Academic Procrastination and Self Motivation Among Freshmen College Education Student

ACADEMIC PROCRASTINATION AND SELF-MOTIVATION AMONG FRESHMEN
COLLEGE EDUCATION STUDENT
A Thesis Presented to the Faculty of College of Education of Notre Dame
Of Midsayap College In Partial Fulfilment of the Requirements for
The Degree of Bachelor of Elementary Education
Kristyll Faith Amor B. Menguita
Hannah Jane D. Rosagaran
Mary Angelou G. Cardaño
Jessa Mae T. Batulan
Jeehan J. Banggos
June 2022
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Notre Dame of Midsayap College
College of Education
APPROVAL SHEET
IN PARTIAL FULFILLMENT of the requirements for the BACHELOR OF

ELEMENTARY EDUCATION, this thesis entitled:
“ACADEMIC PROCRASTINATION PRACTICES AND SELF-MOTIVATION AMONG

FRESHMEN COLLEGE EDUCATION STUDENT” has been prepared and submitted by
JEEHAN J. BANGGOS, JESSA MAE T. BATULAN, MARY ANGELOU G. CARDANO,
KRISTYLL FAITH AMOR B. MENGUITA and HANNAH JANE D. ROSAGARAN, who
hereby recommended for Oral Examination.
MELCHOR S. ARCENAS, JR., LPT MARICAR S. CAMACHO, LPT
Statistician Reader
ARIEL C. MIRANDA, MAED
Adviser
ACCEPTED as PARTIAL FULFILMENT of the requirements for the degree in

BACHELOR OF ELEMENTARY EDUCATION
HONEYLYN M. MAHINAY, Ed. D.
Dean, College of Education
APPROVED, June 2022 by the Tribunal at the Oral Examination.
SERGIO S. MAHINAY, JR., MPA

Chairman
JOLAI G. BOLAÑOS, MATCC JAN LINCOLN C. RIVAS, MAEd

Member Member
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Acknowledgement
Praises and worship to our Almighty Father God, for He, is the source of all our strength,
wisdom, and courage to surpass this challenging chapter of our life. To him, we owe everything.
We thanked God for sending us angels through the people who supported us with all our battles,
for without them, our strength had weakened.
We have saved this space to express our heartfelt gratitude to several individuals for their
time, efforts, word of wisdom, and goodwill that they have shared for us to succeed in this battle.
Our special note of appreciation to Ms. Ivy Macagba, LPT, MALT-ENGLISH, for
allowing us to conduct our study.
Mr. Ariel C. Miranda, MAED our thesis adviser, for his guidance to push us through
patience to correct our mistakes, unselfishness to share all his knowledge and expertise,
compassion to teach us, and altruism to make our work successful.
Mr. Melchor S. Arcenas, LPT, our statistician, has a good command in his field of
expertise and gave us every detail of the statistical tool used in the study.
Ms. Maricar S.Camacho, LPT, our thesis reader, for her dedication and passion for
making every paper page unimpeachable.
To Dr. Honeylyn M. Mahinay, L.P.T., for allowing the researchers to conduct this
research among her constituents; to the 1st Year BEED Students of Notre Dame of Midsayap
College for accepting the invitation to be part of this research and for their participation during
our conduct of the study.

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To all first-year college education students, our respondents, for the time you shared and
spent reading and answering the questionnaire, this would not be possible without you.
Most of all, to our parents for uplifting our morale when we feel low and providing us
financially, for the strength they provide when we feel so tired, and for the inspiration they
kindle for us.
You are the people behind this success. All Glory to God!
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ABSTRACT
This study was conducted to determine Academic Procrastination and Self-Motivation
among First-Year College students at Notre Dame of Midsayap College. It covered the
demographic profile of the respondents, such as sex, age, religion, home address. It discussed
academic procrastination and self-motivation to overcome these acts or patterns of behavior.
Furthermore, it determined the significant difference between the first-year college students in
their acts or patterns of procrastination and self-motivation when grouped according to sex.
Moreover, descriptive and causal-comparative research designs were employed in this study. A
survey questionnaire was the main instrument to gather data for this study. Results showed that
the respondents' Academic Procrastination is mainly related to poor time management and social
media exposure. Also, the respondents' self-motivation to overcome and avoid procrastination
can be primarily explained by their parent's hard work, support, concern, and financial status.
Finally, the findings revealed that the First-Year Education students do not significantly differ in
their responses. Instead, they have similarities in terms of Academic Procrastination and Self-
Motivation.
Keywords: Academic Procrastination Practices, Self-Motivation, First-Year College Education
Students
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DEDICATION
This work is wholeheartedly dedicated to our supportive and loving parents
Mr. Camilo P. Banggos and Clara J. Banggos
Mr. Jomierey P. Burlaza Sr. (Step Father) and Mrs. Jona T. Burlaza
Mr. Miguel F. Bigwas (Step Father) and Mrs. Analee B. Genetializa
Mr. Robin O. Menguita and Mrs. Marilou B. Menguita
Mr. Pablito T. Rosagaran and Mrs. Regina D. Rosagaran
To our loving family for their unconditional love, concern, moral, financial, and unending
support; to our friends, for their constant support, for always believing us, and for being our
inspiration.
Thank you so much for the unconditional love, understanding, and support you have
shared with us.

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TABLE OF CONTENT
Title Page
Title Page..............................................................................…………………… 1
Approval Sheet.............................................................................................…… 2
Acknowledgement........................................................................................…… 3
Abstract ........................................................................................................…… 5
Dedication ....................................................................................................…… 6
Table of Contents.........................................................................................…… 7
CHAPTER
I. INTRODUCTION............................................................................................. 11
Statement of the Problem....................................................…………………… 13
Significance of the study`.....................................................…………………… 14
Scope and Limitation...........................................................…………………… 15
Definition of Terms..............................................................…………………… 15
Related Literature................................................................…………………… 16
8
Theoretical Framework.......................................................…………………… 34
Conceptual Framework.......................................................……………………. 35
Hypotheses............................................................................…………………….. 36
CHAPTER
II. METHODS......................................................................…………………… 38
Research Design...................................................................…………………… 38
Locale and Respondents of the study.................................…………………… 39
Sampling Design...................................................................…………………… 39
Instrumentation....................................................................…………………… 39
Validity and Reliability of the Instrument........................……………………. 39
Data Gathering Procedure..................................................…………………….. 40
Statistical Tools and Treatment of Data…………………………………………. 40
CHAPTER
III. RESULTS.......................................................................…………………….. 42
Profile of the respondents....................................................……………………… 42
Academic Procrastination Practices..................................……………………… 43
Academic Procrastination in Self-motivation...................………………………. 45

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Difference in Academic Procrastination practices and
self-motivation in terms of sex............................................…………………… 47
CHAPTER
IV. DISCUSSION................................................................…………………… 49
Demographic Profile of the Respondents..........................…………………… 49
Academic Procrastination practices...................................…………………… 49
Self-Motivation to overcome/avoid Procrastination
of Respondents …………………………………………………………………… 52
Difference in Academic Procrastination practices and
Self-motivation in terms of sex............................................………………….... 54
Summary of Findings..........................................................…………………… 54
Conclusion............................................................................…………………… 55
Recommendations................................................................…………………… 55
References.............................................................................…………………… 57
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APPENDICES
Appendix Page
A Questionnaire...............................................………………….. 49
B Letters and Communications......................………………….. 66
C Letter for the Adviser..................................………………….. 67
D Letter for the Statistician............................………………….. 68
E Letter for the Grammarian.........................………………….. 69
F Certificate of Reliability Testing and Statistical Computation
........................………………………………………………….. 70
G Reliability Coefficient of Pilot Testing Generated by SPSS Version 23
........................………………………………………………….. 71
H Curriculum Vitae.........................................………………….. 72
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CHAPTER I
INTRODUCTION
Today, procrastination is a more common phenomenon among students because
technology has given them the platform to explore the virtual global world where they have lots
of things to do in a limited time. Academic procrastination includes delaying academic tasks
such as submitting assignments, doing projects, and depositing fees. Such activities are
postponed till the deadline approaches. Solomon and Rothblum (1984) have described academic
procrastination as postponing primary academic tasks such as preparing for exams, preparing
term papers, administrative affairs related to school, and duty of attendance. Therefore
considering these descriptions, academic procrastination means delaying academic tasks and
trouble experienced because of this delay. According to Yong (2010), academic procrastination
is an irrational tendency to delay the beginning or completion of an academic task. Many tertiary
students intend to complete their academic tasks within the time frame but lack the motivation to
get started. Due to their self-defeating behavior, academic procrastinators often experience dire
consequences, including low self-esteem, depression, and academic failure.
Procrastination is an interactive occurrence in which one disregards or delays a timely
attendance to an obligatory assignment or judgment. Procrastination often does not have serious
consequences, but it almost always does in online learning. The most significant factor in
successful online course completion is "self-regulation." This is the ability to independently self-
organize and complete tasks without external pressure. Procrastination is a breakdown in self-
regulation, one of the biggest drivers of failing to complete an online course. We put off the
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course work, which builds up, falls further behind, becomes too hard or unpleasant to catch up,
and falls further behind. The result of procrastination can be seen in the "product "failing to
complete a course and "process" feelings of anxiety, anger, self-doubt, and shame of online
course participation. Some researchers define procrastination as a "self-regulation failure
characterized by the unreasonable delay of tasks despite potentially adverse consequences. It can
help the students reduce their procrastination and associated issues, such as anxiety. To develop
self-efficacy, try to identify the strategies students can use to successfully study and complete
their assignments and think about their ability to execute those strategies successfully.
A procrastinator is a person who unnecessarily postpones decisions or actions. For
example, a procrastinator might constantly postpone choosing a topic for an essay they need to
write or delay getting started on an assignment they must complete. According to these research
efforts, most research has claimed that self-regulation failure is one of the leading causes of
procrastination (Steel, 2007; Steel & Klingsieck, 2016).
Despite these empirical findings, relatively little is known about the role of longer
volitional processes of goal striving, such as grit, on academic procrastination. The Covid-19
pandemic, which requires learning to be carried out online, appears to have increased academic
procrastination, although there is no actual data. In indention, this study aimed to quantitatively
examine the academic procrastination practices and self-motivation among first-year college
education students.
Motivation is fascinating to educational psychologists because of its crucial role in
student’s academic learning. Academic motivation is a student’s desire (as reflected in approach,
persistence, and level of interest) regarding academic subjects when the student’s competence is
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judged against a standard of performance or excellence. Academic motivation is a subtype of the
general construct of reflectance motivation, which is defined as the “need” to be successful or
effective in dealing with one's environment. In Self-Determination Theory given by Deci &
Ryan (1985), a distinction has been made between different types of motivation based on the
different reasons or goals that give rise to an action. The most basic distinction is between
intrinsic motivation, which refers to doing something because it is inherently interesting or
enjoyable, and extrinsic motivation, which refers to doing something because it leads to a
separable outcome. Intrinsic motivation refers to doing an activity for itself and the pleasure and
satisfaction derived from participation. Extrinsic motivation pertains to a wide variety of
behaviors that are engaged in not for their own sake but as a means to an end, such as doing an
act for a reward or recognition.
Statement of the Problem
The main objective of this research was to determine the Academic Procrastination
Practices and Self-motivation among Freshmen College of Education students.
Specifically, this study sought to answer the following research questions:
1. What is the profile of the respondents in terms of the following; Age, Sex, Religion,
Home Address, and Parents' Occupation?
2. What are the practices on academic procrastination of the respondents in terms of time
management, personality, peer, and social media?
3. How do respondents motivate themselves to avoid academic procrastination in terms
of Family-related, Physical activities, and Good habits/skills?

