PROCRASTINATION: A PROBLEM IN UNIVERSITY LIFE

Have you ever thought about taking an action (going to the gym, learning a new language,
studying for an exam or preparing a presentation) but at the end you have not done it and
then you have felt bad about it? Have you ever heard the phrase: do not leave for tomorrow
what you can do today and have not paid attention? Surely, your answers have been yes. But
quiet, the postponement of activities, is usual in human behavior. This phenomenon is called.
Procrastination and is common in our university stage

But what is procrastination, exactly? According to Pardo, Perilla and Salinas,(2014) the
concept of procrastination refers to the postponement or voluntary avoidance of tasks that
must be delivered in a certain time and after which, experience discomfort, guilt and even
anxiety. Although this phenomenon has been considered a modern evil (Steel, 2007), the
term procrastination has frequently appeared throughout human history: the Greeks
understood this term as synonymous with ruin and contempt, the Egyptians defined it as a
habit Noxious and Christian doctrine related it to sin.
It should be noted that the first historical analysis of procrastination was written by Milgram
in 1992, who argued that people usually acquire many obligations that they must fulfill in the
short term, and not carrying them out leads them to procrastinate. About this, Carranza and
Ramirez (2013) pose several types of procrastination depending on the area in which it is
presented, for example: emotional, family and academic procrastination.

The academic procrastination is defined by Ferrary (1995) as the voluntary avoidance of

responsibilities and activities, caused by the students performing the tasks within a certain
time but do not have motivation to execute them by perceiving these obligations as aversive.

In this sense, there are several reasons why this type of procrastination is the most frequent
among university students.
The passage through to University for the person should be a satisfying, pleasant, pleasurable
experience; however, in many cases this is not usually the case, since technology is now
advanced and allows the university student to be tempted to procrastinate. Being the behavior
of procrastination inherent to the sex and the academic performance of the students, Chan
(2011).
Recent research suggests that there is an inverse correlation between age and procrastination,
that is, older age less procrastination and vice versa hence the period of greatest sensitivity
and the greatest danger for procrastination is adolescence, where 80-95% of adolescents
usually resort to procrastinating behavior (Carranza and Ramirez, 2013).

González-Brignardello and Sánchez-Elvira-Paniagua (2013), demonstrated the association

of Academic Procrastination with variables that block the study process, such as Deficient
Self-Regulation, difficulties attributed to lack of time for study and the inverse relationship
with the perception of good preparation for the exam.

In the study of Zeenath and Orcullo (2012), a number of characteristics were identified in
university students as procrastinators, such as boredom (lack of interest), priority (to balance
social and academic life), time management, Peer influence and health consequences (poor
diet, poor hygiene and stress).

Although advances in intervention or treatment of procrastination are few so far, Tuckman

(2002) argues that the treatment of academic procrastination should revolve around the
following points:

• Recognize the imprecision and dysfunctionality of the reasons for postponing.

• Guarantee the fulfillment of commitments.
• Focusing on variables such as punctuality and realistic planning of actions.
• Support and motivate the student in the process.
It should be noted that beyond finding an effective solution to procrastination, the first step
is to identify the phenomenon. Being aware of problem behavior promotes change.
All of the above places procrastination as a phenomenon of social interest because it
competes us all as human beings and more specifically as university students. Deferring the
performance of tasks not only affects the outcome of the task but also the life of the one who
procrastinates.

Democritus is not wrong to say that "the one who postpones everything does not leave
anything complete or perfect”

References
Carranza, R. & Ramirez, A. (2013). Procrastinación y características demográficas asociados
en estudiantes universitarios. Apuntes Universitarios. Revista de Investigación, 3(2),
95-108.
Chan, L. (2011). Procrastinación académica como predictor en el rendimiento académico en
jóvenes de educación superior. Unife. Temát. Psicología, 7 (1).
Ferrari, J., y Emmons, W. (1995). La dilación y la tarea avance. Nueva York: PlenumPress.
González-Brignardello, M. P. y Sánchez-Elvira-Paniagua, A. (2013). Can Compromiso
buffer the harmful effects of Academic Procrastination?. Acción Psicológica, 10 (1),
117-134.
Pardo, D., Perilla, L. & Salinas, C. (2014). Relación entre procrastinación académica y
ansiedad-rasgo en estudiantes de psicología. Corporación Universitaria Minuto de
Dios, 14 (1), 31-34.
Steel, P. (2007) La naturaleza de la dilación. Una revisión meta-analítica y teórica de la
insuficiencia de autorregulación por excelencia. Psychological Bulletin, 3(3), 65-85.
Tuckman, B. (2002). The relationship of academic procrastination, rationalizations and
performance in a web course with deadlines. Meeting of the American Psychological
Association: Chicago, 2002.
Zeenath, S. y Orcullo, J. (2012). Exploring Academic Procrastination among Undergraduates