Procrastination

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PROCRASTINATION: Perceived Negative Impacts on Students’ Academics
__________________________________
A Baby Thesis Presented to
The Faculty of the Junior High School Department
St. Alphonsus Catholic School (Lapu – Lapu City, Cebu) Inc.
Lapu – Lapu City
__________________________________
In Partial Fulfillment
of the Requirements for the English 10 Subject
Quantitative Descriptive Research
__________________________________
KAROLYNN M. ARADO
MATTHEW BENEDICT M. ARANAS
SHANE B. CABAGNOT
DEJ L. CAPURAS
CLARABELLE V. DEJANIO
KEVIN EARL P. GAROL
KIEZIAH S. KOHDA
MEGAN JULLIAN L. MANTILLA
VEA ELLESSE C. ORDONEZ
SACHI NATHANIA A. PAYAO
DEREK B. PUNES
ISABELLA ROSE B. SITCHON
RASHEED JEFREY SOROÑO
March 2023
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ACKNOWLEDGEMENT
The completion of this undertaking would not have been possible without
the efforts of our group members. For the respondents who whole-heartedly
participated in our study. And for all of us who put great time and effort, and the
sleepless nights in order to complete our study.
In addition, the group would also like to express their deep appreciation
and indebtedness, especially to our Research Adviser - Mr. Sherwin T. Tirol, For
guiding us all throughout the completion of our research. To Sr. Marjorie G.
Genada and Sr. Emma Benedicta L. Villanueva, FDNSC., for allowing us to
conduct our research.

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DEDICATION
This research paper is dedicated to our parents, who have always
supported us in pursuing our academic goals and have been a constant source
of inspiration and motivation throughout this study. They never doubted us and
always gave us hope when we didn’t know how to handle the problems and
challenges in conducting this study. Without their support and patience, this
research would not have been made possible.
Moreover, we dedicate this research paper to our subject teacher, Mr.
Sherwin T. Tirol, who always guides us and leads us to a better understanding of
conducting this study. Through his words of advice and encouragement, we
manage to overcome the challenges in finishing the study.
And lastly, we dedicate this to our Almighty Father, who always gives us
strength, guidance, hope, wisdom, and encouragement.

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Table of Contents
PAGE
TITLE PAGE i
PANEL OF ORAL EXAMINERS ii
ACKNOWLEDGMENT iii
DEDICATION iv
TABLE OF CONTENTS v
ABSTRACT vi
CHAPTER
1 THE PROBLEM AND ITS SCOPE
Rationale 7
Theoretical Background 9-11
Statement of the Problem 12
2 RESEARCH METHODOLOGY
Research Method 13
Research Environment 13
Research Respondents 13-14
Research Instrument 14
Gathering of Data 14
Treatment of Data 14-15
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3 FINDINGS, CONCLUSION , AND RECOMMENDATIONS

Findings 16-44
Conclusion 45
Recommendations 45
REFERENCES 46
APPENDICES
A. Transmittal Letter 48
B. Research Instrument 49
C. Location Map 50
D. Documentation 51-52
E. Curriculum Vitae 53-57
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PROCRASTINATION: PERCEIVED NEGATIVE IMPACTS ON STUDENTS’

ACADEMICS
ABSTRACT
This research explored PROCRASTINATION: Perceived Negative
Impacts on Students’ Academics. The researchers conducted this research to
determine the root of procrastination, the issues it could lead to, and the possible
solutions that will aid the students affected by its negative impacts. The study is
anchored to the Emotional-Regulation Theory and Temporal Motivation Theory,
which were advocated by Gross (1998) and Steel and König (2006), respectively.
This study was conducted in St. Alphonsus Catholic School (Lapu-Lapu City,
Cebu) Inc. and was participated by thirty-eight (38) Grade 10 learners. To carry
out the study, the researchers made use of a Closed-Ended Likert Scale
questionnaire. The researchers collected the data through a survey. Indeed, the
most prominent cause of procrastination in terms of the completion and
submission of performance tasks is distraction and increased stress levels is one
of its most common perceived negative impacts. Finally, students highly agree
that setting specific and manageable goals is the best solution to cope with the
perceived negative impacts of procrastination.
Keywords: Procrastination, Academics, Impacts, Causes