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4. Is there a significant difference in practices on academic procrastination when the
respondents are grouped according to sex?
5. Is there a significant difference in self-motivation when the respondents are grouped
according to sex?
Significance of the study
The study could provide information regarding the Practices and Motivation of first-year
students of the College of Education of NDMC towards procrastination. The study could be
considered significant for the following:
College Students. This may help them better understand what the situation is when it
comes to handling priorities and tasks. After reading this paper, they can use this as a tool to
assess themselves and help others like them.
Parents. This may help them know how they can motivate and monitor their children's
academic performance.
Administrators. This may help the school get a better view of the insights of their
students toward the act of procrastinating and gain further understanding of their students’
situation, not only in terms of time management but also in the psychological aspect. This study
could build a better connection between the school and its students.
Future Researchers. This may help them discover new knowledge regarding the bird’s
eye view of the topic, which is commonly unknown to many. This is also an opportunity to learn
more about procrastination, which sounds usual to the masses but is complex. This will also help
them sharpen their understanding of the phenomenon. This study may also serve as a mirror for
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future researchers because there are possibilities that they may see themselves from the
respondents’ point of view. They may gain something new in this study.
Scope and Delimitation
This study was limited to the enrolled first-year college education students of Notre
Dame of Midsayap College. The researchers focused the study on the respondents' academic
procrastination and self-motivation practices.
Furthermore, the study was limited only to the first-year education students who are
currently enrolled in SY 2021-2022 second semester at the Notre Dame of Midsayap College in
the Poblacion 5, Quezon Avenue Midsayap, Cotabato.
Definition of Terms
The terms used in this study were conceptually and operationally defined to understand
what researchers were trying to drive at quickly.
Academic Procrastination. It occurs when students postpone completing activities,
projects, and assignments.
Practices. These refer to doing something regularly.
Time Management. This is the coordination of tasks and activities to maximize the
effectiveness of an individual’s efforts.
Personality. It is the individual differences in characteristics and patterns of thinking,
feeling, and behaving.

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Permit. It can act as positive role models. If a student is influenced negatively, it affects
his/her academic performance.
Social Media. It occurs when someone unnecessarily postpones something they should
be doing by engaging with social media instead.
Self-motivation. It refers to self-initiated acts of the participants in dealing away with
academic procrastination in the aspects of family-related, physical activities, and good habits.
Family Related. It is a constitute people who are related to each other and share an
emotional bond and similar values.
Physical Activities. These refer to all movement, including during leisure time, for
transport to and from places, or as part of person’s work.
Good habits. These refer to the behavior that is beneficial for the development of a
person's physical or mental health.
Review of Related Literature
Academic procrastination is a kind of procrastination that manifests procrastination in
learning. It is also commonly seen among college and high school students. Procrastination is not
a unique character flaw or a mysterious curse on the person's ability to manage time but a way of
coping with challenging emotions and negative moods induced by specific tasks boredom,
anxiety, insecurity, frustration, resentment, self-doubt, and beyond. "Procrastination is an
emotion regulation problem, not a time management problem," said Dr. Tim Pychyl, professor of
psychology and member of the Procrastination Research Group at Carleton University in Ottawa
(2013).
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Internet use has often been shown to conflict with other goals and obligations,
demonstrating that total usage of mobile phones among undergraduates is negatively related to
academic performance. Procrastination implies that the individual spends less time on focal
tasks. The time spent on distracting tasks adds to the problems procrastinators already
experience. Internet multitasking (accessing the Internet while doing something else) is
positively correlated with procrastination (Reinecke et al., 2018). It indicated that procrastinators
are especially prone to suffer when Internet access remains unrestricted.
Academic Procrastination
Academic procrastination is a specific kind of procrastination that manifests
procrastination in learning (Zhang, 2010). Academic procrastination is commonly seen among
middle-school, high-school, and college students (Ghosh & Roy, 2017; Ziegler & Opdenakker,
2018; Li et al., 2019). It produces many adverse effects such as negative emotions, anxiety and
depression, lower learning efficiency, lower academic self-esteem, and academic pressure
(Romano, 1996; Klassen et al., 2010; Klibert et al., 2016; Krispenz et al., 2019).
Procrastinators make plans, only to reverse them when encountering distractions and
temptations during goal implementation. Hence, procrastinators are particularly vulnerable when
working under unstructured conditions and when long-term plans are delegated to the individual
(Steel et al., 2018).
Procrastination decision-making model
The procrastination decision-making model holds that the core process of procrastination
is the decision-making process of "doing now or doing in the future" and that self-control is the
key factor affecting this decision-making process (Zhang et al., 2019). The influencing factors of
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procrastination are self-control and utility assessment. Self-control regulates individual behavior
in a top-down manner, thus reducing procrastination (Zhang & Feng, 2017). Procrastination is a
common issue amongst students. Researchers claim that procrastination causes stress, high
anxiety, and illness, and in addition, some researchers state that procrastination is negatively
related to self-esteem. This study investigated the relationship between academic motivation,
basic psychological needs, and academic procrastination concerning self-determination theory in
undergraduate students from different departments. In order to collect data, three different scales
(Tuckman's Academic Procrastination Scale, Vallerand's Academic Motivation Scale, and Deci
and Ryan's Basic Psychological Scale) have been used. The participants consist of 583
undergraduate students from different fields of study. Structural Equation Modeling (SEM) is
used to analyze the data collected to test the hypothesis model. As a result, this study revealed
that procrastination behavior is predictable through academic motivation and basic psychological
needs. Also, academic motivation is predictable through basic psychological needs.
Academic self-control
Academic self-control refers to an individual's ability to adjust learning behavior in order
to achieve a goal in academic development, with the individual's body, mind, behavior, external
environment, and events as the objects, and social requirements and self-concept as the standards
(Zhang, 2006; Duckworth et al., 2019). Duckworth et al. (2019) pointed out two features of self-
control: it is necessarily self-initiated, and, more important, it only occurs when an individual
makes a choice between something with long-term significance and something with immediate
appeal. However, people tend to choose more concrete tasks that need to be performed
immediately and ignore more abstract tasks in the distant future, making them more likely to
procrastinate (Gröpel & Steel, 2008). The strength model of self-control states that when self-
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control is reduced, a state of loss affects an individual's decision-making ability. The strength
model of self-control also considers emotion and motivation as significant factors affecting the
strength of self-control (Baumeister et al., 2007; Boucher & Kofos, 2012).
Thus, self-control as a volitional factor may have an inhibitory effect on procrastination
behavior. Numerous studies showed that self-control negatively predicted procrastination
(Kuhnel et al., 2018; Przepiorka et al., 2019), and trait self-control interacted with sleep quality,
impacting next-day work procrastination (van Eerde & Venus, 2018). Studies have also
confirmed that academic self-control negatively predicts academic procrastination (Ariely &
Wertenbroch, 2002).
On the other hand, people with high academic self-efficacy have a high degree of
"persistence and effort" in implementing the whole learning plan (Bandura, 1977). This
"persistence and effort," or self-control, means that students can constantly adjust their learning
behaviors to complete goals on time and avoid procrastination. Studies have found that academic
self-efficacy is positively correlated with academic self-control, which can positively predict
academic self-control (Ein-Gar & Steinhart, 2017; Chen et al., 2019).
The Classic Form of Procrastination
The classic form of procrastination occurs when a person chooses to work on something
more enjoyable or less important than the task given. The person who engages in this does not
frequently acknowledge this as procrastination because he or she is "getting things done," but the
person is still not completing the assigned task. This form of procrastination is becoming more
prevalent in modern society (Steel, 2007).
They avoid working on the more significant tasks when the reward or feeling of
accomplishment is not as immediate as completing smaller tasks (Kearns, Gardiner, & Marshall,
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2008). In addition, when goals are far off, people get frustrated because they are unsure how to
accomplish them. Therefore, people naturally choose the path of least resistance and prefer to
work on small tasks that do not require as much time, planning, and energy as the more
significant tasks (Ferrari, 2010). Although people who procrastinate understand that this delay
will result in negative consequences such as guilt and shame, they feel better temporarily. Due to
procrastination being a joint event, Park and Sperling (2012) examined motives and reasons for
procrastination in self-regulated learning on academically related tasks. As expected, interview
results indicated that people with high-procrastination tendencies were less likely to report using
cognitive and metacognitive learning strategies compared to low procrastinators. In addition,
people with high procrastination tendencies reported using defensive self-handicapping strategies
such as avoiding a task or setting lower goals.
Self-Regulation
Students who are self-regulated learners are successful academically for a variety of
reasons. First, self-regulated learners possess knowledge concerning cognitive strategies and
understand that they increase and enhance learning when strategies are used appropriately.
Second, they possess metacognitive skills and can effectively monitor and control important
aspects of their learning behavior. Consequently, they will use the "right tool for the job" and
modify learning strategies and skills based on their awareness of effectiveness (Wieber &
Gollwitzwer, 2010).
Self-efficacy
Further, academic self-efficacy mediates the influence of other variables on academic
self-control (Zhao & Zhang, 2018). Based on previous research, this study established the
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hypothesis that academic self-control is mediating in the influence of academic self-efficacy on
academic procrastination.
According to prior research, academic procrastination severely threatens students'
academic achievement and subjective well-being (Kim & Seo, 2015; Steel & Klingsieck, 2016).
Along with these adverse effects, in the last decades, an escalating body of research has
documented the correlates of academic procrastination among undergraduate students in
different cultural contexts (Steel, 2007; Zhang et al., 2018; Chen, 2019), leading to a more
nuanced understanding of this phenomenon. According to these research efforts, most research
has claimed that self-regulation failure is one of the leading causes of procrastination (Steel,
2007; Steel & Klingsieck, 2016).
In a similar vein, exploring the factors that can facilitate grit, which reduces academic
procrastination in undergraduate students, is assumed to be imminent, especially in Chinese
culture. For instance, academic performance and school success are highly emphasized because
of the longstanding cultural linkage between academic success and family dignity. As such,
college students who fail to achieve better academic performance are more likely to encounter
additional stress from sociocultural and parental expectations. Given this significance, further
investigation into the correlates of longer volitional processes of goal striving and related factors
is valuable in terms of university-based counseling services with research-based suggestions for
interventions (Quach et al., 2015; Lan et al., 2019).
Happiness is the life goal of everyone, including students. Nevertheless, some student
behavior does not align with the effort to get happiness. Academic procrastination is one of
them. This study aims to determine the impact of academic procrastination on Subjective Well-
Being. The design of this research is the literature review. Researchers conducted a literature
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search regarding academic procrastination and subjective well-being through Google Scholar and
Science Direct. Hermeneutic techniques are used to analyze the literature according to the
research objectives. The literature review results show that academic procrastination reduces
Subjective Well-Being. This literature review can be a warning to students not to academic
procrastination. (Arifiana, Rahmawati, Hanurawan & Eva 2020).
While direct procrastination prevention and intervention programs train the self-
management skill of students (for a summary, see van Eerde and Klingsieck, 2018), remedies
should also be implemented on the level of study programs and the level of courses. Especially
for beginning students, unnecessary options present opportunities for students to procrastinate
and should be accompanied by remedial measures.
For example, Ariely and Wertenbroch (2002) compared student performance under no-
choice fixed working schedules determined by the teacher versus choice working schedules (the
students could determine their schedules). They found that performance was better when
students followed the no-choice fixed working schedules. A detailed syllabus including a
"timetable" of the course, all deadlines, expected learning outcomes, and resources such as
literature can help downsize the large degree of freedom of a study situation. Concerning the
study program, an orientation event in the first semester or even each semester might support
students in seeing the program's inherent structure. One should not only focus on the contents of
the program but also on the best way to run through the program. An individual twist to the
orientation could be a short workshop in which each student is encouraged to plan her or his
semester. Thereby downsizing the large degree of freedom by establishing a unique structure that
should consider all other activities they wish to make time for (e.g., sports, family, job).
Teaching styles that support student autonomy) may also be helpful (Codina et al., 2018).
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As study-related tasks typically are imposed by others (teachers, exams), they represent
an important part of the academic environment for students. Such conditions are known to
induce averseness and, thereby, procrastination. For example, when applying the Procrastination
Assessment Scale, one prominent dimension is the averseness of the task. Time sampling and
daily logs also show that the more students dislike a task, the more they procrastinate (Steel,
2007). Results of qualitative interview studies support these findings (Grunschel et al., 2013;
Klingsieck et al., 2013; Visser et al., 2018).
Academic environments offer many temptations and distractions, Internet access being a
prime example (e.g., Reinecke and Hofmann, 2016). Mobile phones and laptops may have
internet access everywhere on campus, presenting a continuous temptation and distractor, even
during lectures. Universities tend to rely on web-based information and registration systems, and
there is an increasing emphasis on digital utilities designed to assist learning, all necessitating
continuous Internet access. The downside is that this situation presents a continuous challenge to
students, especially those low in self-control (Panek, 2014)
Internet use has often been shown to conflict with other goals and obligations (Quan-
Haase & Young, 2010; Reinecke & Hofmann, 2016), and Lepp et al. (2015) demonstrated total
usage of mobile phones among undergraduates is negatively related to academic performance.
Procrastination implies that the individual spends less time on focal tasks. The time spent on
distracting tasks adds to the problems procrastinators already experience. Internet multitasking
(accessing the Internet while doing something else) is positively correlated with procrastination
(Reinecke et al., 2018ab). It indicated that procrastinators are especially prone to suffer when
Internet access remains unrestricted.

