Philippine Merchant Marine School

San Antonio Valley Road, Talon Uno, Las Piñas City

Senior High School Department

Impact of Procrastination on Time Management to the Academic Performance of

Students

A Qualitative Research

Presented to
the Faculty of the Senior High School Department
Philippine Merchant Marine School, Las Piñas City

In Partial Fulfillment of the Requirements in

RESEARCH IN DAILY LIFE 1

Submitted by:

Alata, Jemimah Khezia L.

Atacador, Renelyn R.
Atangan, Rey Mark Y.
De Jesus, Andrea Rain R.
Orogan, Joharey O.
Pajarillaga, Angelika Mae P.
Rejano, Christianne D.
Sabandal, Andre Brenton D.

11-STEM A2

Submitted to:
Mr. Winstone Arradaza
Research 1, Teacher

MARCH 2025
 Abstract

This paper examines the impact of procrastination on time management and academic

performance of students. Similarly, it shows the causes of procrastination among students. This

study underscores the significant relationship between procrastination, time management, and

academic performance. The insights gathered from secondary sources provide a deeper

understanding of how procrastination influences students. This research investigated the impact

of procrastination. The study identified that procrastination often leads to increased stress,

missed deadlines, and rushed work, ultimately diminishing productivity, and also found that

poor time management, caused by procrastination, requires effective time management

strategies, such as setting goals and prioritizing responsibility. Ultimately, this study contributes

to the growing body of knowledge on student behavior, providing valuable implications for

educators and students alike in addressing procrastination and enhancing academic

achievements.

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 TABLE OF CONTENTS

Chapter Page No.

Abstract………………………………………………………………………………………….1

I. Introduction
1.1 Background of the Study..…….……………………………...………………………..…… 5
1.2 Statement of the Problem……………………………………………………….……..…….7
1.3 Scope and Delimitation…………………………………………...…………………………8
1.4 Significance of the Study……………………………………………….……………..…….9
1.5 Definition of Terms…………………………………………………………………...…….11

II. Review of Related Literature/Studies

2.1 Introduction……………………………………………………………………..…….…….13
2.2 Review of Related Literature…….…………………………………………………………13
2.3 Review of Related Studies………….………………………………………………………16
2.4 Theoretical Framework..………………….……………..………………………………….18
2.5 Conceptual Framework.………………….………..………………………………………..22

III. Methodology
3.1 Research Design……………………………….……………………………………………25
3.2 Research Approach and Framework..…………….………..……………………………….27
3.3 Sources of Data………………………………….……….…………………………………28
3.4 Data Analysis…………………………………….……..…………………………………..28
3.5 Ethical Considerations..………………………...…….…………………………………….28

IV. Presentation, Analysis, and Interpretations of data

4.1 Presentation of Data..………………………….………………………………..………….
29
4.2 Analysis of Data………………………………….…………………………..……………..30
4.3 Discussion of Findings…………………………….………………………..………………32
4.4 Summary of Findings……………………………….……………………..………………..33

V. Summary, Conclusion, and Recommendation

5.1 Summary……………………………………………………………………………………36
5.2 Conclusion………………………………………………….………………………………38
5.3 Recommendations………………………………………..…………………………………40

2
 CHAPTER 1
Introduction

This research explores the effects of procrastination concerning students' academic

performance, specifically between procrastination by delaying assignments and time

management. Other possible causes, such as learning disabilities or family problems, are

ignored for this specific study. The evaluation of any intervention methods will also fall outside

the scope of consideration. It would also be pertinent to mention that the findings obtained will

not extend to contexts outside those of this research.

Procrastination is the negative behavior defined as the failure to initiate or complete a

task in a given amount of time. This behavior has been observed in students, adults, children of

all ages and leads to Engaging in procrastination in an academic setting brings negative

outcomes such as stress, guilt, poor academic performance, and low self-esteem and it is

important to recognize and fix as early as possible so as to protect their future careers.

Academic procrastination is the act of intentionally delaying work that must be completed.

Multiple studies have been conducted over decades to understand the reasons why a student

procrastinates and how to curb this negative habit. Academic procrastination is task-dependent

and that people exhibit procrastination in a variety of behaviors and settings. Purpose of this

study was to analyze the prevalence of procrastination among students in four domains –

studying for examinations, keeping up with reading assignments, academic administrative tasks,

and attendance tasks.

This research delves into whether procrastination influences the performance of students.

Researchers will assess what effects procrastination has on grade attainment, managing time,

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and general outcomes when learning. All data will be collected from secondary sources. The

findings will allow insights into how procrastination affects students' academic lives.

Ultimately, this research aims at informing strategies on how to reduce the negative impact of

procrastination and improve academic performance.

Research such as this study is essential to understand the pattern of procrastination

among students, particularly those in fields that directly impact many people. This negative

behavior can directly influence not only the future careers of students but also outcomes. As the

present data were based on convenient sampling drawn from university students, the accuracy

of this study can be further refined through a more standard and systematic approach, such as

fact-checking grade point average (GPA) scores and conducting research with larger and more

demographically diverse populations to strengthen the findings.