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Chapter 1
THE PROBLEM AND ITS SCOPE
Rationale
Procrastination is delaying or postponing a task or set of tasks. So,
whether you refer to it as procrastination or akrasia, or something else, it is the
force that prevents you from following through on what you set out to do (James
Clear, 2022). According to Itamar Shatz, Ph.D. (2014), academic procrastination
is common among students, as many procrastinate often and to a significant
degree. In addition, it is when students put their given academic tasks on hold as
they tend to either laze around until the set deadline or work on other tasks that
seem interesting to their learning palate.
Academic procrastination is associated with a wide range of negative
effects, such as worse academic performance, worse emotional well-being, and
worse mental and physical health. Accordingly, it is often detrimental to those
who engage in it. In one survey, for instance, 94% of people indicated that
procrastination has a negative effect on their happiness, and 18% indicated that
this effect is extremely negative. When students were asked how they felt after
procrastinating, over 80% of their responses were categorized as negative
(Shatz, 2014). Studies have shown that people who procrastinate experience
more stress than those who do not procrastinate, and their academic
performance is lower (Seaward, 2011).

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In the Philippines, procrastination is, however, the same way as the
Filipino habit called “Maniana (Mañana) or ‘Mamaya Na’ Habit", when Filipinos
tend to say “Mamaya Na” in the things they see difficult to be done (Menguin,
2010). Another statement dictates that Filipinos have been plagued by the
Mañana habit at one time or another when they heighten how much time they
have to complete a task or lessen how long it takes to complete it. Thich forces
them to work under pressure resulting in half-baked ideas and solutions. This
habit shows our culture’s lack of sense in time which is mostly true, especially for
students (Joaquin, 2014). In the case of the students, specifically, the
researchers observe that this issue exists for students in St. Alphonsus Catholic
School, which leads to a lack of productivity which can negatively affect students'
academics.
Hence, this study was conducted to determine the root of the dilemma, the
issues it could lead to, and the possible solutions that will aid the students
affected by its negative impacts. The researchers ought to raise awareness
among students regarding the feasible negative effects of procrastination on
students' academics to help students identify when and how procrastination is
negatively affecting someone, and to decrease the likelihood of future
procrastination to avoid worse academic outcomes. As such, this study shall
deepen one's understanding of the dangers of academic procrastination, which
assists the students to handle these as effectively as possible. Thus, the study of
the perceived negative impacts of procrastination on students' academics
requires additional study.

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Theoretical Background
The researchers' study concerning procrastination is founded on two
theories, namely: Emotion-Regulation Theory by James J. Gross (1998) and the
Temporal Motivation Theory by Piers Steel and Cornelius J. König (2006). Both
theories answer the statement of the problem, which is to determine the
perceived negative impacts of procrastination on students’ academics, along with
the topic questions aiming to determine the causes, perceived negative impacts,
and how to cope with procrastination. The description and explanation of the first
and second theories are as follows:
Emotional-Regulation Theory
Emotion-regulation Theory is procrastination happening when people
prioritize their short-term mood over long-term goal success, primarily delaying
unpleasant tasks to postpone the negative sensations that come along with them
(Shatz, 2014). Emotion-regulation Theory proposes that procrastinators avoid
jobs that evoke negative emotions and often use procrastination to cope with
these negative emotions. According to this theory, procrastinators are more likely
to procrastinate when they feel overwhelmed, anxious, or stressed. In addition,
they often use procrastination to distract themselves from their negative emotions,
including doubts and confusion. Research has shown that procrastinators are
more likely to engage in emotionally rewarding activities, and thus,
procrastination can be seen as a form of self-regulation. The key to managing

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procrastination is to identify the underlying emotions that are motivating it. Then
work to find more effective ways of dealing with those emotions.
The Emotion-regulation Theory states that procrastination occurs when
people prioritize short-term satisfaction over long-term wins and is done by
delaying tasks that seem overwhelming. One of the reasons why people
postpone their work is due to the job seeming monotonous, frustrating, confusing,
and frightening, and to counteract those negative feelings, people resort to
“mood repair” or giving in to feeling good to experience short-term satisfaction
rather than working on the task that will grant the person long-term satisfaction.
This theory is considered a maladaptive coping strategy by procrastinators since
it greatly hinders long-term progress and drastically decreases a person’s
emotional well-being. A significant component of this theory is a temporal
disjunction when people ignore the potential consequences that their future self
is going to suffer and instead, prioritize their present self by giving in to their
desires and urges that can bring them instant satisfaction. In summary, the
Emotion-Regulation Theory states that whenever people ignore future
consequences and focus instead on how their present self feels through “mood
repair,” procrastination occurs. Doing so will significantly set back the progress
people make long-term.