24
Measures that reflect goal-striving according to plan should be implemented. From the
institutional/teacher perspective, such measures should focus on reading plans, course progress,
and submissions and should not be mixed with study performance. For example, as
procrastination is a reliable predictor of study effort, high procrastinators spend less time on self-
directed work (Lay, 1992; Svartdal et al., 2020). Their actual time spent on self-directed studying
may be relevant information for many. Self-testing, recommended as an effective learning
strategy (Low focus on study skills training), also assists with self-monitoring. Activity diaries
inspired by behavioral activation for depression interventions may increase students' awareness
of how they spend their time as students. In recent years, several mobile apps have been
developed to help students keep track of how they spend their time in their study situation (e.g.,
Dute et al., 2016), but little is known about such apps' effect on reducing procrastination.
Group work with interdependence may be well suited to reduce procrastination among
group members. Implementing group work with interdependence should be pretty
straightforward. For example, having groups work on projects or adapting individual
assignments to become interdependent tasks. The latter can be achieved by designing subtasks
that need to be completed sequentially by assembling groups so that each member contributes
unique skills or by formulating group-level goals and rewards (Weber & Hertel, 2007).
Note that the problems in self-regulation seen in procrastination episodes may relate to
skills factors example, planning, monitoring, and speaking for relevant skills training to
strengthen self-regulation. However, often factors that undermine effective self-regulation are of
primary importance in procrastination. For example, low energy and tiredness may render the
individual more vulnerable to task-irrelevant temptations and distractions and increase task
averseness, increasing the probability of procrastination. Insufficient sleep, common in the

25
student population (e.g., Lund et al., 2010), is an important source of low energy and tiredness.
Importantly, Knapstad et al. (2018) found that the most frequently reported health problem as
measured by the Somatic Symptoms Scale, SSS-8 (Gierk et al., 2014) among a large sample of
Norwegian students was a "Feeling of tiredness and low energy," 45% of the students indicating
that they were "fairly much or "very much" affected. This suggests that factors that undermine
self-regulation among students should receive increased attention.
Types of Academic Procrastination
Despite the plethora of findings illustrating procrastination's damaging impact on life
satisfaction and mental health, recent research discovered that not all procrastination has
negative consequences, such as lower grades and mental health issues (Chu & Choi, 2005;
Schouwenburg, 2004). Chu and Choi (2005) presented active and passive procrastination to
describe academic procrastination.
Passive procrastination,
The standard type of procrastination occurs when the participants are passive in
completing tasks and experience negative emotions while completing the task. Passive
procrastinators, on the other hand, exhibit deficits in these abilities.
Active procrastination
Results suggest that an active procrastinator might be exposed to short-term benefits when
choosing to delay the completion of a task, such as working better under pressure. Thus, active
procrastinators can act on their decisions promptly, know the purposes of time, control time, and
26
have appropriate coping styles. Active procrastinators exhibit successful time management skills
and self-regulation.
It is suggested that the difference between those who engage in active and passive
procrastination involves the ability to self-regulate (Choi & Moran, 2009). The core
characteristic of procrastination is the intention-action gap suggesting that the procrastinators
often have good intentions, but the challenge lies in implementing these intentions (Dewitte &
Lens, 2000).
Thus, procrastination has traditionally been understood as a self-regulation or time
management problem (Wolters et al., 2017). There is a substantial body of evidence suggesting
that lower self-regulating behaviors are related to higher levels of procrastination. Thus self-
regulation is one of the keys to understanding procrastination (Ferrari, 2001). However, Visser et
al. (2018) suggest that procrastination is a complex behavior that involves cognitive and
emotional elements and evaluations of one's competence. Recent research suggests that instead
of being purely a self-regulation or time management problem, procrastination is also strongly
influenced by psychological factors, such as low confidence in one's abilities to perform (Steel,
2007) and the inability to cope with negative emotions that arise in challenging situations
referring to the centrality of psychological flexibility in understanding procrastination (Dionne,
2016; Gagnon et al., 2016). In this article, we combine these central constructs that have usually
been addressed separately in previous studies to better understand the phenomenon of
procrastination and its underlying mechanisms.
Factors explaining academic procrastination

27
Several theoretical perspectives have been used when exploring procrastination: the
differential psychology, the motivational and volitional psychology perspective; the clinical
psychology perspective; and the situational perspective. In the context of higher education, the
motivational-volitional psychology and situational perspectives may be regarded as the most
relevant because they provide tangible tools and theories for educational developers to try to
influence students' procrastination tendencies. In contrast, the other perspectives focus more on
less easily influenced aspects, such as personality traits, depression, or personality disorders.
Motivational-volitional perspective
The motivational-volitional perspective focuses on the relationship between motivational
and volitional variables such as motivation, self-regulation, time management, and learning
strategies. These are central to successful studying in higher the situational perspective, on the
other hand, focuses on procrastination evoked by situational features, such as the perceived
difficulty of the task. This situational perspective can be further extended to include the person's
reactions to the challenges posed by the situation (Lindblom-Ylänne, 2015).
From the motivational-volitional perspective, academic procrastination is related to lower
self-regulation and academic self-efficacy and is associated with higher stress and anxiety state.
Among all the variables that have been investigated with academic procrastination, self-
regulation, self-efficacy, and self-esteem have received the most attention (Klassen, 2008)
Procrastination has traditionally been considered a form of self-regulation failure, as a
weakness of will and low ability to organize studying. Thus, one common theory is that
procrastination results from a person's inability to manage time (Burka & Yuen, 1982; Glick &
Orsillo, 2015).
Academic Self-Efficacy, Self-Control, and Procrastination

