Understanding happiness and academic procrastination among undergraduate students in Kashmir: A quantitative as well as qualitative study

Abstract

This paper reports two studies that examine the difference between happiness and academic procrastination among undergraduate students. The first study investigates gender and geographic location differences in happiness and academic procrastination levels, finding that males and urban students report higher levels of both. The second study, conducted in Kashmir, explores undergraduate students’ subjective experiences and perspectives on happiness and academic procrastination. The second study’s objective was to gain an understanding of how undergraduate students in Kashmir subjectively experience happiness and academic procrastination. Employing a qualitative research design and using thematic analysis, the study revealed that happiness is a personal experience that can be achieved in various ways, including through social relationships, activities, and gratitude. The study offers insights into the perceptions of undergraduate students in Kashmir regarding happiness and academic procrastination, which can aid in the creation of strategies to enhance student well-being and academic performance. Overall, the two studies underscore the importance of considering individual differences in levels of happiness and academic procrastination, as well as subjective experiences, when formulating interventions to endorse student well-being and academic success. By comprehending how students define and pursue happiness and recognizing the factors that contribute to academic procrastination, educators and policymakers can develop effective strategies to promote student well-being and academic achievement.