4
Background of the Study

Procrastination is a common challenge faced by students, often leading to negative

consequences in both time management and academic performance. Despite the growing body

of research on procrastination, there remains a need for a deeper understanding of how this

behavior specifically influences students' ability to manage their time effectively and achieve

academic success. This qualitative study aims to explore the impact of procrastination on time

management practices and academic outcomes. This study explored how active and passive

procrastination influence the relationship between academic stress and academic performance.

Additionally, the findings indicated that academic self-efficacy moderates the link between

academic stress and procrastination. The study also revealed that academic procrastination

mediates the connection between academic stress and academic success. Specifically, when

individuals face academic stress, active procrastination tends to enhance performance, while

passive procrastination often leads to poorer outcomes.

Through in-depth analysis and detailed case studies, the research will examine secondary

sources about the personal experiences and perspectives of students, shedding light on the

underlying factors contributing to procrastination, its effect on their time management skills,

and how it ultimately affects their academic performance. By gaining insight into these sources,

the study seeks to provide valuable recommendations for overcoming procrastination and

improving academic success. It is suggested that time management skills or behaviors can

enhance the ability of students to manage their curriculum effectively and achieve their learning

goals, leading to improved academic outcomes.

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 A moderate negative correlation was observed between time management and academic

procrastination. As students' levels of academic delay rise, their effectiveness in time

management declines. Effective time management is crucial for students to succeed. However,

some students lack proper time management skills, which negatively impacts both their

personal lives and academic performance. The way students allocate their time in higher

education is closely linked to their daily routines and activities. Additionally, how students

manage their time can influence their stress levels, as they must balance academic

responsibilities with personal goals.

In conclusion, the findings of this study underscore the significant relationship between

procrastination, time management, and academic performance. The insights gathered from the

reputable sources offer a deeper understanding of how procrastination influences the ability of

students to effectively manage their time, leading to varying degrees of academic success. By

exploring the underlying causes and effects of procrastination, this research emphasizes the

importance of adopting effective time management strategies to mitigate its detrimental impact.

Ultimately, this study contributes to the growing body of knowledge on student behavior,

providing valuable implications for educators and students alike in addressing procrastination

and enhancing academic achievement.

6
Statement of the Problem

Procrastination is a common behavioral issue among students, often leading to delays in

completing assignments, studying for exams, and meeting deadlines. Despite its prevalence, the

extent to which procrastination affects academic performance remains a significant area of

concern. Students may experience feelings of stress, lower quality of work, and poor time

management, all of which can negatively influence their grades and overall academic success.

Understanding the impact of procrastination on students' performance is crucial for educators,

students, and policymakers to develop strategies that can help mitigate this problem and

enhance academic outcomes. This study seeks to answer the central question:

General Problem:

How does procrastination affect students' academic performance?

Objectives of the Problem:

1. To analyze the common procrastination of a students.

2. To determine how does procrastination affects students academic performance.

3. To understand what is the relationship of procrastination on time management to the

academic performance of the students.

By investigating this issue, the research aims to provide insights that could lead to more

effective interventions and better support for students struggling with procrastination.

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Scope and Delimitation

This research explores the effects of procrastination concerning students' academic

performance, specifically between procrastination by delaying assignments and time

management. Other possible causes, such as learning disabilities or family problems, are

ignored for this specific study. The evaluation of any intervention methods will also fall outside

the scope of consideration. It would also be pertinent to mention that the findings obtained will

not extend to contexts outside those of this research.

8
Significance of the Study

Procrastination significantly affects time management and academic performance,

impacting students, teachers, and administrators. The impact of procrastination on the students

academic performance is investigated in this study. By offering valuable insights to parents,

students, educators, and future researchers, it promotes better time management and academic

success. The results of this study will benefits the following:

For Administrator. The study will benefit the administrator by understanding the impact of

procrastinating on time management. by helping them to offer workshops on time management

and providing peer mentoring programs for those who experience struggling with

procrastination.

For Teacher. The study will be valuable to the teacher by identifying students who are

struggling with procrastination and providing them additional guidance. It can support them and

help students recognize the impact of procrastination on their academic performance and work

on improving their time management.

For Parents. This study will offer parents valuable information by promoting better time

management in their child. This enables them to guide and support their children in creating a

schedule or having a to-do list.

For Students. The research conducted will be immediately helpful to students by increasing

and improving their time management. It can influence them to have the persistence of having

time management and do what they are obliged to do at the right time.

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For Future Researchers. This study offers the opportunity for future researchers to investigate

the connection between procrastination, time management, and academic performance of

different contexts, like different academic levels. It can also motivate the researchers to examine

the effectiveness of different strategies aimed at procrastination, time management programs, or

motivational interventions.

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Definition of Terms

Procrastination

● Theoretical – The act of postponing or delaying tasks until the last minute or beyond

their deadline.

● Operational – The intentional delay or avoidance of academic tasks, such as

assignments or studying, beyond their due time.

Time Management

● Theoretical – The process of planning and consciously controlling the amount of time

spent on specific activities, with the goal of enhancing effectiveness, efficiency, and

productivity.

