Chapter 1

INTRODUCTION

Rationale of the Study

People say that it’s normal to react lazily towards a deadline. While this may be

true, repeatedly doing this can be called procrastination. It is an interactive occurrence in

which one disregards or delays a timely attendance to an obligatory assignment or judgment.

Procrastination subsequently leads to some potential unpleasant and undesirable

consequences (Balkis & Duru, 2007). This potentially problematic behavior can be

demonstrated in task performance (i.e., avoidant procrastination) or by delaying decisions

(i.e., decisional procrastination).

According to McCloskey, references to procrastination have been dated back to as

long as 3,000 years ago. However, research on procrastination is ironically enormously

behind the curve in active research on its antecedents and effects.

Procrastination related to students is referred to as academic procrastination which

is known to negatively impact learning, achievement, academic self-efficacy, and quality

of life. It is one unique outlet of procrastinatory tendencies, the object of much less

scientific research, and occurs when students needlessly delay completing projects,

activities or assignments and has been linked to lower academic grades, poorer well-

being, and more stress.

On the other hand, a motive is an impulse that causes a person to act. Motivation

comes from the Latin word moveo, meaning to move, stir, agitate, provoke, or affect

and is an internal process that makes a person move toward a goal. It is like intelligence

which can’t be directly observed but can only be inferred by noting a person’s behaviour

1
(SparksNotes, 2020). Motivation relating to academics is called academic motivation

which refers to the cause of behaviors that are in some way related to academic

functioning and success. Procrastination is actually the opposite of motivation – the lack

of intention or willingness to take action (Ryan & Deci, 2000). When it comes to self-

regulation, it involves controlling one's behavior, emotions, and thoughts in the pursuit of

long-term goals (Cuncic, 2020). For students, self-regulated learning is described as an

active process whereby learners construct goals for learning. Learners monitor, regulate,

and control their cognition, motivation, and behavior. They are guided and constrained by

their own goals and the individual characteristics of a particular learning environment

(Wolters, Pintrich, & Karabenick, 2005).

With the current global situation, Saint Joseph College continuously reach out to

its students through online learning such as online classes for undergraduate students.

Conversely, challenges have occurred in this alternative learning strategy which involves

motivation and self-regulation on academic procrastination of online undergraduate

students of the said college.

The online environment presents unique challenges because students bear more

responsibility for their own learning than in many traditional classes. Because of these

challenges, students’ ability to influence their own motivation (Wolters, Pintrich, &

Karabenick, 2005) as well as their own self-regulation is important.

The researcher, as an undergraduate BS in Accountancy student enrolled in the

said college, aims to assess the level of the impact of motivation and self-regulation on

academic procrastination of the online undergraduate BS in Accountancy students of

Saint Joseph College in order to propose appropriate interventions.

2
 THE PROBLEM

Statement of the Problem

The study will assess the level of the impact of motivation and self-regulation on

academic procrastination of the online undergraduate BS in Accountancy students of

Saint Joseph College enrolled in Summer 2020 in order to propose appropriate

interventions.

Specifically, this study will seek answers to the following:

1. What is the demographic profile of the online undergraduate BS in Accountancy

students in terms of:

1.1. Sex

1.2. Age Group

2. The level of description of online undergraduate BS in Accountancy students in terms

of

2.1. Motivation

2.2. Self-Regulation

3. The level of academic procrastination of online undergraduate BS in Accountancy

students

3.1. Factors Related to Procrastination

3.2. Consequences of Academic Procrastination

4. Based on the findings of the study, what appropriate intervention/s can be proposed?

3
Significance of the Study

With the advancement of technology, it is now used as a platform for online

learning especially in the current situation that the world is in. This study is relevant for

the concerned parties to gain additional information that might be helpful for them.

Specifically, the following will benefit from the results of this case study:

Online Undergraduate BS in Accountancy Students of Saint Joseph College. They

will learn from the problems, solutions and recommendations in this paper that will help

them become motivated and self-regulated successful online undergraduate students.

