* What is the academic performance/status of the students in

terms of:
* Subject - Student Relationship;
Students who want to do what they're going to do because they're
passionate about it aren't a challenge for teachers (Krapp, 1999).
The educational challenge can be described as nding out how to
get students to want to do what their teachers want them to do.
This view, on the other hand, puts initiative and desire at odds,
which is counterproductive.Students should be encouraged to ask
their own questions on a subject matter if they are given the
correct circumstances. They should also be able to acknowledge
that they have the potential to focus on strengthening their
knowledge of the subject matter as well as their faith in their
ability to work with it.


Effort towards to the Subject;
Effort is generally described as a student's desire to work hard,
ask for assistance, and/or engage in class. According to studies of
student effort, the more challenging a challenge tends to be–both
in terms of complexity and the probability that the student will be
able to perform it successfully–the less probable the student will
be willing to take it on. Studies of student effort, on the other
hand, say that effort is related to the chance of completing a
mission successfully. As a result, students can be able to nd out
what they need to learn, study it, and succeed–if they have the
ability to complete the challenge, trust in their ability, and little
concern about the task.If they put in effort or not is usually de ned
as a decision they make about their chances of success. Their
self-concept, their past achievement, their impressions of
teachers' values and activities, and their goals all affect their
expectancy rating. The probability of achievement is determined
by students' assumptions in their own skills as well as the
relationship between skill and commitment.The probability that
students can expend effort is affected by their assumptions about

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 their own skill as well as the relationship between skill and effort
(Dewey, 1913)


Class Attendance; 

There is a strong positive association between class attendance
and academic performance; however, the correlation is small and
insigni cant. Further review reveals some variations between
language groups, indicating that culture and ethnicity can
in uence the correlation between class attendance and academic
performance (Schmulian and Coetzee, 2011)

* What is extent to which ma ana habit affects the students’

academic performance in terms of:
* Health;
Evidence shows that putting off vital activities induces discomfort,
which leads to detrimental psychophysiological effects on the
body, increasing our susceptibility to illness (Sirois, 2015).
Chronic procrastination has been attributed to a variety of stress-
related health conditions, including headaches, intestinal issues,
colds and us, and insomnia, according to previous studies


Mental stability; 

Ferrari and Díaz-Morales (2014) stated that severe
procrastinators participate in much less positive, constructive
behaviors that may restrict their adaptation and mental health
coping styles. Chronic procrastinators are much less effective in
communicating their needs and interests, which is vital for useful
ability to cope. The current study supports the claim that chronic
procrastination can lead to increased perceived stress as well as
the delay or omission of important adjustment behaviors, resulting
in poor mental health, which is consistent with popular literature
on the effectiveness of coping styles by procrastinators.In
conclusion, chronic procrastination is a self-regulatory failure that
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prevents people from directing their goal-directed activities toward

healthier lifestyles.

Financial need;
According to Gamst-Klaussen, Steel, and Svartdal (2019),
Procrastinators are just as likely to make plans to act but struggle
to put them into action. Speci c or advanced forms of planning
can still be useful. The former type of planning behavior makes a
person more prone to delays or simply forgetting to complete a
task, and they are less likely to take advantage of opportunities to
complete the task sooner. (Lynch er al., 2010 as cited in Gamst-
Klaussen et al., 2019). In addition, studies have shown that being
more speci c in the planning stage makes people more effective
at carrying out their goals. Students with low to moderate levels of
conscientiousness bene ted from such planning strategies,
whereas students with high levels of conscientiousness were
unaffected. (Webb et al., 2007 as cited in Gamst-Klaussen et al.,
2019). Financial self-ef cacy completely mediated the effect of
procrastination on nancial behavior. Given that self-ef cacy is
explicitly a causal factor for procrastination, some mediation was
expected; however, the degree of mediation is surprising. While
procrastinating about money was expected to be a subset of
unhealthy money habits, nancial impulsivity was expected to be
more strongly linked. Financial impulsivity was expected to be
more strongly linked to procrastination than impulsiveness,
despite the fact that procrastinating nances is a subset of
unhealthy nancial behaviors. Nonetheless, impulsive spending
can boost self-esteem, improve mood, and reduce stress, all of
which are linked to self-ef cacy because trait anxiety neurosis
anxiety disorders and depression symptoms are negatively
associated with it


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 Loss of interest
Low extrinsic motivation, along with perfectionism, outer control
signi er, and attribution style, made a signi cant contribution to
the proclivity to postpone school assignments, and to how
academic procrastination was directly linked with notion, capacity,
outcome expectations, and learning strategies (Brownlow and
Reasinger, 2000 as cited in Cao, 2012). The extent to which
academic motivation expected academic procrastination and
came to the conclusion that procrastination is a motivational
problem affecting far more inadequate time management skills or
trait laziness (Senécal et al., 1995 as cited in Cao, 2012). These
results show that the determination of student motivation linked to
academic procrastination would lead to a deeper understanding of
academic procrastination and inevitably contribute to improve
actions to improve its negative effect on student learning

REFERENCES

Cao, L. (2012). Differences in procrastination and motivation

between undergraduate and graduate students. Journal of the
Scholarship of Teaching and Learning, 12(2), 39-64

Dewey, John. 1913. Interest and Effort in Education. New York:

Houghton Mif in

Ferrari, J. R., & Díaz-Morales, J. F. (2014). Procrastination and

mental health coping: A brief report related to students. Individual
Differences Research, 12(1), 8-11

Gamst-Klaussen, T., Steel, P., & Svartdal, F. (2019).

Procrastination and personal nances: Exploring the roles of
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planning and nancial self-ef cacy. Frontiers in psychology, 10,

775.

Krapp, Andreas. 1999. "Interest, Motivation, and Learning: An

Educational-Psychological Perspective." Learning and Information
14 (1):23–40

Sirois, F. M. (2015). Is procrastination a vulnerability factor for

hypertension and cardiovascular disease? Testing an extension of
the procrastination–health model. Journal of Behavioral Medicine,
1-12. doi: 10.1007/s10865-015-9629-

Schmulian, A. and Coetzee, S. (2011), "Class absenteeism:

reasons for non‐attendance and the effect on academic
performance", Accounting Research Journal, Vol. 24 No. 2, pp.
178-194.
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