● Operational – The ability of students’ to plan, organize, and use their time effectively

to complete academic tasks and meet deadlines.

Academic Performance

● Theoretical – The measure of a student's achievement upon completing a course or

subject at an educational institution.

● Operational – Measured by students’ grades, exam scores, and overall academic

achievement, reflecting how well they complete tasks and meet academic expectations.

Stress

● Theoretical – A state of mental or emotional strain caused by challenging situations.

Stress is a natural response that motivates us to confront and manage difficulties or

threats in our lives.

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● Operational – refers to the psychological and emotional strain that students experience

as a result of procrastination, particularly when academic tasks pile up due to delayed

action, leading to feelings of pressure, anxiety, and overwhelm as deadlines approach.

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 CHAPTER 2

Review Related Literature and Studies

This review of related literature examines the current research on the effects of time

management and procrastination on academic performance. In other words, procrastination is

linked to poor time management, elevated stress levels, and decreased productivity.

Procrastinating students consistently struggle to prioritize and make long-term plans that will

impact their academic performance. This literature suggests methods for reducing

procrastination in order to improve time management and achieve academic success.

Review of Related Literature

Procrastination

Procrastination is a bad habit that leads to stress, guilt, low confidence, and poor grades.

Academic procrastination is deliberate postponement of coursework, which can be detrimental

to future employment. The task and circumstances determine this behavior. Numerous studies

have investigated its causes and prevention strategies (Ahmed et al., 2023). Today,

procrastination is widespread and affects people of all ages and backgrounds. It frequently

results in higher levels of stress and lower levels of productivity in both personal and

professional contexts (Jayalakshmi & Punithavalli, 2024). According to Feng (2020),

procrastination is when people decide to put off doing something until later. This occurs

because people believe that doing the activity later rather than now will result in better

outcomes and less unpleasantness.

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 Additionally, Academic procrastination is a serious breakdown in the self-regulation

process of learning, going beyond just delaying assignments. One of the most important

components of learning techniques and sustainable education, according to research on study

skills, is academic time management. (Lourenço et al., 2024). It is commonly believed that

procrastination hinders academic performance and learning. general health of dentants. There

are ongoing inquiries of the underlying and continuing to use procrastination techniques that

have not yet been learned, (Hailikari et al., 2021). Feelings of low self-efficacy and high

impulsivity appear to be linked to greater procrastinating behavior. Furthermore, there is

evidence that procrastinating behavior may also be influenced by task features and reward

delay, (Altgassen et al., 2023).

Procrastination can be caused by unpleasant emotions, according to the study's findings,

which also emphasize the gender disparities in procrastination (Liu et al., 2023) Additionally,

according to Rauthmann (2021) procrastination was occasionally viewed as an individual habit,

for example, It happens because of weak self-discipline in specific educational settings as a

condition linked to not completing tasks, but instead delaying planned learning actions at a

particular point.

Time Management

Time management support that enhances students' comprehension of the concept: time

management support has varying effects on different students. Students who struggle with time

management find it ineffective, while those who are proficient in time management find it

disruptive (Shaked & Altarac, 2024). The efficiency of time management strategies regarding

task prioritization, procrastination habits, and social interaction levels might not be reliable

14
indicators of academic achievement in this particular environment or demographic examined in

this study (Calonia et al., 2023). According to Students exhibiting various levels of academic

achievement displayed variations in their elective course selections, with those choices

positively linked to academic success being considered to have greater potential for meeting

extrinsic motivation but lesser potential for fulfilling intrinsic motivation.

Academic Performance

Teaching methods promote student collaboration especially to enhance academic

achievement (Carstensen et al., 2020). Students' academic achievement is significant since it

reflects their knowledge, abilities, and attitudes from their college education. One of the most

important determinants of students' success in their future employment is their academic

achievement (Khusaini et al., 2023).

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Review of Related Studies

Review of Related Studies reflects the recent studies on how procrastination impacts time

management and academic performance. Studies indicate that procrastinators encounter

problema meeting deadlines and managing tasks, resulting in higher stress levels and lower

academic outcomes. These findings underscore the importance of dealing with procrastination

to enhance time management and academic success.

Procrastination

Academic procrastination is still a major problem in higher education and is associated

with both cognitive and emotional aspects, such as stress, emotional weariness, and academic

self-efficacy. Academic procrastination has been shown to lower research motivation (Carranza

et al., 2024). According to Panopio (2023), the prevalence of self-perceived problems that

lowers students academic performance and increases stress and a low quality of life is known as

academic procrastination. Delaying or postponing assignments, or procrastination, is a prevalent

problem among students and can have a big effect on their academic performance (Amalia, et

al., 2025).

Time Management

For students to better manage their curriculum and achieve learning objectives, time

management behaviors or skills are argued to improve the positive academic output (Ad Ham et

al., 2021). Time management and academic achievement are significantly correlated, According

to Ephraim (2024). Students that follow regular schedules set aside particular times for

studying, doing homework, and participating in extracurricular activities, which improves their

16
academic performance. Students can maintain their organization by being encouraged to plan

their activities on a daily and weekly basis. In order to help students better manage their time,

digital tools can also be used to schedule assignments and create reminders (Ephraim, 2024).