Other Online Students of Saint Joseph College. They will learn from the problems,

solutions and recommendations in this paper that will help them become motivated and

self-regulated successful online students.

Instructors and/or Teachers of Saint Joseph College. They will be guided in the

performance of their duties and functions that specially affects online students’

motivation and self-regulation as well as interventions to help their students.

Academic Council of Saint Joseph College. They will learn from the problems,

solutions and recommendations in this paper that will help them in develop interventions

for all its students participating in online classes.

Department of Education and Other Concerned Agencies. They will learn from the

problems, solutions and recommendations in this paper that will help them in develop

interventions for all students participating in online classes in the whole Philippines.

Parents. They will learn from the problems, solutions and recommendations in this paper

that will help them guide their children participating in online classes.

4
Scope and Limitation

The online environment gives unique challenges to students because they bear

more responsibility for their own learning than in most traditional cases. The scope of

this study will cover only the online undergraduate BS in Accountancy students enrolled

in Saint Joseph College during the Summer Classes of 2020 regarding their level of

motivation and self-regulation. Every one of them will be completely enumerated in the

study where each will be given a questionnaire for the needed data of the study focusing

on their level of description of online undergraduate BS in Accountancy students and

level of academic procrastination of the said students. The study also considers the

personal information of the students such as sex and age group. The collection of data is

expected to be finished by the last week of July.

The ground of choosing these scopes and limitations is that research on academic

procrastination is ironically behind the curve in active research on its antecedents and

effects (McCloskey, 2011) and that online classes are, now, the trend because of the

recent global situation that we are in.

5
 DEFINITION OF TERMS

For better understanding and interpretation of this study, the following terms are

operationally defined.

Academic Procrastination refers to the tendency of students to needlessly delay

completing projects, activities or assignments

Age Group refers to the number of online undergraduate BS in Accountancy

students classed together as being of similar age

Interventions refers to the possible actions that the beneficiaries of the study will

take

Motivation refers to the cause of behaviors that are in some way related to

academic functioning and success

Online Undergraduate BS in Accountancy Students refers to the respondents

of the study currently enrolled in Summer Classes 2020

Self-Regulation described as an active process whereby learners construct goals

for learning

Sex refers to the biological attributes of the online undergraduate BS in

Accountancy Students

6
 ORGANIZATION OF THE STUDY

This section describes the organization of the final report. Describe below many

chapters the report will have and what each chapter will contain.

Chapter1 – Introduction. This chapter will contain the rationales of the study,

statement of the problem, research questions, significance of the study and definition of

terms.

Chapter 2 – Theoretical Framework. For this chapter, it will have the review of

related literature, theoretical framework, and conceptual framework.

Chapter 3 – Research Methodology. This chapter contains research environment,

research respondents, research instruments, and research procedures.

Chapter 4 – Presentation, Analysis, and Interpretation of Data. This chapter will

contain the findings of the study. It will have the results and discussion based on the

research questions.

Chapter 5 – Summary, Findings, Conclusions, and Recommendations. This

chapter will provide the summary of the study, major findings, conclusions, and

recommendations.

7
 Chapter 2

THEORETICAL BACKGROUND

This chapter presents review of literature related to academic procrastination both

in the global and local contexts. This attempts to review references that will be useful in

relation to students’ demographic information, impact of motivation and self-regulation

on academic procrastination, the factors causing academic procrastination and its

consequences; that will lead to the formulation and proposal of a program or intervention.

For the purposes of the current study, it is believed that academic procrastination

is an overarching factor comprised of the various interrelated components previously

discussed. Moreover, it is believed that although procrastination tends to be relatively

stable over time, given proper interventions or contextual factors, these tendencies can be

modified. Thus, as previously discussed, training interventions may be beneficial for

students identified as high in academic procrastination. Finally, it is believed that

academic procrastination is related to overall procrastination, but that it is a unique outlet

that can be affected by contextual cues and interventions, thus warranting its own line of

research.

