Academic Procrastination and Academic Achievement
Luciano, Kristel Joy A. ABPsych 2-2
Introduction to Psychology Psych 125 Academic Procrastination and Academic Achievement
Nowadays, procrastination has been a common phenomenon happening in our daily lives. This practice can be observe almost everywhere, in our home, at work, in different fields and especially at school. In this fast-paced era where everything seems to be moving quite rapidly. Some people find it difficult to manage their tasks and so they tend to result to
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The academic procrastination as one of the subtypes of procrastination has gained the interest of different researches. According to a study by Onwuegbuzie and Jiao (2000) 95% of students engage in academic procrastination in a college level while approximately 60% procrastinate at a graduate level. Despite students knowing that procrastination leads to poorer academic performance, students rarely try overcome procrastination and instead claim that the pressure to perform enables them to complete the assignments. In addition to this Revelle (1997) said that in an academic context, some students deliberately leave course work tasks to the last minute, arguing that the resulting pressure makes them concentrate and gives them the ‘buzz’ they need to produce consistently good work. However, not all students who resorts to procrastination is able to meet their desired result. More often than not procrastination usually leads to a larger task and more serious problems that can affect their academic achievement. In a study done by Ferrari and Tice (2000) in an experimental setting where time was limited, the results showed that the participants generally produce poor quality performance when under pressure. Thus, proving us that procrastination is undoubtedly a problem in an educational setting in the modern societies among students.