Efficient time management requires prioritizing responsibilities, establishing objectives, and

employing methods like to-do lists and calendars to guarantee that tasks are accomplished

effectively (Akhmarov et al., 2023).

Academic Performance

Elements that adversely impact academic achievement and the necessity to reduce them

to enhance students' academic outcomes. The research revealed that truancy significantly

impacts academic performance and can sometimes result in school dropout (Brew et al., 2021).

According to Carstensen (2020), teaching methods promote student collaboration especially to

enhance academic achievement. Additionally, Educational approaches like active learning and

group activities greatly improve student involvement and academic success (Kassim et al.,

2024).

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Theoretical Framework

Cognitive-Behavioral Therapy posits that our thoughts, emotions, behaviors, bodily

sensations, and situations are intricately interconnected and exert a dynamic influence on one

another. It suggests that these elements are not isolated but rather form a complex interplay that

shapes our overall experience. According to Beck (2021), Cognitive Behavioral Therapy (CBT)

is a popular talk therapy that combines the fundamental ideas of behavioral and cognitive

psychology. Through cognitive behavior therapy, individuals can recognize their troubling

beliefs and assess their realism. They then acquire the ability to correct their skewed thinking.

They feel better when their thinking is more grounded in reality. Also, problem-solving and

starting behavioral modifications are constantly emphasized (Beck, 2020).

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 Figure 1. Cognitive Behavioral Theory by Aaron Beck

The model begins with a “situation” which represents any external event or internal

thought that triggers a chain of reactions. This could range from a stressful work deadline to a

negative self-criticism. The way we use the word "situation" in daily speech implies that

determining what qualifies as a scenario in which language occurs is not difficult. However, as

situational elements have been shown to consistently alter the features of the language that

happens in a given context, it appears to be crucial to take that environment into account.

(Fischer, 2000), cognitive theory has focused on thought processes that become habitual and

automatic. These automatic thoughts are theorized to differ depending on the specific

psychological problems a person is experiencing (Brown et al., 2011). These are the

19
interpretations and evaluations we make about the situation. They can be automatic,

unconscious beliefs or more deliberate, conscious reflections. Importantly, these thoughts can

be positive, negative, or neutral, and they significantly shape our subsequent emotional and

behavioral responses.

The next component is Emotions, which are the feelings we experience in response to the

situation and our thoughts about it. Emotions can encompass a wide spectrum, from positive

emotions like joy and happiness to negative emotions such as anger, sadness, and anxiety. The

nature and intensity of our emotions are heavily influenced by the thoughts we generate about

the situation (Solomon, 2025).

Following emotions are Bodily Sensations. These are the physical manifestations of our

emotional state. They can include physiological changes such as increased heart rate, sweating,

muscle tension, or even a racing heartbeat. The impressions that physical events are occurring

within the body are known as bodily sensations, and they may or may not be consistent with

physical reality. When it comes to sensations like pain, these impressions are accompanied by

specific attitudes toward them. He contends that physical sensations are a subspecies of sensory

impression, which refers to our awareness of our own physical condition (Armstrong, 2023).

Lastly, behaviors. These are the actions we take in response to the situation, our thoughts,

emotions, and bodily sensations. Behaviors can be either adaptive or maladaptive. For instance,

if we feel anxious about an upcoming presentation, an adaptive behavior would be to practice

and prepare, while a maladaptive behavior might be to avoid the situation altogether. Behavior

therapies have focused almost exclusively on associations, reinforcements, and punishments to

20
modify behavior; the cognitive approach addresses how thoughts and feelings affect behaviors

(Cherry, 2024).

In summary, the Cognitive-Behavioral Model provides a strong basis for understanding

the complex relationships among thoughts, emotions, and behaviors that lead to procrastination.

By recognizing the influence of negative self-talk, anxiety, and avoidance behaviors, students

can acquire essential understanding of the core factors that contribute to their procrastination

habits. This self-awareness enables individuals to recognize and confront unhelpful thought

patterns, like all-or-nothing thinking or catastrophizing, which frequently worsen

procrastination. Additionally, the model highlights the significance of creating effective coping

mechanisms for handling anxiety and frustration, including mindfulness practices and relaxation

techniques. These techniques can assist individuals in developing a more balanced and

productive mindset, allowing them to tackle academic tasks with enhanced focus and

motivation. Through the application of strategies derived from the Cognitive-Behavioral Model,

including cognitive restructuring, u for behavioral activation, and time management approaches,

students have the potential to develop more adaptive behaviors, boost their self-efficacy, and

ultimately elevate their academic performance and overall well-being.

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Conceptual Framework

Procrastination, a common issue among students, is the major antagonist of time

management and academic results. As explained in our given figure, procrastination is a self

reinforcing process, where delaying tasks leads students to self doubt "I finish this", which in

turn leads to irritation, low confidence, and rising pressure. Under such conditions it becomes

even tougher to start, or even worse, to complete certain academic work further deepening the

procrastination cycle. This pattern causes poor time management, which results in last-minute

studying, increased stress, and lower academic outcomes. This paper examines the relationship

between procrastination, time management, and academic performance with a focus on how

breaking this cycle can lead to better academic success. It can help understand the relationship

to develop strategies that improve time management skills and reduce the effects of

procrastination on students' academic achievements.