28
The procrastination decision-making model holds that the core process of procrastination
is the decision-making process of "doing now or doing in the future" and that self-control is the
key factor affecting this decision-making process (Zhang et al., 2019). The influencing factors of
procrastination are self-control and utility assessment. Self-control regulates individual behavior
in a top-down manner, thus reducing procrastination (Zhang & Feng, 2017). Academic self-
control refers to an individual's ability to adjust learning behavior in order to achieve a goal in
academic development, with the individual's body, mind, behavior, external environment, and
events as the objects, and social requirements and self-concept as the standards (Zhang, 2006;
and Duckworth et al., 2019). Being a student is a critical time when procrastination can become
an issue.
There is research to suggest that students are particularly vulnerable to procrastination. A
2007 meta-analysis published in the Psychological Bulletin found that 80%–95% of college
students regularly procrastinated, particularly when completing assignments and coursework.
One form of procrastination can take the shape of "task switching." Let us bring social media
back into the picture and explore this more. Looking further into the role of Facebook in the
student's multitasking/task switching was Dr. Terry Judd, working out of the University of
Melbourne in 2014. Dr. Judd examined comprehensive time-based logs of students' computer
use during academic self-directed study tasks. One thousand two hundred forty-nine students
were analyzed, and the results showed that 99% of the sessions involved some form of
multitasking (Judd, 2014).
Zeenath and Orcullo found that university students engage in academic procrastination
because of the personal characteristics of the student as well as other factors such as lecturer
29
teaching style, time management issues, lack of motivation, and peer influence (Zeenath &
Orcullo, 2012)
If this is the case, the chances are that you know it is difficult to get rid of, even if you
wish to stop behaving like this. Particularly among students, chronic procrastination appears to
be problematic. Many studies have shown that procrastination affects students' grades and well-
being; procrastination may severely affect academic achievement. Because the vast majority of
the studies on procrastination focus on academic procrastination, i.e., procrastination of study-
relevant activities of university students, the following discussion of this phenomenon is, strictly
speaking, a discussion of academic procrastination (Kim & Seo, 2015).
While procrastination is a self-regulation failure, responsible for not achieving goals,
strategic delay can be seen as a self-regulation strategy, helpful in achieving goals. Lately,
authors have begun to explicitly acknowledge the difference between procrastination as a self-
regulation failure and other forms of delay as self-regulation strategies (Corkin, Yu, & Lindt,
2011; Grunschel, Patrzek, & Fries, 2013; Klingsieck, 2013a; Krause & Freund, 2014). Few
studies investigate self-regulation failure and self-regulation strategy, using the term
"procrastination". Chu and Choi (2005) distinguish procrastination and active procrastination.
However, this approach has been criticized on theoretical and empirical grounds (Chowdhury &
Pychyl, 2018). Superficially, procrastination and strategic delay look alike. However, the two
forms of delay have different cognitive, motivational, and emotional effects. Procrastination is
accompanied by subjective discomforts, such as fear of failure (Haghbin, McCaffrey, & Pychyl,
2012). The discomfort may lead to either externalizing or internalizing types of behavior
(Gustavson et al., 2017)

30
The reasons students give for their delaying habit suggest that procrastination may be
prevalent in certain situations and not others. Students may delay academic activities but no
other tasks. This hints toward a probable correlation between his motivation level in academics
and procrastination.
Motivation
Motivation is fascinating to educational psychologists because of its crucial role in
students' academic learning. Academic motivation is a student's desire (as reflected in approach,
persistence, and level of interest) regarding academic subjects when the student's competence is
judged against a standard of performance or excellence. Academic motivation is a subtype of the
general construct of reflectance motivation, which is defined as the "need" to be successful or
effective in dealing with one's environment.
Self-Determination Theory
The Self-Determination Theory given by Deci & Ryan (1985) has made a distinction has
been made between different types of motivation based on the different reasons or goals that give
rise to an action. The most basic distinction is between intrinsic motivation, which refers to
doing something because it is inherently interesting or enjoyable, and extrinsic motivation, which
refers to doing something because it leads to a separable outcome. Intrinsic motivation refers to
doing an activity for itself and the pleasure and satisfaction derived from participation. Extrinsic
motivation pertains to a wide variety of behaviors that are engaged in not for their own sake but
as a means to an end, such as doing an act for a reward or recognition.
Intrinsic and extrinsic motivation
Apart from intrinsic and extrinsic motivation, Deci and Ryan (1985a) claim that a third
construct, motivation, must be considered to fully understand human behavior. Individuals are
31
motivated when they do not perceive contingencies between outcomes and actions. They
perceive their behavior as caused by forces out of their control.
The present-day education system makes the students strive for multiple goals in limited
time resources. Such a scenario leads to motivational conflicts. Students are confronted with a
bundle of activities they might want to engage in.
A study by Fries et al. (2005) showed that adolescents often reported conflicts between
school and leisure activities, different school tasks, and, even more frequently, between different
leisure activities. If students are confronted with a motivational conflict between a learning task
and a leisure activity, they have two options. They can decide on the leisure alternative and
postpone learning. In this case, learning time will probably be reduced, and the quality of
academic outcomes will suffer. Alternatively, they stick to their learning goal and turn the leisure
option down. In this situation, there is evidence that students experience motivational
interference during learning. Whatever the case, motivational conflicts will negatively impact
academic work and may lead to procrastination habits in the students. Researchers have found an
inverse relationship between academic procrastination and academic motivation level in some
contexts. It is to say that students who are high on academic procrastination seem to have a lower
academic motivation level or students' low academic motivation level makes them delay the
tasks related to their academic field. As motivation level decreases, the tendency for
procrastination increases (Balkis, 2006; Lekich, 2006; Rakes & Dunn, 2010).
According to Tuckman and Sexton (1992) and Diaz-Morales et al. (2008), procrastination
arises from a lack of motivation. In his other research, Tuckman (1998) asserted that it is hard to
motivate an individual who exhibits procrastination, but he succeeded by using tests as an
incentive to motivate procrastinators to study. The conceptualization of academic motivation as

32
internal (intrinsic) or external (extrinsic) has been well indicated by Christopher (1998). In his
research note, he postulated that students whose motivation is external are more likely to
procrastinate, and intrinsically motivated students procrastinate less, and procrastination is
associated with poor academic performance and negative student attitudes. Also, it has been
shown that students with intrinsic reasons for pursuing academic tasks procrastinated less than
those with less autonomous reasons. Students motivated or helpless in regulating their academic
behavior were likely to procrastinate more (Senecal, Koestner & Vallerand, 1995). Similar
results have been reported in a recent study by Katzet al (2013) that lack of autonomous
motivation results in procrastination, and to reduce procrastination, students must be supported to
adopt a more autonomous type of motivation. Moreover, high procrastination was associated
with a lack of self-determined motivation, and motivation and intrinsic motivation showed a
significant unique effect on procrastination (Lee, 2005).
A comparison of active and passive procrastination to academic motivation indicated that
high identification and low external regulation increased active procrastination; low intrinsic and
high external regulation increased passive procrastination (Seo, 2013).
Theory of Human Motivation
Abraham Maslow first introduced the concept of a hierarchy of needs in his 1943 paper
titled "A Theory of Human Motivation" and again in his subsequent book, "Motivation and
Personality." This hierarchy suggests that people are motivated to fulfill basic needs before
moving on to other, more advanced needs. While some of the existing schools of thought at the
time—such as psychoanalysis and behaviorism—tended to focus on problematic behaviors,
Maslow was more interested in learning about what makes people happy and what they do to
achieve that aim. As a humanist, Maslow believed that people have an inborn desire to be self-
33
actualized, that is, to be all they can be. However, several more basic needs must be met to
achieve this ultimate goal. This includes the need for food, safety, love, and self-
esteem.1Maslow believed these needs are similar to instincts and play a major role in motivating
behavior. There are five levels of Maslow's hierarchy of needs, starting at the lowest level,
known as physiological needs.
The Elements of Self-Motivation
Personal drive
To achieve something, one could think of a personal drive to achieve as ambition or
perhaps personal empowerment. However, it is also worth thinking about it in terms of mindset.
There are two types of mindset, fixed and growth. Those with a fixed mindset believe that talent
is ingrained and that we cannot change our ability level. Those with a growth mindset believe
they can improve their skills through hard work and effort. Research shows that those who
believe they can improve and have a growth mindset are far more likely to achieve in whatever
sphere they choose. A growth mindset is an important element in a personal drive to succeed.
Personal goals and achievement
There is a strong correlation between self-motivation, personal goals, and achievement.
In order to get adequately motivated and achieve, it helps to spend some time thinking about
personal goals and what one wants to achieve in life. We all have an inbuilt desire to achieve.
However, what we want to achieve is personal to us and may change through life. At school, for
example, one may want to achieve good grades, then later, one may want to pass one's driving
34
test or get a job. It is important to set clear goals if one wishes to achieve ambitions. Personal
goals can provide long-term direction and short-term motivation. Goals help us to focus on what
we want to be or where we want to go with our lives. They can be a way of utilizing knowledge
and managing time and resources so that one can focus on making the most of life's potential. By
setting clearly defined personal goals, one can measure achievements and keep sight of progress;
if one fails to achieve one step, one can reassess the situation and try new approaches. Keeping
one's life goals defined and updated clearly as the circumstances change and evolve is one of the
most potent ways to keep oneself motivated throughout life (Faltas, 2017).
Theoretical Framework
This study is anchored on Cognitive-behavioral Theory. It focuses more on time, for
example, overestimating the amount of time needed to complete a task, underestimating the
required time, exaggerating future incentives, and developing false confidence that a task will be
initiated by providing affective conditions that are required to accomplish the task, and relying
on ineffective or inappropriate cognitions to complete the task in the absence of the necessary
emotional sense (Beck, 1960).
According to Piers Steel and Cornelius J. König (2006), Temporal Motivation Theory
(TMT) tried to explain the selection processes of someone’s decision-making or behavior.
Temporal Motivation theory suggests that any person continually priorities activities that
promise the highest utility, at least in that person's perspective for that specific time. In other
words, people tend to procrastinate when they think the utility of doing the task is low.
35
This study is connected to this theory because it is a dynamic model of motivation dealing with
the choice among multiple options over time and suggests that, due to preference reversal,
individuals will be less likely to procrastinate when they have routines.
Conceptual Framework
The independent variables in the study are the first-year CED students of Notre Dame of
Midsayap College for the academic year 2021-2022 second semester. Meanwhile, the dependent
variable in the study is the Practices and Motivation on Academic Procrastination.
The independent variable contains the profile of the respondents, which is the sex, and
the dependent variable contains two boxes, the first consisting of the Academic Procrastination
Practices, which is Time Management, Personality, Peer, and Social Media. The second box
contains Self-Motivation, which includes Family Related, Physical Activity, Good habits, and
Skills. The arrow that connects the independent and dependent variables is to know if there are
differences in Academic Procrastination Practices and Self-Motivation according to sex.