Review of Related Literature

Demographic Profile

Demographics are defined as statistical data about the characteristics of a population such

as age, sex and grade level of the people within the population (Small Business

Encyclopedia, 2017). The demographic characteristics of the respondents have important

functions in this case study. These demographic characteristics will provide a better

understanding of the respondents included and will provide a good foundation for a

8
detailed discussion of the results based on the stipulated questions or sub-problems of the

study. The demographic characteristics included in this study are “Sex” and “Age

Group”.

a. Sex – either of the two divisions, male or female with reference to their

reproductive functions

b. Age Group – the number of people or things classed together as being of similar

age

Motivation

Procrastination is actually the opposite of motivation which is the lack of

intention or willingness to take action (Ryan & Deci, 2000). Motivation is described as a

process through which individuals instigate and sustain goal-directed activity and is

generally viewed as a process through which an individual’s needs and desires are set in

motion. Academic motivation reflects students’ levels of persistence, interest in the

subject matter, and academic effort; it is viewed as a contributor to academic success.

While motivation is critically important to student learning (Pintrich & Schunk,

2002), lack of motivation is a frequent problem with students at all levels. All learning

environments present challenges, but the online environment presents unique challenges

because students bear more responsibility for their own learning than in many traditional

classes. Because of these challenges, students’ ability to influence their own motivation is

important (Wolters, Pintrich, & Karabenick, 2005).

One specific aspect of motivation is intrinsic motivation. It may be defined as the

performance of a task for the inherent satisfaction it brings an individual rather than for

some separate consequence (Ryan & Deci, 2000). Important to the present study is the

9
fact that intrinsic motivation can be influenced within the educational context (Deci &

Ryan, 2004). Intrinsic motivation increases when individuals attribute educational results

to internal factors they can control (attribution theory). It is further increased when

individuals believe they are capable of reaching desired goals (self-efficacy) and when

individuals are interested in mastering a subject, rather than simply earning good grades

(goal orientation). When these factors converge and result in high levels of intrinsic

motivation, students are more likely to be successful learners (Alexander, 2006).

Self-Regulation

Self-regulated learning is described as an active process whereby learners

construct goals for learning. Learners monitor, regulate, and control their cognition,

motivation, and behavior. They are guided and constrained by their own goals and the

individual characteristics of a particular learning environment (Wolters, Pintrich, &

Karabenick (2005). It can also be described self-regulated learners as “metacognitively,

motivationally, and behaviorally active participants in their own learning process”. Self-

regulatory activities impact individual students, their level of achievement, and the

learning context. It is important for students to learn how to learn and take control of their

efforts (effort regulation).

One self-regulatory resource management strategy described is effort regulation.

Also referred to as volition, effort regulation refers to a learner’s ability to control his or

her attention and efforts even in situations that present distractions that may be perceived

to be interesting. Effort management is self-management, and reflects a commitment to

completing one’s study goals, even when there are difficulties or distractions. Effort

10
management is important to academic success because it not only signifies goal

commitment, but also regulates the continued use of learning strategies.

Procrastination

With regards to analyses of human procrastination in controlled laboratory

conditions, we can enumerate studies by: (1) Ferrari and Tice (2000) in with their interest

in exploring whether procrastination might function as a protective strategy when facing

evaluative tasks; (2) Ferrari and Dovidio (2000) who examined the variables that

intervene in decision-making from the assumption that procrastinators require a higher

threshold of certainty before making decisions and, hence, seek additional information on

available options, thus delaying their choice; and, (3) Ferrari (2001) whose study was

designed to evaluate the effects of cognitive load, self-consciousness and exposure to

time constraints on the speed and precision of the performance of procrastinators and

non-procrastinators.

Other work conducted in controlled laboratory conditions, such as Torres (2015),

found that some of the variables identified to date as being responsible for procrastination

–namely, the response cost and the availability of distractors (Senécal and Guay, 2000;

Riva, 2006; Iturrizaga, 2012)– do not affect the levels of procrastination by some

participants. One phenomenon that they have observed consistently, however, is that

procrastination seems to be an interactive style (Ribes, 2009; Ribes et al., 2005) that is,

regardless of the variables manipulated some participants always procrastinated and

others never did.