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Temporal Motivation Theory
Temporal Motivation Theory is procrastination happening when people are
not incentivized, which can be influenced by a variety of reasons, including poor
results, low hopes of meeting goals, a high level of delay before achieving results,
and a high level of sensitivity to the delay of outcomes (Shatz, 2014). Temporal
motivation theory suggests that cognitively redirecting attention away from
temptations should decrease procrastination (Steel, 2007). Mitchell et al. (2008)
make a similar observation, “Interruptions or disruptive events like new tasks,
phone calls, or visitors may also cause one to reassess the expected value of
reaching a goal. These interruptions often break individuals out of a script, take
up time, and cause them to reassess their progress on their deadlines” (p. 210).
According to the theory, procrastination is caused by an individual's
inability to balance their current and future selves. When individuals are not able
to effectively balance their current and future selves, they experience a lack of
motivation to complete tasks that will benefit their future selves. This lack of
motivation can lead to procrastination. The Temporal Motivation Theory of
procrastination suggests that individuals may find it strenuous to commit to
activities that will benefit their future selves if they cannot manage their current
and future selves.

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Statement of the Problem
This study aims to identify the perceived negative impacts of
procrastination on Grade 7 students’ academics in St. Alphonsus Catholic School
(Lapu-Lapu City, Cebu) Inc. School Year 2022-2023 as the basis for conducting
surveys and questionnaires.
Specifically, it answers the following questions:
1. What are the causes of procrastination in terms of:
1.1 Completion of Performance Tasks
1.2 Submission of Performance Tasks
2. What are the perceived negative impacts of procrastination on
students’ academics in terms of:
2.1 Completion of Performance Tasks
2.2 Submission of Performance Tasks
3. How can students cope with this challenge?

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Chapter 2
RESEARCH METHODOLOGY
The researchers used the descriptive approach in quantitative research
using questions that tackle the causes, perceived negative impacts, and
solutions to procrastination to determine the PROCRASTINATION: Perceived
Negative Impacts on Students’ Academics. Quantitative research is the process
of collecting and analyzing numerical data. The research gives an interpretation
referring to the theories: Emotion-Regulation Theory by James J. Gross (1998)
and the Temporal Motivation Theory by Piers Steel and Cornelius J. König
(2006).
Research Environment
This research is conducted in St. Alphonsus Catholic School, G.Y. Dela
Serna St, Poblacion, Lapu-Lapu City, 6015, Cebu. Particularly, this study is set
to be carried out in the Research Class of Mr. Tirol T. Sherwin in the Grade 10
Accuracy classroom.
Research Respondents
The researchers will use “Stratified Random Sampling” as the sampling
method to gather respondents to participate in the survey. The respondents are
all Grade 7 students of St. Alphonsus Catholic School. Respondents are one
hundred sixty-six (166) in sum, eighty-three (83) of which are male students,
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eighty-three (83) of which are female students. They are in their junior year of
secondary education, with ages ranging from 11-13.
Research Instruments
In order to attain the investigation, we used a closed-ended Likert
questionnaire. This survey was used to scale the responses of the Grade 7
students if the variables truly are causes, negative impacts, and solutions to the
Research Procedure
This was carried out through a closed-ended Likert questionnaire. The
questions on the survey were based on the subquestions related to the
Statement of the Problem. For the variables of all questions, each member was
tasked to provide situations based on their experiences about the topic.
Afterward, each statement was merged and revised to make them compact and
straightforward. Afterward, the Grade 7 classes were divided using Slovin's
Formula, and students were selected from each section to answer the survey.
After collecting all survey sheets, each variable was tallied and totaled.
Each variable was calculated to ensure that they add up to the total number of
respondents, which is 166. If any mistakes were found, the variable would be
recalculated to verify the summation. If the variables lacked responses, then it
would mean that there were forms that were not submitted. Then the students
got the percentages for each totaled response for each variable using the Simple
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Percentage formula. Afterward, the students calculated the fw using the
frequency and weight to get the weighted mean of each variable.
N
Slovin’s Formula: n = 1+N(e2)
n= sample space
N= population
e= margin of error (5%)
Simple Percentage Formula: %= f/N ∗100
%= percentage
f= frequency
N= total population
100= constant
��
Weighted Mean Formula: �= �
� = weighted mean
Σ= sigma
f= frequency
w= weight
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Chapter 3
FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the results and findings of the study. The conclusion
and recommendations are proposed based on the context of the findings.
Response F % w fw
Strongly Agree 96 57.83 5 480
Agree 50 30.12 4 200
Undecided 9 5.42 3 27
Strongly Disagree 6 3.61 2 12
Disagree 5 3.01 1 5
n= 166 100 Σfw= 724
Table 1.a Distraction
With a weighted mean of 4.36, it implies that the students strongly agreed
that distraction is one of the causes of procrastination.
On the question what are the causes of procrastination, 57.83% said SA,
30.12% said A, 5.42% for U, 3.61% for SD ,and 3.01% for D that distraction is
one of the causes of procrastination.