36
Figure 1.
Independent Variable Dependent Variable
Academic Procrastination
Practices
 Time Management
Profile  Personality
 Peer
 Sex  Social Media
Self-Motivation
 Family Related
 Physical Activities
 Good Habit/ skills
A schematic diagram of the study.

37
Null Hypothesis
H01: There is no significant difference in academic procrastination practices and self-motivation
among first-year college students when grouped according to sex.
H02. There is no significance difference on the self-motivation of the respondents to
overcome/avoid academic procrastination when they are grouped according to sex.

38
CHAPTER II
METHODOLOGY
This chapter includes the procedures that were followed in carrying out the study. It
presents and explains the research process used to collect and analyze data. This section also
discusses the study's research design, locale and respondents, sampling design, instrumentation,
validity and reliability of the instrument, data gathering procedure, statistical tools, and treatment
of data.
Research Design
The researchers utilized the descriptive-correlational research design to describe the
demographic characteristics of the respondents, academic procrastination practices, and self-
motivation among first-year college students. It also used the significant difference in academic
procrastination when grouped according to sex.
According to Creswell (1994), the descriptive research method is to gather information
about the present condition. Since this study is focused on the perception or evaluation of the
consultancy firm's effective human resource management, the descriptive method is the most
appropriate method to use.
Locale and Respondents of the Study
This study was conducted in Notre Dame of Midsayap College in Poblacion 5, Quezon
Avenue, Midsayap Cotabato. The study's respondents were first-year College of Education
39
students currently enrolled for the second semester of Academic Year 2021-2022. A total of 45
respondents were chosen for this study.
Sampling Design
The technique employed in choosing the respondents is purposive sampling. This is a
technique in which the researchers select the conveniently available respondents within the
researchers’ reach.
Instrumentation
The researchers used a researcher-made instrument. Questions were taken from the
review of related literature. The survey questionnaire is divided into three parts using the close-
ended questions. Part I is the respondents' demographic profile, which includes age, sex, religion,
home address, parent’s occupation. Part II is about practices on academic procrastination. Part III
is about self-motivation practices on academic procrastination. There are fifty (50) questions. In
part II, the respondents were asked to rate each question using a four-point Likert scale ranging
from 1 to 4: 4 – Always; 3 – Sometimes; 2 – Seldom; 1 – Never. In part III, the respondents were
asked to rate each question using a four-point Likert scale ranging from 1 to 4: 4 – Resembles
Very Much; 3 – Resembles Much; 2 – Resembles a Little; 1 – Does not Resemble me.
Validity and Reliability of Instrument
The questionnaire had undergone the process of validation. Contents of the instrument
were critically scrutinized by the thesis adviser and members of the panel. The revision was
based on their recommendations and comments. After the validation, the questionnaire was pilot
tested on 15 education students who were not included in the study. Cronbach Alpha was used to
40
compute data collected during the pilot test. The consistency of the score with an r-value of 0.80
determined the reliability of the questionnaire.
Data Gathering Procedure
The researchers surveyed the College of Education students of Notre Dame of Midsayap
College to gather relevant data on their academic procrastination practices and self-motivation
among first-year college students.
In conducting the survey, first, the researchers secured approval from the Dean of the
College of Education. Upon approval, the researchers conducted the study entitled “Academic
Procrastination Practices and Self-Motivation among Freshmen Collage Education Student.
The questionnaire was used as a tool in collecting data for a study. Before it was
distributed, it was checked and approved by the thesis adviser, reader, and the Principal of the
Senior High school of NDMC.
The researchers approached the respondents personally and asked if they were first-year
CED students. The researchers then informed the respondents of the purpose of the study before
the questionnaire was given to them. Questionnaires were retrieved right after they finished
answering the questions. Health and safety protocols were observed during the conduct of the
study. All information gathered from the respondents was treated with the utmost confidentiality.
Statistical Tools and Treatment of Data
The data were subjected to appropriate statistical tools with the help of the researchers'
statistician. Frequency count and percentage distribution were used in problem 1 to determine the
41
demographic profile of the respondents. Weighted mean and Standard Deviation were computed
in problems 2 and 3. The t-test was used for problem numbers 4 and 5.
42
CHAPTER III
RESULTS
This chapter presents the result of the study in tabular and textual form. This chapter's
presentation includes the respondents' demographic profile, academic procrastination practices,
and self-motivation among senior highschool students.
Profile of the Respondents
Table 1. Demographic Profile of the respondents
Variables Frequency Percentage

Sex
Male 11 24.4
Female 34 75.6
Total 45 100.0
As shown in table 1, the frequency and percentage distribution of forty-five respondents

according to sex is revealed. The female has the highest frequency of 34 equivalents to 75.6%. The male
has the least frequency of 11, equivalent to 24.4%.
43
Academic Procrastination Practices
This table shows the academic procrastination practices of the respondents.
Table 2. Academic Procrastination practices of the respondents.

Item Mean Sd Description
A. Time Management
2.88 0.80 Sometimes
I wait until the last minute to do things.
I rarely ask about the schedule. 2.80 0.69 Sometimes
I often find myself performing task that I had intended to do days before the deadline. 3.00 0.67 Sometimes
I do assignments just before they are to be handed. 2.66 0.70 Sometimes

I am continually saying I’ll do it tomorrow. 3.08 0.97 Sometimes
I generally delay before starting on work I have to do. 2.84 0.70 Sometimes
I usually have to rush to complete a task on time. 2.93 0.91 Sometimes
Overall 2.88 0.78 Sometimes
B. Personality
I usually prioritize others beside my assignments. 2.55 0.75 Sometimes

I become moody answering on time. 2.73 0.83 Sometimes
I find it difficult to make a decision the moment I am faced with it. 2.66 0.70 Sometimes
I have no knowledge on how to do it. 2.51 0.62 Sometimes

I am aware I was supposed to do that. 2.86 0.66 Sometimes
I work better under pressure. 2.91 0.66 Sometimes
C. Peer
I spend much time with my peer. 2.86 0.78 Sometimes

I give in to peer pressure easily. 2.66 0.76 Sometimes
I always have time to bond with my friends instead of answering my tasks. 2.57 0.86 Sometimes
I have skipped online classes, when others have urged me to be with them. 2.17 0.96 Seldom
I wait for my classmate’s presentation to learn how to prepare my work. 2.53 0.81 Sometimes
I wait for my friends to send answers for the assignment. 2.44 0.81 Seldom

D. Social media
I find it hard concentrating on my studies when I get hooked in social media. 3.06 0.80 Sometimes
I spend more time on social media than doing my task. 2.84 0.92 Sometimes
I usually take care of the entire task I have to do before I open my social media account. 2.68 0.70 Sometimes
I am not distracted from my studies when I found myself watching my favourite bloggers. 2.66 0.70 Sometimes
I more entertained in using social media sites especially watching Korean dramas. 2.86 0.86 Sometimes
I forget my tasks because of online games. 2.06 1.05 Seldom
Overall Mean 2.71 Sometimes
Overall Standard Deviation 0.79

44
Scale Range Description

1 1.00 to<1.75 Never
2 1.75 to < 2.50 Seldom
3 2.50 to < 3.25 Sometimes
4 3.25 to < 4.00 Always
The respondents rated twenty-five items on academic procrastination practices among first-
year college students. Academic procrastination practices are divided into four parts: Time
Management with seven items, Personality with six items, Peer with six items, and Social Media
with six items.
In Time Management, the highest mean score of 3.08 is item 5, which states, "I am
continually saying I'll do it tomorrow," described as Sometimes with a standard deviation
of 0.97. The second highest mean score of 3 is item 3, stating that "I often find myself performing
tasks that I had intended to do days before the deadline," described as Sometimes with a standard
deviation of 0.67. The least mean score of 2.66 was obtained by item 4, which states, "I do
assignments just before they are to be handed," with a standard deviation of 0.70. The overall
mean score is 2.88, described as Sometimes with a standard deviation of 0.78.
In the Personality, the highest mean score of 2.91 is item 6, which states that "I work better
under pressure," described as Sometimes with a standard deviation of 0.66. The second-highest
mean score is 2.86 in item 5, which states, "I am aware I was supposed to do that," described as
Sometimes with a standard deviation of 0.6. The least mean score of 2.51 is item 4, which states
that "I have no knowledge on how to do it," described as Sometimes with a standard deviation of
0.62. The overall mean score is 2.70, described as Sometimes with a standard deviation of 0.709.
In Peer, the highest mean score of 2.86 is item 1, which states that "I spend much time with
my peer," described as Sometimes with a standard deviation of 0.78. The second highest score is

45
2.66 in item 2, which states, "I give in to peer pressure easily," described as Sometimes with a
standard deviation of 0.76. The least mean score of 2.17 is item 4, which states, I have skipped
online classes, when others have urged me to be with them", described as Seldom with a standard
deviation of 0.96. The overall mean score of 2.54 is described as Sometimes with a standard
deviation of 0.83.
In social media, the highest mean score, 3.06, is item 1, which states, "I find it hard
concentrating on my studies and I get hooked in social media," described as Sometimes with a
standard deviation of 0.80. The second highest mean score of 2.86 is item 5, which states, "I am
more entertained in using social media sites, especially watching Korean dramas," described as
Sometimes with a standard deviation of 0.86. The lowest mean score of 2.06 is item 6, which
states, "I forget my task because of online games," described as Seldom with a standard deviation
of 1.05. The overall mean score of 2.70 is described as Sometimes with a standard deviation of
0.84.
Moreover, the respondents' overall mean score for Academic procrastination
practices is 2.71, described as Sometimes with a standard deviation of 0.79.
Academic Procrastination in Self-motivation
This table shows the Academic Procrastination in Self-motivation of the respondents.
Table 3. Academic Procrastination self-motivation of the respondents
Item Mean Sd Description