Of all the variables evaluated, the only one that consistently showed a concrete

effect was task segmentation (Angarita, 2012) as participants always tended to

11
procrastinate on performing the more extensive segments of the task when this was

divided into parts of varying length (Torres and Padilla, 2012;2014; Torres et al.,

2012a;2012b; Torres et al., 2013a;2013b; Torres, 2015; Torres et al., 2017).

With respect to the possible link between procrastination and stress, various

studies show that the scores obtained on procrastination scales correlate positively with

measures of perceived stress (Rice et al., 2012; Pardo et al., 2014; Beutel et al., 2016).

The high percentages of academic procrastination observed in studies conducted

in distinct sociocultural contexts, the adverse effects on health and work quality that it

causes, and the lack of consensus on the causes of this phenomenon underline the need to

carry out systematic analyses of procrastination to identify the variables that propitiate it

in ‘natural’ environments and under controlled laboratory conditions. This is especially

important because the prevalence of procrastination seems to be increasing (Klassen et

al., 2008) so the problems associated with it could be exacerbated.

Factors Related to Procrastination

In a meta-analysis of procrastination research, Steel (2007) examined 691

previously examined correlates of procrastination. Most of the studies reviewed used

young undergraduate university students in traditional course settings. He found that

strong, consistent predictors of procrastination included task aversion, task delay, self-

efficacy, and impulsiveness. Additionally, he found that conscientiousness as

demonstrated by achievement motivation, organization, and self-control were also strong

predictors of procrastination behaviors. Steel’s results echo that of Solomon and

Rothblum (1994) who studied college students’ reasons for procrastination. They found

12
that procrastination involved a complex interaction of behavioral, affective, and cognitive

components, not simply a deficit in time management or poor study habits.

Both Onwuegbuzie and Jiao (2000) who studied graduate students in face-to-face

classes and Solomon and Rothblum (1984) who studied undergraduates in traditional

classes found that procrastination is strongly influenced by two factors: fear of failure and

task aversion, with fear of failure accounting for most of the procrastination behaviors. It

was also found that academic procrastination in undergraduate students stems, in part,

from anticipation of disapproval from those holding perfectionistic standards for others.

They also found that the fear of failure component of procrastination was associated

broadly with all the perfectionism dimensions.

Tuckman (2002b) studied procrastination in undergraduate students enrolled in a

Web-based course. He found that procrastinators used rationalization rather than self-

regulation, which resulted in lower course grades. This phenomenon occurred in spite of

the fact that the course was highly structured and enforced frequent deadlines throughout

the duration of the course. In another study, Tuckman compared high, moderate, and low

procrastinators in undergraduate students on their reported degree of self-regulation. He

found that the more self-regulation was used, the less procrastination resulted (Tuckman,

2002a).

Howell and Watson (2007) examined the relationships between procrastination,

goal orientation, and learning strategies among undergraduate students. They found that

disorganization and lower use of cognitive/metacognitive learning strategies were

positively related to procrastination. Morford (2008) found that low procrastinators

among undergraduates in traditional classes demonstrated higher commitments to goals

13
than high procrastinators. Tan, Ang, Klassen, Yeo, Wong, Huan, & Chong, (2008)

examined procrastination in undergraduate students and discovered that self-efficacy for

self-regulated learning was negatively related to procrastination.

Moreover, it was found that junior college students who were intrinsically

motivated to perform well on academic tasks tended to procrastinate less than students

who are more extrinsically motivated to perform the same tasks. The results led the

researchers to the belief that procrastination is more of a motivational problem rather than

a problem of poor time management skills or simple laziness. Steel (2007) also found that

achievement motivation was a strong predictor of academic procrastination.