The diagram below explains procrastination as a repeating problem. It starts when

someone procrastinates, which leads to feeling like they cannot finish the task "[I cannot] do

this". These feelings cause stress and frustration, which get worse as the work piles up. Over

time, this stress lowers confidence and creates negative thoughts about oneself, making it more

likely to procrastinate again. The arrows in the diagram show how each part leads to the next,

creating a loop. To stop procrastinating, it is important to work on several areas. People can

improve their time management to reduce stress, find ways to handle frustration, and build

confidence to avoid negative thoughts. The diagram shows how feelings, actions, and thoughts

are all connected when it comes to procrastination.

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 Figure 2. Conceptual Theory

The ability to procrastinate forms the central core of this cycle and is thus the starting

point of the chain of negative effects. When people put things off, particularly tasks associated

with social situations or group activity, such as school projects or team assignments, peer

pressure may intensify (Ferrari, Johnson, & McCown, 1995). The pressure of falling behind,

disappointing one's peers, or simply not being able to meet expectations can also act to increase

this pressure. Procrastination can also seriously harm self-confidence. As someone

procrastinates more by failing to meet deadlines and complete work, self-critical beliefs come

into play: "[I am] too lazy," "I really [cannot]," or "[I am] a total disappointment” (Burns,

23
1999). Such instances worsen self-esteem, which only worsens the cycle. Anxiety, frustration,

and being overwhelmed, along with feelings of guilt and shame, result from the almost-constant

rush and last-minute dashes caused by procrastination (Steel, 2007). In turn, that frustration may

be seen as pressure to perform better later on. Ironically, that very pressure might cause them to

procrastinate further. Task avoidance is aimed to escape from perceived external pressure and

enable a momentary sense of relief. In this case, anxiety and avoidance become intertwined as a

behavioral method of self-medication. As a result, procrastination brings about feelings of

sadness and negative thinking, and by feeding into self-defeating emotions and social pressures,

it ends up justifying itself once more. This all-or-nothing thinking can lead to further

procrastination as individuals become convinced that they are incapable of completing the task

and give up entirely (Beck, 1976).

Procrastination is a complex, self-reinforcing cycle that impacts emotional, behavioral,

and cognitive aspects of a person's experience. Addressing the root causes, such as time

management, frustration management, and self-esteem, can help individuals begin to dismantle

this cycle. A comprehensive approach that tackles each component is key to overcoming

procrastination and fostering long-term productivity and well-being. This cycle can be broken

with proper interventions, thus leading to making some meaningful progress towards personal

and professional goals. This study will be very informative on how to reduce procrastination

and improve academic performance. Procrastination affects students because of poor time

management and low academic performance. This study is very important since it helps to

identify the reasons for procrastination and how it impacts students' success. Results will help

students in improving their study habits and time management skills. The findings can be used

24
by teachers to create strategies that encourage better learning behaviors. Parents and schools can

also understand how procrastination affects students and find ways to support them.

25
 CHAPTER 3

Methodology

This research outlines research methodology used in this study, including research

design, review of relevant secondary sources, and an explanation of the chosen research

method, which is a qualitative approach. This approach aims to understand the effect of

procrastination on time management of students' academic performance.

Research Design

This research uses a narrative review to determine what procrastination is and why

students procrastinate, for example, fear of failure, lack of motivation, and inadequate time

management. It discusses how procrastination relates to poor grades and reduced productivity

because of the hurried work, and emphasizes the need to utilize effective time management

strategies, such as establishing precise goals. This subject also discusses how procrastination

impacts students' efficiency in time management and its resulting effects.

To achieve this, the research will rely on academic journals, published reports, and books

from reputable sources. The selected literature will focus on studies published between 2020

and 2025 that specifically analyze the impact of procrastination on time management to the

academic performance of the students. This data analysis will include a narrative review. This

study will explore how procrastination affects the time management of the academic

performance of a student. In this study the literature is thematic, recognizing the themes such as

procrastination, time management, and academic performance.

26
 This research is significant because it aims to investigate the impact of procrastination on

time management to the academic performance of the students. It aims to identify effective time

management strategies to reduce procrastination and improve academic success. Using recent

literature, the research will provide practical guidelines for enhancing productivity and

performance among students. Understanding all these influences helps students to avoid

procrastinating.