A. Family Related
I tend to overcome Academic Procrastination when…
I think of the hard work of my parents. 3.73 0.44 Resembles me Very Much
My parents show concern in my studies. 3.60 0.61 Resembles me Very Much
My parents appreciate my good grades. 3.35 0.83 Resembles me Very Much
My parents give a reward for my accomplishment. 2.91 0.97 Resembles me Much (RM)
My parents set challenging goals. 2.73 0.88 Resembles me Much (RM)
My parents remind me about my delayed tasks. 2.37 1.02 Resemble me a little (RL)
46
I think about our financial status. 3.53 0.86 Resembles me Very Much
My parents are always supporting me in my studies. 3.53 0.78 Resembles me Very Much
Overall 3.37 0.93 Resembles me Very Much
B. Physical Activities
I spend my time in working out such as jogging. 2.08 1.04 Resembles me a little (RL)
I spend my time on meditation. 2.26 0.93 Resembles me a little (RL)
I joined in outdoor activities. 2.44 0.94 Resembles me a little (RL)
I create my physical goals for a week. 2.33 0.95 Resembles me a little (RL)
I improve my skills to be physically healthy. 2.44 0.91 Resembles me a little (RL)
I Exercise to increase my general feeling. 2.46 0.91 Resembles me a little (RL)
I Feel more control of myself and take regular exercise. 2.53 0.86 Resembles me Much (RM)
I do stress releasing activities 2.60 0.88 Resembles me Much (RM)
I unwind through walking around beautiful views. 3.02 0.89 Resembles me Much (RM)
Overall 2.54 0.91 Resembles me Much (RM)
C. Good Habits
I eliminate distractions. 2.88 0.80 Resembles me Much (RM)

I prioritize my goals. 3.42 0.78 Resembles me Very Much
I think about my tasks. 3.31 0.84 Resembles me Very Much
I study harder to improve my performance when I get low grades. 3.24 0.90 Resembles me Much (RM)
I work better under pressure. 2.91 0.82 Resembles me Much (RM)
I finish my duties before the deadline. 2.93 0.86 Resembles me Much (RM)
I accomplish all the things I planned to do in a day 2.86 0.72 Resembles me Much (RM)
Overall 3.08 0.82 Resembles me Much (RM)
Overall Mean 2.91 Resembles me Much (RM)
Overall Standard Deviation 0.87
Scale Range Description

1 1.00 to<1.75 Does not resemble me (DRM)
2 1.75 to < 2.50 Resembles me a little (RL)
3 2.50 to < 3.25 Resembles me Much (RM)
4 3.25 to < 4.00 Resembles me Very Much (RVM)
The respondents rated twenty-five items on self-motivation among first-year college
education students in academic procrastination. Self-motivation is divided into three parts:
Family Related with eight items, Physical Activities with nine items, and Good Habits with
seven items.
47
In Family Related, the highest mean score of 3.733 is item 1, which states, "I think of the
hard work of my parents," described as Resembles Very Much, with a standard deviation of 0.45.
The second highest mean score of 3.6 is an item that states, "My parents show concern in my
studies," described as Resembles Very Much with a standard deviation of 0.62. The lowest mean
score of 2.38 is item 6, which states, "My parents remind me about my delayed tasks," described
as Resembles a Little with a standard deviation of 1.03. The overall mean score is 3.388described
as Resembles Very Much with a standard deviation of 0.95.
In Physical Activities, the highest mean score of 3.02 is item 9, which states, "I unwind
through walking around beautiful views," described as Resembles Much with the standard
deviation of 0.892. The second highest mean score of 2.60 is item 8, which states that "I do
stress-releasing activities," described as Resembles much with a standard deviation of 0.89. The
least means score of 2.09 is item 1, which states that "I spend my time in working out
such as jogging," described as Resembles a Little with the standard deviation of 1.04. The overall
mean score is 2.55, described as Resembles Much with
In Good Habits, the highest mean score of 3.42 is item 2, which states that "I prioritize my
goals," described as Resembles Very Much with the standard deviation of 0.79. The second
highest mean score of 3.31 is item 3, which states that "I think about my tasks," described
as Resembles Very Much with a standard deviation of 0.85. The least mean score of 2.87 is item
7, which states that "I accomplished all the things I planned to do in a day," described as
Resembles Much with a standard deviation of 0.73. The overall mean score is 3.08, described
as Resembles Much with a standard deviation of 0.82.

48
Difference in Academic Procrastination Practices and Self-motivation in terms of Sex
Table 4. difference in the Academic Procrastination Practices in terms of their sex.
Sex N Mean SD p-value Indication Decision
Female 34 2.73 0.28
0.56 NS Do not reject

H01
Male 11 2.67 0.47
Significant at p ≤ 0.05
The table shows no significant difference in Academic Procrastination Practices in

terms of sex. Since the p-value is 0.56, which is greater than the significant value of 0.05, the
null hypothesis is not rejected.
Table.5 difference in the Academic Procrastination in self-motivation of the respondents in terms

of their sex.
Sex N Mean SD P-value Indication Decision
Female 34 2.79 0.30
0.360 NS Do not reject

H02
Male 11 2.89 0.26
Significant at p ≤ 0.05
Table 5 shows no significant difference in Self-Motivation in terms of sex. Since the p-

value is 0.360, which is greater than the significant value of 0.05, the null hypothesis is not
rejected.
49
CHAPTER IV
DISCUSSION
This chapter discusses the significant results of the gathered data based on the statistics
used in this investigation.
Demographic Profile of the Respondents
The list of the respondents was taken and identified from the college of education
students. They are first-year students who are enrolled for the school year 2021-2022 second
semester. The majority of the respondents are female. However, the total number of the
respondents is not equally divided according to their sex.
Academic Procrastination of Respondents in
Time Management
The item with the highest mean value is “I'll do it tomorrow". This result implies
that most first-year education students have the tendency to delay the completion of their tasks
since they perceive that they still had enough time to do the tasks. Present results find
congruence with the statement of Zhang (2019) that the procrastination decision-making model
holds that the core process of procrastination is the decision-making process of "doing now or
doing in the future." That self-control is the key factor affecting this decision-making process. It
is hard for them to keep in touch in making their activities. Educators and parents play major
roles in the educational success of students. Students need a positive learning experience to
succeed in school: one providing support, motivation, and quality instruction. With the
50
increasing demands on the family, parental support in the education of students extends beyond
the school building.
The item that gained the lowest mean is "I do assignments just before they are to
be handed”. This implies that most of the education students initially manage their time very
well and use deadlines to control what they do and when are more on answering their task.
Results find congruence with the study of Klingsieck and Svartdal (2017) it was shown that late
assignment submissions are sometimes generalized as procrastination. The delay can come at
any point of the defined as delays in starting or finishing a task, as academic assignments which
an individual intends to do but for doing so, it cannot be sufficiently motivating.
Personality
The item with the highest mean value is "I work better under pressure” this means that
most of the education students are more taking the pressure to help them work more efficiently.
Performing well under pressure is both a personal and professional quality and can make a
difference between an average and an excellent one. This result congruence with the study of
Carayon & Zijlstra (1995) according to their study there is a fear that high work pressure will
lead to greater work stress and rising work disability, and will bring social and economic
disadvantages in the long run. Several studies suggest that work pressure is indeed a
factor negatively affecting worker health and well-being.
The item that gained lowest mean value is “I have no knowledge on how to do it", it
implies that education students understand how to complete respective task. A solid knowledge
foundation allows minds to perform more smoothly and effectively. Result confirms to the study
51
of (Zhang, 2006; Duckworth et al., 2019) an individual’s ability to adjust learning behavior in
order to achieve a goal in academic development, with the individual’s body, mind, behavior,
external environment, and events as the objects, and social requirements and self-concept as the
standards.
Peer
The item with the highest mean value is "I spend much time with my peer”. It implies that
spend time with their peers to skip doing tasks means that these practices can affect their
academic performance. This finding confirms by the study of H Jin (2019) the finding showed
that peer attachment was negatively and directly associated with academic procrastination.
The item that has a lowest mean value is “I have skipped online classes, when others
have urged me to be with them”. It implies they treat every class meeting like an appointment is
part of being a self-directed learner. They grab the opportunity to learn than to waste it. This
result affirms the study of Coleman (1988) argues that access to friends who support academic
achievement is a key determinant of educational success, the actual mechanisms of friendship
formation and the role academic achievement plays in friendship dynamics remain poorly
measured and understood.
Social Media
The item with the highest mean is “I find it hard concentrating on my studies and I get
hooked in social media” which implies that most of the education students are not able to regain
focus because they are more concentrating on scrolling on their social media apps, and it has the
tendency to poor academic performance. The result confirms to the study of Bekalu et al.,
52
2019, Hettiarachchi (2014). Since students tend to spend more time on social media other than
educational purposes; this tends to cause distraction from the learning environment, affecting
their academic progress.
The item that gained lowest mean value is "I forget my task because of online games," it
implies that education students prioritize their task before playing online games. This result
congruence to the study of J Solyst (2021) it was shown that a gaming system could be defined
as attempting to succeed in an interactive learning environment by exploiting the properties of
the system rather than learning the material.
Self-Motivation to overcome/avoid Procrastination of Respondents in
Family Related
The item has the highest mean value is “I think of the hard work of my parents” which
implies that most education students are motivated to study harder for their parents hard work.
This result confirms to the study of Hara & Burke, 1998; Hill & Craft, 2003; Marcon,
1999; Stevenson & Baker (1987) that parent involvement is one factor that has been consistently
related to a child's increased academic performance.
The item that gained lowest mean value is “My parents remind me about my delayed
task”. It implies that education student learn to be more self-reliant and would like to work from
the list rather than outside reminders. This result affirms to the study of Hayat (2021) academic
resilience could play a mediating role in students' self-efficacy-test anxiety relationship.