Scholars have not reached a consensus on the causes of procrastination. Some

observe that self-efficacy and self-regulation show strong inverse relations to

procrastination (Klassen et al., 2007; Klassen et al., 2008; Sirois and Pychyl, 2013; Cid,

2015) but others affirm that it reflects individuals’ histories of reinforcement; that is,

procrastination becomes a habit reinforced by performing short-term, gratifying activities

while postponing tasks considered unpleasant. Still others suppose that procrastination

persists because it temporarily relieves anxiety (Steel, 2007) even though the emotional

relief and positive state of mind that it generates are only temporary.

Other academics sustain that procrastination reflects non-adaptive perfectionism;

i.e., the tendency to establish high performance standards coupled with an excessively

critical evaluation of them and a growing concern with making mistakes (Kagan et al.,

2010; Galarregui and Keegan, 2012). This implies that procrastinators make unrealistic

demands upon themselves (Steel et al., 2001; Ellis and Knaus, 2002). Finally, there are

those who argue that procrastination is due to flaws in the planning, organization and

14
administration of time (Schouwenburg et al., 2004; Hussain and Sultan, 2010; Sánchez,

2010; Pardo et al., 2014) self-regulation, and execution (Klassen et al., 2007).

Consequences of Procrastination

Various studies have found that procrastination has certain consequences: (a) high

levels of stress (Rice et al., 2012; Natividad, 2014; Pardo et al., 2014; Cid, 2015; Beutel

et al., 2016) that exacerbate health problems, especially those associated with the

immune system by increasing the organism’s vulnerability to infectious diseases like the

common cold (Lacey et al., 2000; Cid, 2015) (b) psychological distress (Natividad, 2014;

Cid, 2015) that includes episodes of angst, anxiety and/or depression (Onwuegbuzie,

2004; Rice et al., 2012; Pardo et al., 2014; Cid, 2015; Beutel et al., 2016) (c), low-quality

performance (Steel et al., 2001; Ariely and Wertenbroch, 2002) and, (d) low academic

grades (Rice et al., 2012).

For many students, the tendency to procrastinate increases in the online learning

environment. In traditional classes, the requirement to attend lectures forces students to

focus on class materials on a regular basis. At least part of their study time is distributed

equally across the semester (Elvers, Polzella, & Graetz, 2003). Online students do not

participate in regular class meetings, so there is an increased tendency to procrastinate

and “cram” more study into less time, often resulting in poorer learning outcomes. Elvers,

Polzella, and Graetz (2003) examined the differences between procrastination in

undergraduate students enrolled in online and face-to-face course sections of the same

course. Procrastination in the online sections was negatively correlated with exam scores,

but not in face-to-face sections.

15
 If procrastination is prevalent in the online environment and detrimental to

student learning and performance, it is important for online faculty to identify factors that

may reduce students’ tendency to procrastinate. Because procrastination can lead to

decreased academic performance, it is important to better understand the influence

students’ self-regulated learning strategies and motivation have on procrastination.

More specifically, it is important to understand this relationship because students’

self-regulated learning strategies and motivation are characteristics that can be addressed

and improved. Given the highly autonomous environment that is online education, the

need for highly developed levels of self-regulation is important (Artino & Stephens,

2007).

Self-regulated learning strategies can be addressed through instructional design,

direct instruction, and modeling (Paris & Winograd, 2001; Perels, Gurtler, & Schmitz,

2005). Academic motivation can be enhanced through the use of certain instructional

strategies and through course design (Komarraju, 2008), social interaction with other

students and faculty (Yang, Tsai, Kim, Cho, & Laffey, 2006), and by positively

influencing student belief in the value of academic tasks and in their ability to

successfully complete them.

Researchers have just begun to fully explore the issue of procrastination in online

courses with undergraduate students. Little research appears in the literature regarding

procrastination behavior particularly in the online environment. If cognitive self-

regulated learning strategies and academic motivation influence online students’

tendency to procrastinate, online faculty could avail themselves of means to impact the

tendency to procrastinate by specifically addressing self-regulated learning strategies and

16
motivation through the use of particular instructional strategies and through course

design.