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Response F % w fw
Agree 46 27.71 4 184
Undecided 17 10.24 3 51
Disagree 16 9.64 2 32
n= 166 100 Σfw= 690
Table 1.b Lack of motivation or interest in the task at hand
With the weighted mean of 4.16, it implies that the students strongly
agreed that lack of motivation or interest in the task at hand is one of the causes
of procrastination.
On the question what are the causes of procrastination, 50.60% said SA,
27.71% said A, 10.24% for U, 9.64% for D, and 1.81% for SD that lack of
motivation or interest in the task at hand is one of the causes of procrastination.

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Response F % w fw
Agree 53 31.93 4 212
Disagree 23 13.86 3 69
n= 166 100 Σfw= 677
Table 1.c Frequently feel overwhelmed by the number of tasks
agreed that frequently feeling overwhelmed by the number of tasks is one of the
causes of procrastination.
On the questions what are the the causes of procrastination, 44.58% said
SA, 31.93% said A, 13.86% for D, 6.02% for U, and 3.61% for SD that frequently
feeling overwhelmed by the number of tasks is one of the causes of
procrastination.
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Response F % w fw
Agree 69 41.57 5 276
Disagree 24 14.46 3 72
n= 166 100 Σfw= 679
Table 1.d Have trouble prioritizing tasks
With the weighted mean of 4.09, it implies that the students agreed that
having trouble prioritizing tasks is one of the causes of procrastination.
On the questions what are the the causes of procrastination,
41.57% said A, 37.95% said SA, 14.46% for D, 3.61% for SD, and 2.41% for U
that that having trouble prioritizing tasks is one of the causes of procrastination.
Response F % w fw
20
Agree 53 31.93 4 212

Disagree 26 15.66 3 78
n= 166 100 Σfw= 656
Table 1.e Waiting until the last minute to complete tasks
agreed that waiting until the last minute to complete tasks is one of the causes of
procrastination.
40.36% said SA, 31.93% said A, 15.66% for D, 6.63% for SD, and 5.42% for U
that waiting until the last minute to complete tasks is one of the causes of
procrastination.
Response F % w fw
21
Agree 61 36.75 4 244

Disagree 22 13.25 3 66
n= 166 100 Σfw= 667
Table 1.f Often delay starting tasks
agreed that often delaying in starting tasks is one of the causes of procrastination.
39.76% said SA, 36.75% said A, 13.25% for D, 6.02% for U, and 4.22% for SD
that often delaying in starting tasks is one of the causes of procrastination.
Response F % w fw
Agree 59 35.54 4 236
22
Disagree 10 6.02 3 30
n= 166 100 Σfw= 695
Table 1.g Often feel anxious or stressed
agreed that often feeling anxious or stressed is one of the causes of
procrastination.
48.80% said SA, 35.54% said A, 6.02% for D, 4.82% for SD, and 4.82% for U
that often feeling anxious or stressed is one of the causes of procrastination.
Response F % w fw
Agree 45 27.11 4 180
Disagree 17 10.24 3 51
23
n= 166 100 Σfw= 662
Table 1.h More productive when I work with a deadline approaching
agreed that being more productive when they work with a deadline approaching
is one of the causes of procrastination.
that being more productive when they work with a deadline approaching is one of
the causes of procrastination.
Response F % w fw
Agree 37 22.29 4 148
Disagree 34 20.48 3 102
24
Undecided 31 18.67 2 62
n= 166 100 Σfw= 556
Table 1.i Perfectionism
agreed that perfectionism is one of the causes of procrastination.
that perfectionism is one of the causes of procrastination.
Response F % w fw
Agree 44 26.51 4 176
Disagree 11 6.63 3 33
25
n= 166 100 Σfw= 726
Table 2.a Missed deadlines
agreed that missed deadlines is one of the perceived negative impacts of
procrastination.
On the questions what are the perceived negative impacts of
procrastination, 60.24% said SA, 26.51% said A, 6.63% for D, 3.61% for U, and
3.01% for SD that missed deadlines is one of the perceived negative impacts of
procrastination.
Response F % w fw
Agree 44 26.51 4 176
Disagree 9 5.42 3 27
26