53
Physical Activities
The item that has a highest mean value is "I unwind through walking around beautiful
view”, it implies that most of education students walking around beautiful views to increases
pleasant feelings. It helps to think properly and let go of their negative thoughts. This result
confirms to the study of Codina (2020) people who do enough Physical Activities have a more
positive perception of the quality of life in physical domains.
The item that gained lowest mean value is “I spend my time in working out
such as jogging” this implies that education student don’t have time to do work out such as
jogging. This result is congruence to the study of Tomporowski (2003) children respond faster
and with greater accuracy to a variety of cognitive tasks after participating in a session of
physical activity.
Good Habits
The item has the highest mean value is “I prioritize my goals”, it implies that education
students has a goal prioritization often leads to less stress and better productivity. This result
confirms to the study of Marzano, Pickering, & Pollock (2001) goal setting as defined the
process of establishing a direction for learning.
The item that gained lowest mean value is "I accomplished all the things I planned to do
in a day," it implies that most of the college students having a plan in a day don’t work because
of the time that does not suit the things that they want to do. This confirms to the study of
FSvartdal (2021) that more effective study skills and habits may be encouraged.
54
Difference between the Academic Procrastination Practices and Self-Motivation according
to sex
The findings on determining the difference between the academic procrastination
practices and self-motivation mean that there is no significant difference in the respondents'
Academic Procrastination practices and Self-motivation in terms of their sex. The p-value is
greater than the significance level, signifying that the null hypothesis is accepted. This result
congruence to the study of Abdi Zarrin (2020) male students compared to females scored higher
in academic procrastination. Females students compared to males scored higher in fear of failure.
Summary of Findings
Typical respondents of this study are female and male freshmen college of education
students. Results revealed that both males and females were dealing with Academic
Procrastination. They sometimes procrastinate in time management, personality, peer pressure,
and social media. Managing their time is one of their major causes of procrastination because
they keep saying they will do it tomorrow and end up submitting their task late. The Freshmen
College of education students agreed that they are dealing with procrastination, and to avoid it,
they used to motivate themselves with physical activities. They tend to spend time on meditation,
think about their parents' hard work, have good habits, and prioritize their goals. Furthermore,
Freshmen College of education students significantly does not differ in their academic
procrastination considering their sex. Thus, the results revealed that males and females have no
difference in practices and self-motivation regarding academic procrastination.

55
Conclusion
Based on the study's findings, it can be concluded that the First-Year College of
Education students have academic procrastination practices and motivation. However, they
develop motivational ways among themselves to combat procrastination. Numerous contributors
cause academic procrastination, including social media, time management, peer pressure, and
personality. These are the significant causes of procrastination dealing with the respondents.
Regarding sex, first-year education students practiced meditation, thought about their parent’s
hard work, had good habits, and prioritized their goals. In addition, Freshmen College of
education students significantly does not differ in their academic procrastination considering
their sex. Thus, the results revealed that males and females have no difference in practices and
self-motivation regarding academic procrastination.
Recommendations
From the findings mentioned above and conclusions, the researcher suggests the
following recommendation:
A. For Possible Courses Action:
1. The College of Education head must strictly monitor the academic performance and
organized the activities and assignments of the students' to help them manage the respondent’s
time.
2. Parents and Guardians of the students should provide parental support at home in
helping their children to do their activity or task on time.

56
B. For Further Study
1. Qualitative research on the impact of time management on the student’s Academic
achievements.
2. The impact of study habits on academic performance of the students.
3. The Effects of Procrastination on Personal Discipline and the Quality of Work.
4. The Relationship between Academic Procrastination Behaviors of College students and Their
Attitudes toward Social Media
5. Differences in Procrastination and Motivation between Undergraduate and Graduate Students

57
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Bui, N.H. (2007). Effect of Evaluation Threat onProcrastination Behavior. The Journal of Social
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Burka, J.B. and Yuen, L.M. (2008). Procrastination. WhyYou Do It, What To Do About It Now.
MA: Da Capo Press.
Christopher, O. (1998). The Causes and Consequences of Academic Procrastination.
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Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self -determination in human
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Ellis, A. and Knaus, W.J. (2002). OvercomingProcrastination. Revised edition. New York:
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Husain, I. Sultan, S. (2010). Analysis of procrastinationamong university students. Procedia
Social and Behavioral Sciences. Vol.5, pg. 1897-1904.Janneson, T. and Carton, J.S.
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Journalof Genetic Psychology. Vol.160, no.4, pg.436-442.
Lee, E. (2005). The Relationship of Motivation and Flow Experience to Academic
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Milgram, N.A. (1993). Correlates of academicprocrastination. Journal of School Psychology.
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Milgram, N.A., Mey-Tal, G. and Levison, Y. (1998).Procrastination, generalized or specific, in
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pg.297-316.
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Popoola, B.I. (2005). A Study of Procrastinatory Behaviour and Academic Performance of
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Vol.11,no.3, pg.215-218.
Schouwenberg, H.C. and Lay, C.H.(1995). Trait Procrastination and the Big Five Factors of
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Semb, G.; Glick, D.M., and Spencer, R.E.(1979). Studentwithdrawals and delayed work patterns
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Tuckman, B.W. (2002). Academic Procrastinators: Their Rationalizations and Web-course
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Yaakub, N.F.(2000). Procrastination Among Students inInstitutes of Higher Learning:
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60
Appendices
Appendix A. Questionnaire
Part I. Profile of the respondent
Direction: Please supply the information needed.
A. To be answered by the student-respondent.
Age: 17
18
19
Others please specify:____________
Sex: Female
Male
Religion: Catholic
Islam
Others please specify: ____________
Home address: ______________
Parent’s occupation:
Farmer
61
OFW
Teacher
Soldier
Police
Others please specify: _______________
Part II. Academic Procrastination practices questionnaire.
Directions: Below are items setting out the practices on Academic procrastination. You are asked
to respond by checking (/) the number (1, 2, 3 or 4) at the right side of the item which you
perceive corresponds to your answer.
1 means “Never”
2 means “Seldom”
3 means “Sometimes”
4 means “Always”
Items SCALE
1 2 3 4
A. Time Management (N) (S) (Som) (A)
1. I wait until the last minute to do things.
2. I rarely ask about the schedule.
3. I often find myself performing task that I had intended to do days

before the deadline.
4. I do assignments just before they are to be handed.

62
5. I am continually saying I’ll do it tomorrow.
6. I generally delay before starting on work I have to do.
7. I usually have to rush to complete a task on time.
B. Personality
8. I usually prioritize others beside my assignments.
9. I become moody answering on time.
10. I find it difficult to make a decision the moment I am faced with it.
11. I have no knowledge on how to do it.
12. I am aware I was supposed to do that.
13. I work better under pressure.
C. Peer
14. I spend much time with my peer.
15. I give in to peer pressure easily.
16. I always have time to bond with my friends instead of answering my

tasks.
17. I have skipped online classes, when others have urged me to be with
them.
18. I wait for my classmate’s presentation to learn how to prepare my

work.
19. I wait for my friends to send answers for the assignment.

63
D. Social media 1 2 3 4
(N) (S) (SOM) (A)
20. I find it hard concentrating on my studies when I get hooked in

social media.
21. I spend more time on social media than doing my task.
22. I usually take care of the entire task I have to do before I open my social
media account.
23. I am not distracted from my studies when I found myself watching

my favorite vloggers.
24. I more entertained in using social media sites especially watching

Korean dramas.
25. I forget my tasks because of online games.
Part III. Self-motivation Practices Questionnaire.
Directions: Below are items setting out the self- Motivation to avoid Academic procrastination.
You are asked to by checking (/) the number (1, 2, 3, or 4) at the right side of the item which
corresponds to your answer.
1 means “Does not resemble me” (DRM)
2 means “Resembles a little” (RAL)
3 means “Resembles Much” (RM)

64
4 means “Resembles Very Much” (RVM)
Items Scale
A. Family Related 1 2 3
4
(DRM) (RAL) (RM)

(RVM)
I tend to overcome Academic Procrastination when…
1. I think of the hard work of my parents.
2. My parents show concern in my studies.
3. My parents appreciate my good grades.
4. My parents give a reward for my accomplishment.
5. My parents set challenging goals.
6. My parents remind me about my delayed tasks.
7. I think about our financial status.
8. My parents are always supporting me in my studies.
9. My parents persuade me to achieve my goals.
1 2 3 4
(DRM) (RAL) (RM)

(RVM)
B. Physical Activities
65
10. I spend my time in working out such as jogging.
11. I spend my time on meditation.
12. I joined in outdoor activities.
13. I create my physical goals for a week.
14. I Improve my skills to be physically healthy.
15. I Exercise to increase my general feeling.
16. I Feel more control of myself and take regular exercise.
17. I do stress releasing activities
18. I unwind through walking around beautiful views.
C. Good Habits
19. I eliminate distractions
20. I prioritize my goals
21. I think about my tasks
22. I study harder to improve my performance when I get low

grades
23. I work better under pressure
24. I finish my duties before the deadline
25. I accomplish all the things I planned to do in a day
Appendix B. Communication and Correspondence

66
May 17, 2022
Good Day,
We, the Education student from the Notre Dame of Midsayap College is conducting our
research entitled “ Academic Procrastination Practices and Self-motivation among
Freshmen College Student of Notre Dame of Midsayap College” .In line with this you are one
of our chosen respondents to answer the questionnaire given. We assure that the researchers will
preserve your confidentiality and information will only be used in this study.
Thank you and more power.
Sincerely yours,
JEEHAN J. BANGGOS JESSA MAE T. BATULAN

Researcher Researcher
MARY ANGELOU G. CARDAÑO KRISTYLL FAITH AMOR B. MENGUITA
HANNAH JANE D. ROSAGARAN

Researcher
Noted by:
ARIEL C. MIRANDA,MAED
Thesis Adviser
LETTER TO THE ADVISER

67
March 29, 2022

ARIEL C. MIRANDA, MAED
College Faculty
Dear Sir,
We, the Bachelor of Elementary Education students of Notre Dame of Midsayap