27
Research Approach and Framework

This study explores the relationship between procrastination on time management and

academic performance of the students. Using a qualitative approach, the study will utilize a

narrative review of secondary sources. The research is framed by Beck’s Cognitive Behavioral

Theory (CBT), examining how our thoughts, emotions, body sensations, and behavior are all

connected, and that what we think and do affects the way we feel (Beck 1960). Cognitive theory

(figure 1) has focused on thought processes that become habitual and automatic. These

automatic thoughts are theorized to differ depending on the specific psychological problems a

person is experiencing (Brown & Prinstein, 2011). These are the interpretations and evaluations

we make about the situation. They can be automatic, unconscious beliefs or more deliberate,

conscious reflections. Importantly, these thoughts can be positive, negative, or neutral, and they

significantly shape our subsequent emotional and behavioral responses. The next component is

Emotions, which are the feelings we experience in response to the situation and our thoughts

about it. Emotions can encompass a wide spectrum, from positive emotions like joy and

happiness to negative emotions such as anger, sadness, and anxiety. The nature and intensity of

our emotions are heavily influenced by the thoughts we generate about the situation (Solomon,

2025).

28
Sources of Data

The researchers used academic journals, published reports, and books from reputable

sources. The selected literature will focus on studies published between 2020 and 2025 that

specifically analyze the impact of procrastination on time management to the academic

performance of the students.

Data Analysis Method

A thematic analysis was conducted on 25 journal articles, focusing on how

procrastination affects the time management of the students. Discomfort is frequently linked to

procrastination. This study investigated how students' dissatisfaction with academic

procrastination and their motivation to modify their procrastination behaviors were impacted by

decisional and academic procrastination. (Meirav et al., 2020) identified several key themes,

such as procrastination, time management, and academic performance. These themes were

categorized based on the concepts this study has. understanding or exploring how

procrastination affects the time management of students' performance.

Ethical Considerations

This research maintains ethical integrity through honest, unbiased reporting, complete

with proper APA (7th edition) citations to avoid plagiarism. Reliability is ensured by

incorporating diverse viewpoints. Finally, it prioritizes social responsibility by promoting

fairness, preventing harm, and acknowledging all contributions while adhering to legal and

ethical guidelines.

29
 CHAPTER 4

Presentation, Analysis, and Interpretation of Data

This chapter provides an analysis and interpretation of data based on secondary materials,

such as academic articles, theoretical frameworks and case studies. As the study did not include

primary data collection, the discussion focuses on existing literature to explore key themes

related to the problem. The results are systematically categorized into key themes identified in

previous studies, with a particular emphasis on qualitative perspectives that provide a deeper

understanding of the subject matter. These insights are then critically analyzed in relation to the

theoretical concepts and perspectives introduced in Chapter 2.

A thematic analysis of existing literature, gathered from our Review of Related Studies

(RRS) and Review of Related Literature (RRL), reveals the key themes illustrating the

relationship between the impact of procrastination and the academic performance of students.

These themes highlight: (1) Impact of procrastination, (2) Improving Time Management, (3)

Effects of Procrastination on Students Academic Performance. Understanding these themes will

enable one to create strategies to assist in student management of time, avoid procrastination,

and enhance their academic outcomes.

30
Procrastination vs. Time Management

Procrastination is a bad habit that leads to stress, guilt, low confidence, and poor grades.

Academic procrastination is deliberate postponement of coursework, which can be detrimental

to future employment. The task and circumstances determine this behavior. Numerous studies

have investigated its causes and prevention strategies (Ahmed et al., 2023). For students to

better manage their curriculum and achieve learning objectives, time management behaviors or

skills are argued to improve the positive academic output (Ad Ham et al., 2021). Students

frequently struggle with procrastination, a habit that can lead to a rapid of negative

consequences including stress, guilt, lessen confidence, and compromised academic

performance. This deliberate delay of coursework, termed academic procrastination, poses a

significant threat to future employment prospects. It's a behavior depending on the specific task

and surrounding circumstances. This bad habit advocates for the improvement of strong time

management behaviors or skills as a crucial strategy for students to effectively navigate their

curriculum and realize their learning objectives. Time management empowers students to

structure their work, prioritize tasks, and ultimately, enhance their academic output. Effectively,

time management is a tool to avoid procrastination.

From the perspective of Cognitive Behavioral Theory (CBT), procrastination is often

rooted in negative thought patterns and cognitive distortions that lead students to avoid tasks.

According to Aaron Beck's CBT, irrational thoughts such as "I can't handle this" or "I will fail"

contribute to emotional responses like stress and anxiety, which in turn, result in

procrastination. CBT suggests that by recognizing and challenging these negative thought

patterns, students can break the cycle of procrastination. Therefore, the development of time

management skills not only helps students organize their tasks but also aids in restructuring

31
these negative cognitive distortions, allowing for a more productive approach to completing

academic work. By using time management effectively, students can create a structured

environment that diminishes the feelings of overwhelm and anxiety that often fuel

procrastination, leading to improved academic outcomes.

32
Time Management and Academic Performance

Educational approaches like active learning and group activities greatly improve student

involvement and academic success (Kassim et al., 2024). Efficient time management requires

prioritizing responsibilities, establishing objectives, and employing methods like to-do lists and

calendars to guarantee that tasks are accomplished effectively (Akhmarov et al., 2023).

Procrastination negatively affects academic performance by causing delays, increased stress,

and rushed work, which diminishes the quality of student outcomes. Efficient time management

strategies such as prioritizing tasks, setting goals, and using tools like to-do lists and calendars

help students stay organized and meet deadlines, reducing the likelihood of procrastination.