n= 166 100 Σfw= 727
Table 2.b Increased stress levels
agreed that increased stress level is one of the perceived negative impacts of
procrastination.
3.01% for SD that increased stress level is one of the perceived negative impacts
of procrastination.
Response F % w fw
Agree 53 31.93 4 212
27
n= 166 100 Σfw= 704
Table 2.c. Lower grades or academic performance
agreed that lower grades or academic performance is one of the perceived
negative impacts of procrastination.
procrastination, 53.01% said SA, 31.93% said A, 5.42% for both D and SD, and
4.22% for U that lower grades or academic performance is one of the perceived
Response F % w fw
Agree 53 31.93 4 212
Disagree 20 12.05 3 60
28
n= 166 100 Σfw= 673
Table 2.d Poor work performance or productivity
agreed that poor work performance or productivity is one of the perceived
procrastination, 44.58% said SA, 31.93% said A, 12.05 for D, 7.23% for U, and
4.22% for SD that poor work performance or productivity is one of the perceived
Response F % w fw
Agree 51 30.72 4 204
Disagree 36 21.69 3 108
29
Undecided 17 10.24 2 34
n= 166 100 Σfw= 612
Table 2.e Negative impact on personal relationships
agreed that negative impact on personal relationship is one of the perceived
procrastination, 30.72% said both SA and A, 21.69% for D, 10.24% for U, and
6.63% for SD that negative impact on personal relationship is one of the
Response F % w fw
Agree 49 29.52 4 196
Disagree 16 9.64 3 48
30
n= 166 100 Σfw= 685
Table 2.f Cramming of activities
agreed that cramming of activities is one of the perceived negative impacts of
procrastination.
4.22% for SD that cramming of activities is one of the perceived negative impacts
of procrastination.
Response F % w fw
Agree 51 30.72 4 204
Disagree 26 15.66 3 78
31
n= 166 100 Σfw= 642
Table 2.g Depression and anxiety
agreed that depression and anxiety is one of the perceived negative impacts of
procrastination.
6.02% for SD that depression and anxiety is one of the perceived negative
impacts of procrastination.
Response F % w fw
Agree 43 25.90 4 172
Disagree 23 13.86 3 69
32
n= 166 100 Σfw= 652
Table 2.h Low self-esteem/confidence
agreed that low self-esteem/confidence is one of the perceived negative impacts
of procrastination.
procrastination, 43.98% said SA, 25.90% said A, 13.86% for D, 11.45% for U,
4.82% for SD that low self-esteem/confidence is one of the perceived negative
Response F % w fw
Strongly Agree 83 50 5 415
Agree 47 28.31 4 188
33
Disagree 21 12.65 3 63
n= 166 100 Σfw= 690
Table 2.i Higher levels of frustration and regret(s)
agreed that higher levels of frustration and regret/s is one of the perceived
procrastination, 50% said SA, 28.31% said A, 12.65% for D, 5.42% for SD, and
3.61% for U that higher levels of frustration and regret/s is one of the perceived
Response F % w fw
Agree 43 25.90 4 172
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Disagree 28 16.87 3 84
Undecided 17 10.24 1 17
n= 166 100 Σfw= 609
Table 2.j Waste of time
agreed that waste of time is one of the perceived negative impacts of
procrastination.
procrastination, 36.14% said SA, 25.90% said A, 16.87 for D, 10.84% for SD,
and 10.24 for U that waste of time is one of the perceived negative impacts of
procrastination.
Response F % w fw
Agree 42 25.30 4 168
35
n= 166 100 Σfw= 752
Table 3.a Set specific and manageable goals
agreed that setting a specific and manageable goals is one of the solutions to the
On the questions what are the solutions to the perceived negative impacts
of procrastination, 66.27% said SA, 25.30% said A, 4.82% for D, 2.41% for SD,
and 1.21% for U that setting a specific and manageable goals is one of the
solutions to the perceived negative impacts of procrastination.
Response F % w fw
36
Agree 57 34.34 4 228

n= 166 100 Σfw= 721
Table 3.b Eliminate temptations and distractions
agreed that eliminating temptations and distractions is one of the solutions to the
On the questions what are the solutions to the perceived negative
impacts of procrastination, 54.22% said SA, 34.34% said A, 5.42% for D, 3.61%
for U, and 2.41% for SD that eliminating temptations and distractions is one of
the solutions to the perceived negative impacts of procrastination.
Response F % w fw
37

