Añonuevo, Danielle B.

BB TLE 3-1
Factors Affecting Academic Procrastination of Grade 9 students in Aplaya National Highschool
Visser, L., Korthagen F. A. J. & Schoonenboom, J. (2018). Differences in Learning Characteristics Between Students with High, Average, and Low Levels of
Academic Procrastination: Students’ Views on Factors Influencing Their Learning. Belgium. Front Psychol.
Research Design Methods Used Major Findings Conclusions Recommendations

Descriptive  Semi-structured  Low procrastinators  The factors  Future research might show
Research Design interview for seem to be mentioned in the whether average procrastinators
selection of connected in the study lead to are more open to overcoming
respondents. moment with their procrastination their procrastination.
study activity and behavior among  Future research could also make
 Academic are aware of what students with high question to answer in which
Procrastination happens in the here levels of academic interventions for overcoming
State Inventory and now. procrastination than procrastination are more helpful
(APSI)  Average the students with low for average procrastinators and
Questionnaire procrastinators and average level of high procrastinators.
focused on academic
completing the task procrastination.
and less on learning
from it, except when
a learning activity
pertains to the
profession.
 High procrastinators
seem unable to view
themselves from a
metacognitive
perspective.
Nartea M. A., Gabriel M. A. P., Samala H. DR. & Javier R. G. (2020). Millennial’s Procrastination: Factors and its Relation to Academic Performance. Batangas.
Asia Pacific Journal of Multidisciplinary Research.
Research Design Methods Used Major Findings Conclusions Recommendations

 Simple random  Large portion of the  High academic  The parents shall still oversee,
he aim of this sampling for the
size of the
college students
have an internal
procrastination
resulted to low
monitor and direct their children at
certain extent whether academic
study was to respondents. locus of control
which students were
school performance.
College students 
or personal matters.
Students practice time

discover  Survey
questionnaires
able to control the
outcomes of their
exhibit moderate to
high procrastination
management for academic tasks
and their leisure to maintain good
consisting of: actions which is not level in academic academic performance.
possible  Locus of Control
Scale
a factor in academic
procrastination and
tasks particularly in
the six areas- writing
 Educators/teachers shall develop
or improve their teaching
relationships  Parenting
Authority
academic
performance of the
a term paper,
studying for exams,
strategies in a way that the
students will feel the interest in

between self- Questionnaire

 Procrastinating 
students.
Parents employed
keeping up
assignments, 
the subject.
Institution should devise a more
Assessment high academic admin comprehensive, concrete and
regulated Scale for
Students (PASS)
demandingness and
responsiveness to
tasks, attendance
tasks and school 
industry-patterned curriculum.
The researchers further suggest
learning their students but
find time to listen to
activities. separate or related studies that
will consider other aspects of

dimensions their opinions. In

general, this is not a
factor to delay
students relative to procrastination
and academic performance.

and academic tasks and

academic
students’ performance of
students.

success in a
distance-
learning
programme.
he aim of this
study was to
discover
possible
relationships
between self-
regulated
learning
dimensions
and
students’
success in a
distance-
learning
programme.
he aim of this
study was to
discover
possible
relationships
between self-
regulated
learning
dimensions
and
students’
success in a
distance-
learning
programme.
he aim of this
study was to
discover
possible
relationships
between self-
regulated
learning
dimensions
and
students’
success in a
distance-
learning
programme.
Descriptive
Research Design

Joubert, C. P. (2015). The Relationship Between Procrastination and Academic Achievement of High School Learners in North West Province, South Africa.
United Kingdom. CORE.

Research Design Methods Used Major Findings Conclusions Recommendations

 Quantitative Study (Cross-  Stratified  There is a strong  The study found a  Future studies examining
sectional Research Design) sampling negative correlation significance personality traits should therefore
technique found between correlation between utilize a measure such as NEO-
academic academic PI-R (240-item questionnaire
 Personal procrastination and procrastination and evaluating five major personality
Information academic grades, academic grades, domains) or Personality
Questionnaire certain personality showing that Assessment Inventory-
(PIQ) types of individuals, academic grades Adolescent (PAI-A).
and decrease significantly  Future studies in taking samples
 Tuckman conscientiousness. as academic in wider areas (both in private
Procrastination  No significant procrastination and public schools) are needed
Scale correlation between increases. for a comprehensive view on
the academic academic procrastination
 Ten-Item procrastination prevalence and its effects on high
Personality frequency of school learners.
Inventory (TIPI) – different groups,  Cyber-slacking or online
measured by 10- Extraversion, procrastination should also be
point Likert-type Agreeable, and how investigated as it mostly has a
scale much learners living negative connotation to
in rural as opposed productivity.
to urban areas
procrastinate
academically.