College would like to invite you to be our adviser. This is in line with our research in BEED
course with the working title “Academic Procrastination Practices and Self-motivation
among Freshmen College Student of Notre Dame of Midsayap College”. This is one of our
requirements for this semester.
We are hoping for your positive response regarding this matter.
Thank you!
Sincerely yours,



Researcher
Noted by:
ARIEL C. MIRANDA,MAED IVY N. MACAGBA ,LPT, MALT

Thesis Adviser Research Instructor
LETTER TO THE STATISTICIAN

68
May 23, 2022

MELCHOR S. ARCENAS JR, LPT
College Faculty
Dear Sir,
We the Bachelor of Elementary of Education students of Notre Dame of Midsayap

College would like to invite you to be our adviser. This is in line with our research in BEED
course the working title “Academic Procrastination Practices and Self-motivation among
Freshmen College Student of Notre Dame of Midsayap College”. This is one of our
Thank you!
Sincerely yours,


Researcher
Noted by:
MELCHOR S. ARCENAS JR, LPT IVY N. MACAGBA ,LPT, MALT

Statiscian Research Instructor
LETTER TO THE GRAMMARIAN

69
March 29, 2022

MARICAR S. CAMACHO, LPT
College Faculty
Dear Ma’am,
We, the Bachelor of Elementary Education students of Notre Dame of Midsayap

College would like to invite you to be our grammarian. . This is in line with our research in
BEED course the working title “Academic Procrastination Practices and Self-motivation
among Freshmen College Student of Notre Dame of Midsayap College”. This is one of our
Thank you!
Sincerely yours,
Researcher
Noted by:
MARICAR S. CAMACHO, LPT IVY N. MACAGBA ,LPT, MALT

Grammarian Research Instructor
Appendix C. Certificate of Reliability Testing and Statistical Computation

70
To Whom it May Concern:

This is to certify that the
questionnaire of the research entitled “Academic Procrastination Practices and Self-
motivation among Freshmen College Student of Notre Dame of Midsayap College” had
been referred to me for reliability testing. This is to certify further that, using the software
Statistical Package for Social Sciences (SPSS), the mathematical computation of the Pilot
Testing has yielded a reliability coefficient of .831.
This is to certify finally that the results of the actual survey of the said research were
coded, computed, and analysed with my assistance and guidance. This certification is issued
upon request of the researchers of the above- mentioned research title for whatever legal
purposes this may deem to serve them best. Issued this 6 th day of May, 2022 at Notre Dame of
Midsayap College, Midsayap, Cotabato.
MELCHOR S. ARCENAS JR.,LPT

Research Statistician
71
Appendix D. Reliability Coefficient of Pilot Testing Generated by SPSS Version 23
Reliability
Scale: ALL VARIABLES
Case Processing Summary
N %
Case Valid 15 100.0
Excluded 0 .0
Total 15 100.0
a. Listwise deletion based on all variables in te procedure
Reliability Statistics
Cronbach’s Alpha N of Items
.831 50
72
CURRICULUM VITAE
I. PERSONAL DATA:
NAME: Jeehan J. Banggos
DATE OF BIRTH: November 19, 1999
PLACE OF BIRTH: Cabpangi, Libungan, North Cotabato
ADDRESS: Cabpangi, Libungan North Cotabato
GENDER: Female
CIVIL STATUS: Single
TRIBE: Cebuano
FATHER: Mr. Camilo P. Banggos
MOTHER: Mrs. Clara J. Banggos
BROTHERS: Rene Boy J. Banggos
Jaypee J. Banggos
Roman J. Banggos
Jhon Carlo J. Banggos
SISTERS: Cherry J. Banggos
Jessa May J. Banggos
Hazel Jean J. Banggos
II. EDUCATIONAL ATTAINMENT
ELEMENTARY: Cabpangi, Elementary School (2012)
Cabpangi, North Cotabato
SECONDARY: Libungan National High School (2019)
Libungan, North CotabatO
TERTIARY: Notre Dame of Midasayap College
Poblacion 5, Midsayap, North
Cotabato
73
CURRICULUM VITAE
I. PERSONAL DATA:
NAME: Jessa Mae T. Batulan
DATE OF BIRTH: Novenber 24, 2000
PLACE OF BIRTH: Poblacion 6, Midsayap, North Cotabato
ADDRESS: Poblacion 6, Midsayap, North Cotabato
GENDER: Female
TRIBE: Cebuano
FATHER: Mr. Jomirey P. Burlaza (Step Fatheer)
MOTHER: Mrs. Jona T. Burlaza
BROTHER/S: Jomirey P. Burlaza
SISTER/S: Jenny B. Toroba
II. EDUCATIONAL ATTAINMENT
ELEMENTARY: CV. Cocal Elementary School (2012)
Baguer, Libungan, North Cotabato
SECONDARY: St. Mary Academy of MidsayaP (2019)
Poblacion 2, Midsayap North Cotabato
TERTIARY: Notre Dame of Midasayap CollegE
Poblacion 5, Midsayap, North Cotabato
74
CURRICULUM VITAE
I. PERSONAL DATA:
NAME: Mary Angelou G. Cardaño
DATE OF BIRTH: September 09, 2000
PLACE OF BIRTH: Katilacan, Pikit, North Cotabato
ADDRESS: Abaga, Libungan, North Cotabato
GENDER: Female
TRIBE: Cebuano
FATHER: Mr. Miguel F. Bigwas (Step Father)
MOTHER: Mrs. Analee G. Genetializa
SISTER/S: Migan Angelee G. Bigwas
II. EDUCATIONAL BACKGROUND

ELEMENTARY: Silik Central Elementary School (2012)
Silik, Pikit, North Cotabato
SECONDARY: Notre Dame of Midasayap College (2019)
75
CURRICULUM VITAE
I. PERSONAL DATA:
NAME: Kristyl Faith Amor B. Menguita
DATE OF BIRTH: May 30, 2001
PLACE OF BIRTH: Lower Glad, Midsayap, North Cotabato
ADDRESS: Lower Glad, Midsayap, North Cotabato
GENDER: Female
TRIBE: Ilocano
FATHER: Mr. Robin O. Menguita
MOTHER: Mrs. Marilou B. Menguita
SISTER/S: Allesa Jean B. Meguita

ELEMENTARY: Agriculture Central Elementary School
(2012) Agriculture, Midsayap, Cotabato
Cotabato
TERTIARY: Notre Dame of Midsayap College
Cotabato
76
CURRICULUM VITAE
I. PERSONAL DATA:
NAME: Hannah Jane D. Rosagaran
DATE OF BIRTH: March 12, 2001
PLACE OF BIRTH: Cotabato Regional Hospital
ADDRESS: Salunayan, Midsayap, North Cotabato
GENDER: Female
TRIBE: Ilocano
FATHER: Mr. Pablito T. Rosagaran
MOTHER: Mrs. Regina B. Rosagaran
BROTHER/S: Zane Gaven D. Rosagaran
SISTER/S: Hannah Roxane D. Rosagaran
Jane Mariane D. Rosagaran
ELEMENTARY: Salunayan Elementary School (2012)
Salunayan, Midsayap, North Cotabato
Cotabato

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ACADEMIC PROCRASTINATION AND SELF-MOTIVATION AMONG FRESHMEN

COLLEGE EDUCATION STUDENT

A Thesis Presented to the Faculty of College of Education of Notre Dame

Of Midsayap College In Partial Fulfilment of the Requirements for

The Degree of Bachelor of Elementary Education

Kristyll Faith Amor B. Menguita

Hannah Jane D. Rosagaran

Mary Angelou G. Cardaño

Jessa Mae T. Batulan

IN PARTIAL FULFILLMENT of the requirements for the BACHELOR OF

“ACADEMIC PROCRASTINATION PRACTICES AND SELF-MOTIVATION AMONG

MELCHOR S. ARCENAS, JR., LPT MARICAR S. CAMACHO, LPT

ARIEL C. MIRANDA, MAED

ACCEPTED as PARTIAL FULFILMENT of the requirements for the degree in

HONEYLYN M. MAHINAY, Ed. D.

Dean, College of Education

APPROVED, June 2022 by the Tribunal at the Oral Examination.

SERGIO S. MAHINAY, JR., MPA

JOLAI G. BOLAÑOS, MATCC JAN LINCOLN C. RIVAS, MAEd

for without them, our strength had weakened.

allowing us to conduct our study.

compassion to teach us, and altruism to make our work successful.

making every paper page unimpeachable.

our conduct of the study.

kindle for us.

This study was conducted to determine Academic Procrastination and Self-Motivation

academic procrastination and self-motivation to overcome these acts or patterns of behavior.

Keywords: Academic Procrastination Practices, Self-Motivation, First-Year College Education

This work is wholeheartedly dedicated to our supportive and loving parents

Mr. Camilo P. Banggos and Clara J. Banggos

Mr. Miguel F. Bigwas (Step Father) and Mrs. Analee B. Genetializa

Mr. Robin O. Menguita and Mrs. Marilou B. Menguita

Mr. Pablito T. Rosagaran and Mrs. Regina D. Rosagaran

shared with us.

Statement of the Problem....................................................…………………… 13

Significance of the study`.....................................................…………………… 14

Scope and Limitation...........................................................…………………… 15

Locale and Respondents of the study.................................…………………… 39

Validity and Reliability of the Instrument........................……………………. 39

Data Gathering Procedure..................................................…………………….. 40

Statistical Tools and Treatment of Data…………………………………………. 40

Profile of the respondents....................................................……………………… 42

Academic Procrastination Practices..................................……………………… 43

Academic Procrastination in Self-motivation...................………………………. 45

Difference in Academic Procrastination practices and

self-motivation in terms of sex............................................…………………… 47

Demographic Profile of the Respondents..........................…………………… 49

Academic Procrastination practices...................................…………………… 49

Self-Motivation to overcome/avoid Procrastination

Difference in Academic Procrastination practices and

Self-motivation in terms of sex............................................………………….... 54

B Letters and Communications......................………………….. 66

C Letter for the Adviser..................................………………….. 67

D Letter for the Statistician............................………………….. 68

E Letter for the Grammarian.........................………………….. 69

F Certificate of Reliability Testing and Statistical Computation

G Reliability Coefficient of Pilot Testing Generated by SPSS Version 23