Agree 63 37.95 4 252
Disagree 10 6.02 2 20
n= 166 100 Σfw= 703
Table 3.c Set deadlines
agreed that setting deadlines is one of the solutions to the perceived negative
impacts of procrastination, 47.59% said SA, 37.95% said A, 6.63% for U, 6.02%
for D, and 1.81% for SD that setting deadlines is one of the solutions to the
Response F % w fw
38

Agree 60 36.14 4 240
Strongly Disagree 0 0 1 0
n= 166 100 Σfw= 735
Table 3.d Improve your lifestyle and habits
agreed that improving your lifestyle and habits is one of the solutions to the
On the questions what are the solutions to the perceived negative impacts
of procrastination, 55.42% said SA, 36.14% said A, 4.22% for D, 4.22% for U,
and 0% for SD that improving your lifestyle and habits is one of the solutions to
the perceived negative impacts of procrastination.

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Response F % w fw
Agree 53 31.93 4 212
Disagree 10 6.02 3 30
n= 166 100 Σfw= 712
Table 3.e Use a to-do list
agreed that using a to-do list is one of the solutions to the perceived negative
for U, and 3.61% for SD that using a to-do list is one of the solutions to the

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Response F % w fw
Agree 43 25.90 4 172
n= 166 100 Σfw= 737
Table 3.f Prioritize tasks
agreed that prioritizing tasks is one of the solutions to the perceived negative
for U, and 3.01% for SD that prioritizing tasks is one of the solutions to the

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Response F % w fw
Agree 60 36.14 4 240
Disagree 4 2.41 2 8
n= 166 100 Σfw= 742
Table 3.g Set reminders
agreed that setting reminders is one of the solutions to the perceived negative
impacts of procrastination, 57.23% said SA, 36.14% said A, 3.61% for U, 2.41%
for D, and 0.60% for SD that setting reminders is one of the solutions to the

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Response F % w fw
Agree 45 27.11 4 180
Disagree 10 6.02 3 30
n= 166 100 Σfw= 727
Table 3.h Immediately complete small tasks
agreed that immediately completing small tasks is one of the solutions to the
impacts of procrastination, 59.64% said SA, 27.11% said A, 6.02% for both D
and U, and 1.20% for SD that immediately completing small tasks is one of the
solutions to the perceived negative impacts of procrastination.
Response F % w fw
Agree 69 41.57 4 276
n= 166 100 Σfw= 685
Table 3.i Improve your emotion regulation
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agreed that improving your emotion regulation is one of the solutions to the
impacts of procrastination, 41.47 said both SA and S, 8.43% said U, 4.82% for D,
and 3.61% for SD that improving your emotion regulation is one of the solutions
to the perceived negative impacts of procrastination.
Response F % w fw
Strongly Agree 83 50 5 415
Agree 56 33.73 4 224
n= 166 100 Σfw= 699
Table 3.j Establish consistent routines
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agreed that establishing consistent routines is one of the solutions to the
impacts of procrastination, 50% said SA, 33.73% said A, 7.83% for U, and 4.22%
for both D and SD that establishing consistent routines is one of the solutions to
the perceived negative impacts of procrastination.
Conclusion
Results have indicated that the most prominent cause of procrastination in
terms of the completion and submission of performance tasks is distraction and
increased stress levels is one of its most common perceived negative impacts.
Finally, students highly agree that setting specific and manageable goals is the
best solution to cope with the perceived negative impacts of procrastination.
Recommendations
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Recognizing the findings and conclusion of the study, the researchers
recommend the following:
1. Task organization
The goal of task organization is for students to manage their work orderly.
Tasks can be made easier to achieve through planning and organization. In
addition, it helps students perform these tasks more effectively, thus reducing the
likelihood of academic procrastination.
2. Pomodoro Technique
Francesco Cirillo in the late 1980s. This can help students stay focused
and productive by breaking down work into manageable chunks and providing
regular breaks to prevent burnout. It also helps estimate the amount of time
required to complete a task and to track the progress throughout the day.
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Cherry, K. (2022, November 14). What Is Procrastination? Verywell Mind.