Theoretical Framework

As you might imagine, mastery, performance, and performance-avoidance goals

often are not experienced in pure form, but in combinations. Motivation—the energy or

drive that gives behavior direction and focus—can be understood in a variety of ways,

each of which has implications for teaching. One perspective on motivation comes from

behaviorism, and equates underlying drives or motives with their outward, visible

expression in behavior. Most others, however, come from cognitive theories of learning

and development. Motives are affected by the kind of goals set by students—whether

they are oriented to mastery, performance, failure-avoidance, or social contact. They are

also affected by students’ interests, both personal and situational. And they are affected

by students’ attributions about the causes of success and failure—whether they perceive

the causes are due to ability, effort, task difficulty, or luck.

A major current perspective about motivation is based on self-efficacy theory,

which focuses on a person’s belief that he or she is capable of carrying out or mastering a

task. High self-efficacy affects students’ choice of tasks, their persistence at tasks, and

their resilience in the face of failure. It helps to prevent learned helplessness, a perception

of complete lack of control over mastery or success. Teachers can encourage high self-

efficacy beliefs by providing students with experiences of mastery and opportunities to

see others’ experiences of mastery, by offering well-timed messages persuading them of

their capacity for success, and by interpreting students’ emotional reactions to success,

failure and stress.

17
 An extension of self-efficacy theory is self-determination theory, which is based

on the idea that everyone has basic needs for autonomy, competence, and relatedness to

others. According to the theory, students will be motivated more intrinsically if these

three needs are met as much as possible. A variety of strategies can assist teachers in

doing so.

Conceptual Framework

Based on the problem, the conceptual framework of the study is presented below.

The framework is composed of five (4) frames that will help assess the level of the

impact of motivation and self-regulation on academic procrastination of the online

undergraduate BS in Accountancy students of Saint Joseph College enrolled in Summer

2020 in order to propose appropriate interventions.

The first frame contains the demographic profile of online undergraduate BS in

Accountancy students of Saint Joseph College enrolled in Summer 2020. This will

provide the basic information of the respondents of this particular case study in terms of

sex and age group.

The second frame represents level of description of online undergraduate BS in

Accountancy students in terms of motivation and self-regulation.

The third frame represents the level of academic procrastination of online

undergraduate BS in Accountancy students in terms of factors related to procrastination

and consequences of academic procrastination

The fourth and last frame represents the intervention that will be proposed for the

study.

18
 Demographic profile

Level of description in terms of motivation and self-regulation

Level of academic procrastination in terms of factors related to

procrastination and consequences of academic procrastination

Interventions for the study

Figure 1. The Conceptual Framework of the Study

19
 Chapter 3

RESEARCH METHODOLOGY

The research design of this paper will be a case study. It is a research strategy and

an empirical inquiry that investigates a phenomenon within its real-life context. Case

studies are based on an in-depth investigation of a single individual, group or event to

explore the causes of underlying principles.

To complete this case study; a combination of survey, interviews, documentation

and data analyses will be used. A survey is an investigation about the characteristics of a

given population by means of collecting data from a sample of that population and

estimating their characteristics through the systematic use of statistical methodology. It is

a fixed set of questions that can be administered by paper and pencil, as a Web form, or

by an interviewer who follows a strict script. An interview is a discussion, usually one-

by-one between an interviewer and an individual, meant to gather information on a

specific set of topics. Documentation is the process of making a record or the capturing of

some event or thing and put it into some relatively permanent form so that the

information will not be lost and can be retrieved later. Data analysis is the process of

systematically applying logical techniques to describe, illustrate, and evaluate data.

Raw data will be collected from participants through survey and interview. After

the identification of problems and issues, analysis of the data will be done to provide

probable solutions to the issues and to propose appropriate interventions.

