regulation, academic self-efficacy, and self-esteem, and is correlated with higher levels of stress and illness (Klassen, Krawchuk & Rajani 2007). Although academic procrastination may sometimes be deemed a trivial matter, the consequences are not so trivial for the minority of students for whom procrastination is a major problem (Klassen, Krawchuk & Rajani 2007). Klassen, Krawchuk, and Rajani (2007) consider that procrastination is associated with adverse study habits and consequences, such as submitting late assignments, cramming, and reduced confidence, which can lead to detrimental mental health issues such as depression and anxiety. According to Ellis and Knaus (1977), academic procrastination is reported as a chronic problem that affects approximately 70% of college students and is associated with unsatisfactory academic performance and lower levels of well-being. Hence, procrastination is certainly a big and prevalent problem that adversely affects not only students’ study habits and academic goals but also their mental well-being.
Ellis and Knaus (1977) emphasize that procrastination is a common experience among university students that brings negative outcomes to their academic achievement (Klassen, Krawchuk, & Rajani 2007). A statistical study of procrastination based on 261 studies indicated the strong predictors of procrastination were task avoidance, task delay, self-efficacy, impulsiveness, conscientiousness, and its aspects of self-control, distractibility, and organization (Steel 2007). Tendency to boredom and low self-esteem were also associated with academic procrastination (Ferrari 2000). Some other studies also suggested fear of failure, perfectionism, and depression (Ferrari 1992) were the reason why procrastination exists for students. Of all the variables that have been studied in relation to academic procrastination, the most focus has been directed to self-related variables including self-regulation, self-efficacy, and self-esteem (Klassen, Krawchuk & Rajani 2007). Klassen, Krawchuk, and Rajani (2007) also found age is related to academic procrastination, where older students (21 years old and above) have less tendency to procrastinate than younger students. Furthermore, studies have shown that parental criticism may impact students’ emotional stability and increase the fear of failure to meet expectations, which may eventually lead to procrastination. Parental criticism may be deleterious to students’ time management and in turn, increase their tendency to procrastinate when engaging in schoolwork (Shih 2017).
In conclusion, according to the findings reported in this report, procrastination could be a big and persistent problem that is negatively affecting many students’ academic performance. It is concerning because it not only impacts academic results but it can also lead to detrimental mental health issues such as depression and anxiety (Klassen, Krawchuk & Rajani 2007). In addition, academic procrastination is reported as a chronic problem that affects approximately 70% of university students and is associated with unsatisfactory academic performance and lower levels of well-being (Ellis & Knaus 1977). The reasons why this problem exists vary among different students, however, studies show that fear of failure, low self-esteem, a tendency to boredom, and perfectionism were the key influencers. As a result, it is evident that procrastination has adverse effects on student’s academic performance and overall well-being, and hence, it is a problem worth investigating further to help students minimize this complex phenomenon.
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