Retrieved from https://www.verywellmind.com/the-psychology-of-
procrastination-2795944
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FinalChapters.docx - 1 EFFECTS OF MAÑANA HABIT TOWARDS ACADEMIC

PERFORMACE CHAPTER 1 INTRODUCTION 1.1 Background Of The
Study Student’s performance | Course Hero. (2020, November 13).
Retrieved from
https://www.coursehero.com/file/73151800/FinalChaptersdocx/
Menguin, J. (2023, January 12). The Mañana Habit, Its Bad Effects, & 5 Ways to
Fix It. Retrieved from Jef Menguin. https://jefmenguin.com/manana-habit/
Procrastination: A Brief Guide on How to Stop Procrastinating. (2022, August 31).

James Clear. Retreived from https://jamesclear.com/procrastination
Procrastination Dangers: The Negative Effects of Procrastination. (n.d.).

Retreived from https://solvingprocrastination.com/procrastination-
dangers/?fbclid=IwAR1sQ58K8MV_mjFgOzPcav8xUY_e_gLoDGvpIcPxYi
k-m5rug13HrNZfW8k
Procrastination Theories: The Psychological Frameworks for Explaining

Procrastination. (n.d.). Retreived from
https://solvingprocrastination.com/procrastination-theories/
StudyMode. (2018, June 30). Eighty-seven percent of high school and college
students are self-proclaimed procrastinators.Retreived from
https://www.prnewswire.com/news-releases/eighty-seven-percent-of-high-
school-and-college-students-are-self-proclaimed-procrastinators-
260750441.html
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APPENDICES
Appendix A
Transmittal Letter
48
Appendix B
Research Instrument
49
Appendix C
Location Map
50
Appendix D
Documentation
51
52
Appendix E
Curriculum Vitae
53
Name: Matthew Benedict M. Arañas

Age: 16
Birthday: November 17,2006
Address: 1164, Calawisan Road, Babag 1, Lapu-Lapu City
Contact Number: 09620417758
Email Address: mb.aranas@yahoo.com / mb.aranas2006@gmail.com
Name of Parent/ Guardian: Hazel Faith M. Arañas
Name: Dej L. Capuras

Age: 16
Birthday: July 27,2006
Address: 4769 purok Dama De Noche Lo-oc Lapu-Lapu City
Email Address: dej.capuras@gmail.com
Name of Parent/ Guardian: Lilian L. Capuras
Name: Kevin Earl P. Garol

Age: 15
Birthday: September 27, 2007
Address: Blk. 18 Lot 15, Sunrise Place, Agus,Lapu-Lapu City
Email Address: garolearl123@gmail.com
Name of Parent/ Guardian: Mary Grace P. Garol
Name: Shane B. Cabagnot

54
Age: 15
Birthday: June 8, 2007
Address: Looc Salvacion LLC
Contact Number:092041487890
Email Address: cabagnotshanekimberlybaguio@gmail.com
Name of Parent/ Guardian: Randolf M. Cabagnot
Name: Clarabelle V. Dejanio

Age: 16
Birthday: December 4, 2006
Address: Abuno, Pajac, Lapu-Lapu City
Email Address: clarabelle.dejanio23@gmail.com
Name of Parent/ Guardian: Claire V. Dejanio
Name: Kieziah S. Kohda

Age:16
Birthday: October 4 2006
Address: Gun-ob Lapu-Lapu City

Email Address: kieziah4@gmail.com
Name of Parent/ Guardian: Junicel Kohda
Name: Derek B. Punes

Age: 16
55
Birthday: September 3,2006

Address: Deca Home mactan 5 Basak Lapu-Lapu City
Contact no.: 09672262924
Email address: derekpunes02@gmail.com
Name of Parent: Ivy Marie Baguio
Name: Rasheed Jefrey C. Soroño

Age: 16
Birthday: November 5, 2006
Address: Arca, Pusok, Lapu-Lapu Cit
Contact Number:0999-043-3073/032-384-9214
Email Address: rasheed.sorono05@gmail.com
Name of Parent/ Guardian:Mary Ann C. Soroño
Name: Karolynn M. Arado

Age: 17
Birthday: January 10, 2006
Address: Blk. 1, Lot 5, Ibabao, Basak Lapu-Lapu City
Email Address: aradojenmer@gmail.com
Name of Parent/ Guardian: Jenifer M. Arado
Name: Megan Jullian L. Mantilla