Research Environment

This research will be conducted in Maasin City, Southern Leyte. Maasin gained

the city status on August 10, 2000 by virtue of Republic Act 8796 and became the capital

20
of the province of Southern Leyte. It is located on 10.1333° N, 124.8500° E and

composed of seventy (70) barangays with a total land area of 82 sq. miles.

Southern Leyte

Figure 2. Map of Philippines (Source: www.google.com/maps)

Figure 3. Map of Southern Leyte (Source: www.google.com/maps)

Research Respondents

The respondents of this study will be the online undergraduate BS in Accountancy

students of Saint Joseph College enrolled in Summer 2020.

21
Research Instruments

Survey questionnaire (Appendix D) will be used to know the respondent’s

demographic profile.

An interview protocol (Appendix D) will serve as a guide in the proper conduct of

the interview.

Research Procedures

Gathering of Data

Data will be collected through the use of survey questionnaire and an online

interview with the respondents. Before they fill up and answer specific questions, a

proper consent will be asked and they will sign or virtually approve an “informed

consent” to signify his or her involvement in the case study. The questionnaires will be

distributed online and will be collected immediately after. An interview protocol will be

used in the conduct of the interview proper. Necessary follow up questions will be asked

to clarify some information. If the respondent will allow, the interview will be recorded

as part of the documentation process.

Treatment of Data

The data that will be gathered in this case study will be summarized, analyzed and

presented based the formulated research problems. The following will be used in this

study:

1. Flowcharts will be used to present the process or activities involved

2. Tables will be used to present the survey results specially the demographic profile

3. Regression analysis is a statistical tool that investigates the relationships between

variables.

22
4. Content analysis will be used to analyze responses in the interviews. Through

content analysis; problems and issues will be determined.

23
 Bibliography

Journal Articles

Curtis, D., Lawson, M. (2001). Exploring Collaborative Online Learning. JALN Volume

5, Issue 1.

Kasim, L. (2015). The Impact of Academic Procrastination and Academic Performance

on Academic Achievement Amongst Undergraduate Students at a Local

University. Othman Yeop Abdullah Graduate School of Business. Universiti

Utara Malaysia.

McCloskey, J. (2011). Finally, My Thesis on Academic Procrastination. Graduate School

of the University of Texas. Arlington.

Rakes, G., Dunn, K. (2010). The Impact of Online Graduate Students’ Motivation and

Self-Regulation on Academic Procrastination. Journal of Interactive Online

Learning. Volume 9, Number 1. ISSN: 1541-4914.

Vargas, M. A. (2017). Academic Procrastination: The Case of Mexican Researchers in

Psychology. DOI: 10.20448/804.2.2.103.120.

Online Sources

Small Business Encyclopedia. (2017). Demographics. Retrieved July 2020 from

https://www.entrepreneur.com/encyclopedia/demographics

SparkNotes. (2020). What is Motivation?. Retrieved July 2020 from

https://www.sparknotes.com/psychology/psych101/motivation/section1/

24
 APPENDIX A
TRANSMITTAL LETTER

BACHELOR OF SCIENCE IN ACCOUNTANCY

Saint Joseph College
Maasin City, Southern Leyte
Date

Dear Sir/Ma’am:

My name is Ena Kathleen M. Bosoboso, a student of Saint Joseph College and currently
doing a study entitled “The Impact of Motivation and Self-Regulation on Academic
Procrastination of the Online Undergraduate BS in Accountancy Students of Saint
Joseph College” as my research for the degree Bachelor of Science in Accountancy at
the Saint Joseph College, Maasin City. The study will assess the level of the impact of
motivation and self-regulation on academic procrastination of the online undergraduate
BS in Accountancy students of Saint Joseph College enrolled in Summer 2020 in order to
propose appropriate interventions.

I have identified you as an online undergraduate BS in Accountancy students of Saint

Joseph College enrolled in Summer 2020. For this, I am hoping that you would be able to
participate in my study. I would like to ask your permission that I will be allowed to
collect your data that will be used in the research. Rest assured that all your information
will be treated with utmost respect and confidentiality.

