Procrastination, stress and academic performance in students

Elena Kuftyak

doi:10.3897/ap.5.e0965

Abstract

As postponing action strategy, for the last moment the procrastination is one of the factors causing the problems in study. The objective of the study is identification of links between indicators of academic procrastination, stressors, responses to stressors and academic achievements. The research was implemented on the base of sample which amounted 435 from 17 to 25 years old (М age = 19,03). The comparative procrastination analysis among groups of students with different levels of academic performance has shown that student with low level of achievement are inclined to more often suffer from procrastination, be lazy impulsively make a decision during the establishing of their personal time, care frustration, stress and anger. The correlation analysis data allow for the conclusion that a high level of procrastination is related to stress and academic failure. The analyse of links between procrastinations and stressors, and also reactions on it among students has shown that the higher the social anxiety, failure avoidance, procrastination frequency, lazy, worse perfectionism and impulsive, the higher he values all stressors and impressive of reactions on it. In this way, academic procrastination impedes the effectiveness of student study, effects on performance, contributes to stress, that undoubtedly impacts on professional development of future specialists.

Highlights

The Procrastination Assessment Scale for Students (PASS; Solomon, Rothblum, 1984) is a commonly used measure of academic procrastination that was designed to assess procrastination in two different areas: “frequency of procrastination,” which measures how often students procrastinate on various academic tasks, and “reasons for procrastination,” which assesses a variety of different motives for engaging in procrastination
In comparison with successful students, the following causes of procrastination are more pronounced in low-performing students: laziness (р≤0.01) and poor perfectionism (р≤0.05)
The analysis of the relationship between procrastination, stress level and academic performance of students has allowed for drawing the main conclusions: One of the topical focus areas of the modern education system is studying the causes and consequences of procrastination in people of different ages

Summary

Introduction

Researchers and practitioners note that academic procrastination leads to negative consequences on student’s academic progress and well-being (Kim, Seo, 2015). All this is a source of growing interest of researchers in the problem of academic procrastination. There is no task-oriented clarification of the link between academic performance, student stress and procrastination. In this regard, it is important to remember that this procrastination in college has a negative impact on the professional development of future specialists

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Conclusion