Age: 16
Birthday: September 17, 2006
56
Address: Blk 13 Lt. 51 Deca 1 Ibabao Agus Lapu-Lapu City

Email Address: meganjullianm@gmail.com
Name of Parent/ Guardian: Juliet Mantilla
Name: Vea Ellesse C. Ordoñez

Age: 15
Birthday: May 7, 2007
Address: Humay-humay Rd., Lapu-lapu City
Email Address: veaellesse@gmail.com
Name of Parent/ Guardian: Voltaire S. Ordoñez
Name: Sachi Nathania Payao

Age: 16
Birthday: January 16, 2007
Address: Cordova Brgy. Gabi, Cebu
Email Address: sachi.payao@gmail.com
Name of Parent/ Guardian: Devi A. Payao
Name :Isabella Rose Sitchon

Age: 16
Birthday: October 7,2006
57
Address: Purok 1, Dapitan Cordova, Cebu

Email Address: sitchonbella@gmail.com
Name of Parent/ Guardian: Lizbeth B. Sitchon

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1

PROCRASTINATION: Perceived Negative Impacts on Students’ Academics

A Baby Thesis Presented to

The Faculty of the Junior High School Department

St. Alphonsus Catholic School (Lapu – Lapu City, Cebu) Inc.

Lapu – Lapu City

sleepless nights in order to complete our study.

guiding us all throughout the completion of our research. To Sr. Marjorie G.

Genada and Sr. Emma Benedicta L. Villanueva, FDNSC., for allowing us to

conduct our research.

This research paper is dedicated to our parents, who have always

research would not have been made possible.

Moreover, we dedicate this research paper to our subject teacher, Mr.

Sherwin T. Tirol, who always guides us and leads us to a better understanding of

conducting this study. Through his words of advice and encouragement, we

manage to overcome the challenges in finishing the study.

strength, guidance, hope, wisdom, and encouragement.

PANEL OF ORAL EXAMINERS ii

3 FINDINGS, CONCLUSION , AND RECOMMENDATIONS

PROCRASTINATION: PERCEIVED NEGATIVE IMPACTS ON STUDENTS’

This research explored PROCRASTINATION: Perceived Negative

Impacts on Students’ Academics. The researchers conducted this research to

anchored to the Emotional-Regulation Theory and Temporal Motivation Theory,

most prominent cause of procrastination in terms of the completion and

submission of performance tasks is distraction and increased stress levels is one

perceived negative impacts of procrastination.

Keywords: Procrastination, Academics, Impacts, Causes

THE PROBLEM AND ITS SCOPE

Procrastination is delaying or postponing a task or set of tasks. So,

whether you refer to it as procrastination or akrasia, or something else, it is the

Clear, 2022). According to Itamar Shatz, Ph.D. (2014), academic procrastination

is common among students, as many procrastinate often and to a significant

seem interesting to their learning palate.

Academic procrastination is associated with a wide range of negative

effects, such as worse academic performance, worse emotional well-being, and

worse mental and physical health. Accordingly, it is often detrimental to those

procrastinating, over 80% of their responses were categorized as negative

performance is lower (Seaward, 2011).

In the Philippines, procrastination is, however, the same way as the

students (Joaquin, 2014). In the case of the students, specifically, the

affected by its negative impacts. The researchers ought to raise awareness

among students regarding the feasible negative effects of procrastination on

students' academics to help students identify when and how procrastination is

negatively affecting someone, and to decrease the likelihood of future

procrastination to avoid worse academic outcomes. As such, this study shall

deepen one's understanding of the dangers of academic procrastination, which

the perceived negative impacts of procrastination on students' academics

requires additional study.

The researchers' study concerning procrastination is founded on two

theories, namely: Emotion-Regulation Theory by James J. Gross (1998) and the

theories answer the statement of the problem, which is to determine the

perceived negative impacts of procrastination on students’ academics, along with

and second theories are as follows:

Emotion-regulation Theory is procrastination happening when people

(Shatz, 2014). Emotion-regulation Theory proposes that procrastinators avoid

to procrastinate when they feel overwhelmed, anxious, or stressed. In addition,

more likely to engage in emotionally rewarding activities, and thus,

procrastination can be seen as a form of self-regulation. The key to managing

work to find more effective ways of dealing with those emotions.

The Emotion-regulation Theory states that procrastination occurs when

people prioritize short-term satisfaction over long-term wins and is done by

and frightening, and to counteract those negative feelings, people resort to