Please allow me to make initial contact with you or your representative so I can further
discuss the details of my research. My contact number is 09178781090, and my email
address is enakathleenb@gmail.com

I am looking forward to your positive response and favourable action on this study.

Sincerely yours,

Ena Kathleen M. Bosoboso

Noted by:

25
Ivan Jake C. Gonzales
Adviser
APPENDIX B

RESEARCH INSTRUMENTS

Survey Questionnaire

The Impact of Motivation and Self-Regulation on Academic Procrastination of the

Online Undergraduate BS in Accountancy Students of Saint Joseph College
________________________________________________________________________

Instruction: Please answer this questionnaire to the best of your knowledge. Kindly place
a check mark “” in the appropriate box that represents your response and write down
correct information on the space provided. Rest assured that your responses will be
treated with outmost confidentiality.
_______________________________________________________________________
_
I. Respondent’s Information

1. Gender
Male Female
2. Age
20 and above 19 and below

II. Motivation and Self-Regulation

1. Are you aware of the words motivation and self-regulation?

No Yes I don’t know

2. Do you consider yourself motivated and self-regulated?

No Yes I don’t know

3. Do these two impact your education?

No Yes I don’t know

4. Are they helpful to your education?

No Yes I don’t know

5. Do you still need to explore more about these two?

No Yes I don’t know

III. Academic Procrastination

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1. Procrastination is defined as the voluntary delay in performing an obligatory task.
Do you consider yourself a procrastinator?
 No  Occasionally  Frequently  Always

2. If you procrastinate… Does your level of procrastination differ depending on the

task you are obliged to perform? For example, realize an assigned task, conduct
an experiment, write a thesis, write an article, etc.
No Yes I don’t know

3. If you procrastinate… What task increases your levels of procrastination?

 Conducting experiments
 Writing a thesis or articles
 Doing administrative procedures

4. Does procrastination cause you anxiety?

 No  Occasionally  Frequently  Always

5. Do you believe that procrastination harms your health?

No Yes I don’t know

6. Do you consider that procrastination reduces the quality of your work?

 No  Occasionally  Frequently  Always

7. If you procrastinate… Has your procrastination had negative effects on your life?;
for example, loss of employment and/or academic opportunities.
None A few Many

8. Over time, my level of procrastination has…

 Decreased
 Remained the same
 Increased

9. If you procrastinate… What do you do while procrastinating?

 Watch TV
 Surf the Internet
 Go out with friends, or family

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 APPENDIX C
CURRICULUM VITAE

Name : Ena Kathleen Magallanes

Bosoboso
Address : Brgy. Combado, Maasin City,
Southern Leyte
Cellphone : 09753269585
E-mail : enakathleenb@gmail.com
Date of Birth : October 16, 1999
Place of Birth: Maasin City, Southern Leyte
Citizenship : Filipino
Gender : Female
Marital Status: Single

Educational Background:
SCHOOL
Primary Saint Joseph College Nursery – 3rd Honors
S.Y. 2003-2012 Kinder 1 – 2nd Honors
Kinder 2 – 1st Honors
Grade 1 – 1st Honors
Grade 2 – 1st Honors
Grade 3 – 1st Honors
Grade 4 – 2nd Honors
Grade 5 – 1st Honors
Grade 6 – Valedictorian
Secondary
Junior High School Saint Joseph College Grade 7 – 2nd Honors
S.Y. 2012-2013

Maasin City National High School Grade 8 – 2nd Honors

S.Y. 2013-2016 Grade 9 – 2nd Honors
Grade 10– 2nd Honors
Senior High School Saint Joseph College Grade 11 – 3rd Honors
S.Y. 2016-2018 Grade 12 – With High Honors

Tertiary Saint Joseph College 1st Year – Dean’s Lister

2nd Year – Dean’s Lister

CURRENT AFFILIATIONS:
 JPIA
 SK Federation – Maasin City

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I hereby certify that the above information are true and correct.

_________________________

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