Active learning and group activities foster greater student engagement and motivation, which

can decrease procrastination by creating a more dynamic and interactive learning environment.

Together, these strategies can help mitigate procrastination, improve time management, and

ultimately enhance academic performance.

From the perspective of Cognitive Behavioral Theory (CBT), procrastination is often the

result of cognitive distortions, such as fear of failure or perfectionism, which contribute to task

avoidance. CBT suggests that by addressing and restructuring these negative thought patterns,

students can improve their time management and reduce procrastination. Incorporating active

learning and group activities aligns with CBT's emphasis on changing thought processes, as

these methods encourage engagement and positive reinforcement, which can help challenge the

underlying beliefs that fuel procrastination.

33
Academic Performance and Procrastination

Procrastination is often seen as a major barrier to students' academic success, affecting

both their short-term performance and long-term learning outcomes. The general problem of

how procrastination affects academic performance can be understood through its detrimental

influence on time management. When students procrastinate, they tend to allocate their time

poorly, leading to missed deadlines, rushed work, and increased stress, all of which contribute

to lower academic achievement. According to research by Hailikari et al., (2021),

procrastination not only has immediate consequences but may also lead to persistent difficulties

in academic performance if not addressed. The aims of understanding the relationship between

procrastination and time management are crucial, in that they will enable identification of

patterns and habits that result in negative academic performance. Poor time management caused

by procrastination hinders students from accomplishing tasks in an optimal manner, which

compromises their potential for academic success. Through analysis of this relationship, it is

obvious that enhancing time management will considerably alleviate the ill effects of

procrastination and, in turn, improve students' academic performance and learning experience.

From a Cognitive Behavioral Theory (CBT) perspective, procrastination is often driven

by negative thought patterns, such as fear of failure, perfectionism, or the belief that tasks are

insurmountable. These cognitive distortions lead students to delay tasks as a way of avoiding

discomfort, which exacerbates the problem of poor time management. CBT emphasizes that by

addressing these irrational beliefs and replacing them with more realistic and manageable

thoughts, students can improve their approach to time management, reduce procrastination, and

ultimately enhance their academic performance. Thus, improving time management through

34
CBT techniques can help students develop healthier cognitive patterns that support better

academic habits and outcomes.

Efficient time management requires prioritizing responsibilities, establishing objectives,

and employing methods like to-do lists and calendars to guarantee that tasks are accomplished

effectively (Akhmarov et al., 2023). Research shows that students are required to finish or

prioritize tasks on time to prevent procrastination in time management. It is their responsibility

to establish objectives to prevent wasting time on less important activities by using methods like

to-do lists and calendars. Effective time management is essential to ensure that your work is

completed to its full potential and that you don't procrastinate and can complete your

assignments on time. These methods can improve the ability to manage time effectively and

increase task completion rates of individuals. Therefore, this suggests that employing methods

like to-do lists or having a schedule can manage your time effectively, for students to finish

their work on time and increase tasks.

The third topic that emerges from the literature is the impact of procrastination on

academic performance of the students. Research has shown that one of the most important

determinants of students' success in their future employment is their academic achievement.

(Khusaini et al., 2023). Therefore, this statement connects academic performance to future

employment success by highlighting that strong academic achievement is a key factor in

securing good job opportunities. Procrastination negatively affects academic performance,

which can lower students' chances of success in their future careers.

35
 The analysis of secondary sources regarding the impact of procrastination on time

management and academic performance, through the lens of the Cognitive Behavioral Theory

(CBT) of Aaron Beck, reveals how cognitive distortions and maladaptive thought patterns

contribute to procrastination. The impact of procrastination on time management to the

academic performance of students. Further illustrates how procrastination affects time

management and academic performance of students.

36
 CHAPTER 5

Summary, Conclusion, and Recommendations

This chapter provides an overview of the study's results, presents the main conclusions,

and suggests directions for future research and practical applications.

Summary

This research investigated the impact of procrastination on time management to the

academic performance of students. To accomplish this, the study systematically investigated the

key objectives. (1) To analyze the common procrastination of students. (2) To determine how

does procrastination affects students academic performance. Lastly, (3) to understand what is

the relationship of procrastination on time management to the academic performance of the

students.

The findings highlight that procrastination is a significant barrier to effective time

management, which in turn negatively affects academic performance. The study identified that

procrastination often leads to increased stress, missed deadlines, and rushed work, ultimately

diminishing the quality of students' academic outputs. It also found that poor time management,

caused by procrastination, results in students being less organized and unable to prioritize tasks

effectively, which further contributes to academic underachievement. This pattern aligns with

Aaron Beck's Cognitive Behavioral Theory, which posits that negative thought patterns, such as

self-doubt or fear of failure, can trigger procrastination. These cognitive distortions lead to

avoidance behaviors, poor decision-making, and ineffective time management, all of which

contribute to a decline in academic performance.

37
 Conversely, effective time management strategies, such as setting clear goals, creating

schedules, and using tools like to-do lists, were found to help reduce procrastination and

improve academic performance. By enhancing time management skills, students can better

manage their academic workload, meet deadlines, and reduce stress, leading to improved

academic outcomes. The study suggests that addressing procrastination through time

management training and interventions can have a positive impact on students' academic

success. According to Beck’s theory, reframing negative thoughts and beliefs about academic

tasks can lead to a reduction in procrastination and, in turn, improve time management and

academic performance.

While the research primarily focused on the relationship between procrastination, time

management, and academic performance, it acknowledged that other factors, such as personal

motivation and external pressures, might also influence students' academic outcomes. The

reliance on secondary data and literature may limit the scope of the findings, suggesting that

future studies could investigate this issue using primary data collection methods for a more

comprehensive understanding.

Overall, the study emphasizes the crucial role of effective time management in mitigating

procrastination and enhancing students' academic performance. Future research could explore

the long-term effects of procrastination on students' academic careers and examine more

specific time management interventions to help students overcome procrastination.

Additionally, integrating cognitive-behavioral strategies, as suggested by Beck's theory, could

further strengthen interventions aimed at improving time management and academic success.

38
Conclusion

This chapter explored the complex relationship between procrastination and the academic

performance of the students. The researchers findings emphasize the influence of

procrastination, showing its potential to both improve and impede students academic success. In

conclusion, procrastination negatively impacts time management and academic performance by

leading to poor planning, increased stress, and lower-quality work. Students who procrastinate

often struggle to meet deadlines, resulting in rushed assignments and reduced comprehension of

material. This habit can also cause a decline in academic achievement, as last-minute efforts

typically lead to lower grades and missed learning opportunities. Effective time management

strategies, such as setting goals, breaking tasks into smaller steps, and minimizing distractions,

can help students overcome procrastination and improve their overall academic success.

Educational approaches like active learning and group activities greatly improve student

involvement and academic success (Kassim et al., 2024).

Efficient time management requires prioritizing responsibilities, establishing objectives,

and employing methods like to-do lists and calendars to guarantee that tasks are accomplished

effectively. For students to better manage their curriculum and achieve learning objectives, time

management behaviors or skills are argued to improve the positive academic output Ad Ham et

al (2021). Time management and academic achievement are significantly correlated (Ephraim

2024). Students that follow regular schedules set aside particular times for studying. Doing

homework and participating in extracurricular activities improves students academic

performance. The Insights gathered from online references provide a deeper understanding of

how procrastination impacts students time management abilities. By exploring the underlying

39
causes and effects of procrastination, this research emphasizes the importance of adapting

effective time management strategies to mitigate its detrimental impact. Ultimately, this study

contributes to the growing body of knowledge on student behavior, providing valuable

implications for educators and students alike in addressing procrastination and enhancing

academic achievement.

40
Recommendation

Procrastination continues to be a common problem among students, affecting their ability

to manage time effectively and achieve academic success. This research looks at how

procrastination impacts time management and performance in academics. To provide solutions

for these problems, the following recommendations are specific to future researchers,

administrators, teachers, and students, which could be useful in promoting better time

management and eliminating procrastination.

Recommendations for Administrator

The following recommendations are provided for school administrators, who manage in

creating feedback.

● Develop and implement programs to educate students about the negative effects of

procrastination and the importance of effective time management. This could include

workshops, seminars, or online resources.

● Administrators should work with parents and guardians to support students' time

management skills and academic success. This could include providing resources and

tools for parents to use at home, and communicating regularly with parents about the

progress of their children.

● Administrators should continuously evaluate and improve programs and practices

related to procrastination and time management. This could include soliciting feedback

from students, faculty, staff, and making adjustments as needed.

41
Recommendations for Teachers

The following recommendations are provided for teachers, who directly influence

students time management through their feedback practices.

● Teachers should introduce students to proper time management and help them avoid

procrastination. They will identify students who are struggling to manage their time

effectively. Teachers can introduce students to strategies and tools for improving time

management, such as creating a to-do list and utilizing a calendar, among others.

● Teachers can offer students additional guidance and support to improve their study

habits. This can also help students understand the negative effects of procrastination on

academic performance. Creating an environment where students feel comfortable

discussing their challenges and receiving help is essential.

Recommendations for Students

The following recommendations are offered for students based on this study, which can

emphasize the importance of managing the time and to overcome procrastination.

● Students should have a to-do list and create a schedule, by planning out the days, weeks,

or months that a task has and start by identifying the goals or tasks for those students

who can finish their work immediately.

● Students should prioritize the task and organize it, for them to identify what task is

required to have attention immediately. Organized by urgent and not urgent to pass their

42
 work, students should focus on the most critical task, the not urgent task, and move to

the easy task.

Recommendations for Future Research

The following recommendations are provided for future researchers who aim to explore

the impact of procrastination on time management and academic performance.

● Investigate the relationship between procrastination and mental health. They should

explore how procrastination affects students' stress levels, anxiety, and overall well-

being.

● Study the impact of learning environments on procrastination. Future researchers should

examine how different learning setups—such as traditional classrooms, online learning,

and hybrid models—affect students’ procrastination habits and time management skills.

43
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