“Procrastination and Academic Performance among Grade 12 STEM Students

of Davao Doctors College, Inc.”

A Research Presented to the

Senior High School Program
Davao Doctors College, Inc.
Gen. Malvar Street, Davao City

In Partial Fulfillment of the Requirements

For Practical Research 2
Science, Technology, Engineering and Mathematics

Alvarado, Jillian Kaye V.

Dela Cruz, Raphael
Ibañez, Angelo Carl A.
Llego, Mark J.
Manlangit, Xnea R.
Maquidato, Christopher Pond L.
Morales, Kristin Joy P.
Researchers

November 2021
 Chapter 1

Introduction

Background of the Study

Procrastination is defined as the deliberate deferral of a task to a later time, which

can have negative consequences for individuals such as increased stress.
Procrastination isn't a new phenomenon by any means. It has been around for a long
time and is still going strong now. Procrastination is a problem that affects everyone
in the general population, whether they are adults or teenagers. Furthermore, most
studies have shown that procrastination is regularly associated to a variety of
maladaptive cognitions and actions that might deplete an individual's productive life
(Cherry, 2020).

Procrastination of students can be caused by many factors which could include

time and workload and these could effect to the academic performance of a student.
Most of the time students tend to procrastinate due to lack of motivation as the
expected deadline of an activity is far from the day of releasing (Hussain & Sultan,
2010).

A study from Turkey sought to discover that academic procrastination is frequent

among undergraduates, and time management is regarded to be one of the
contributing factors. In this correlational study, 332 undergraduate students were
given two surveys: academic procrastination and time management. Academic
procrastination among students is described using frequencies and percentages, and a
link between academic procrastination and time management is questioned. To see if
time management predicts academic procrastination in a statistically meaningful way,
regression analysis is utilized. Students' procrastination tendencies in academic work
are often indecisive, according to the findings, and their time management abilities are
in the middle range (Ocak & Boyraz, 2016).
 Procrastination is a global issue and problem. That’s from a global online survey
conducted by Study Mode, the number of students who delay is on the rise. They
spent the most of their time doing things that were irrelevant to their academics.
Procrastination is prevalent among high school and college students, according to the
findings, with 87 percent saying they procrastinate and 45 percent saying it has a
negative impact on their academic performance (Mecmack Nartea et al., 2020).

In the Philippines a Filipino habit, or what we call procrastination, could have an

impact on a student's academic performance in school. Academic procrastination is a
common self-perceived problem that causes students' academic performance to suffer,
as well as increased stress and a lower perceived value of life (Mecmack Nartea et al.,
2020).

In another hand, A study shows that academic achievement of students served as

the outcome of achievement goals, which were understood as antecedents of various
dilatory actions. A total of 1,153 junior and senior undergraduate students from a
government university in Eastern Visayas took part in the research. The model's
overall fit was determined using path analysis, which was used to determine the link
between exogenous and endogenous variables. Positive procrastination and non-
procrastination both predicted academic accomplishment, but negative procrastination
had a negative impact on student performance, as predicted (Morales, 2021).

Meanwhile, a study from Surigao Del Sur looked into the elements that contribute
to procrastination and its impact on students' behavior. The 181 business
administration students at Surigao Del Sur State University in the Philippines were
polled. Its goal was to determine the impact of procrastination on students'
educational achievement. The study's findings revealed that the majority of
respondents are procrastinators, but to varying degrees and degrees of procrastination
when confronted with such scenarios. They required self-discipline, effort, and
engaging instructors. This is obvious to pupils who are unmotivated to complete the
work. In their lessons, students are searching for a sense of purpose, enthusiasm, and
inspiration (Marge & Urbiztondo, 2018).
 In Davao Doctors College, Inc., It is intended to assess the relationship between
their academic procrastination and their study habits at Davao Doctors College, Inc.
This study will be done to determine all existing study habits or techniques among
Davao Doctors College students, and also their relationship to academic
procrastination.

Statement of the Problem

The study aims to explore the effects of procrastination to the Grade 12 STEM
students from Avogadro of Davao Doctors College Incorporated. It aims to answer
the following questions in particular:

1. What is the level of procrastination among Grade 12 STEM students of Davao

Doctors College Inc. in terms of:

1.1. Time Management;

1.2. The amount of work and

1.3. Distraction

2. What is the level of Academic Performance to the Grade 12 STEM students of

Davao Doctors College Inc. in terms of:

2.1. Cognitive;

2.2. Behavioural and

2.3 Attitudinal

3. Is there a significant relationship between the level of procrastination and

academic performance to the Grade 12 STEM students of Davao Doctors
College Incorporated?
Null Hypothesis

There is no significant relationship between the effects of Procrastination and

Academic performance of the Grade 12 STEM student of Davao Doctors College
Incorporated.

The null hypothesis was tested at 0.05 level of significance using appropriate statistical
tool.

Scope and Delimitation

This study focuses on the effect of procrastination on the academic performance

of grade 12-STEM students of Davao Doctors College. The participants must be
grade 12-STEM students of Davao Doctors College Inc., enrolled in the academic
year 2021-2022. The respondents will be limited and randomly selected grade 12-
STEM students who will represent the population. Due to Covid-19 pandemic,
protocols should be followed; this study will gather data virtually to avoid physical
contact. The data will be gathered through survey questionnaire via google form, and
will be distributed to 260 random grade 12-STEM students of Davao Doctors College
Inc.'s social media through private message. The researchers will conduct the survey
within 3 weeks and must complete it before the end of the 1st semester.

Significance of the Study

The findings of this study will redound to the benefit of the following: 

Students. This study will assist them to have a better grasp of what the scenario
is when it comes to managing priorities and duties.

Teachers. This research will assist the teachers since they may encourage the
students to be more diligent and make their tasks simpler because students are passing
their work on the stated deadline.
 Parents. This research will assist parents to have a better understanding of their
learner’s academic scenario and can create a conclusion to have an action.

Education Institution. This study would allow the education institution to obtain
a better perspective of the insights of their students about the act of procrastination.

Future Researchers. This study will assist them in improving their knowledge
about this phenomenon. 

Theoretical Framework

As school works and other work-related arises, distraction like social media,
video games and anxiety to process a task due to many reasons which included the
fear of judgment could result to delayment or procrastination. Students of Davao
Doctors College specifically senior high school STEM students experience these kind
of phenomenon, these is the primary reason of the researchers to conduct these
research study. The Temporal Motivational Theory is the major theoretical
underpinning of this research investigation. The Procrastination Equation (also known
as Temporal Motivation Theory) is a relatively new development in the field of
motivational research that acts as an integrative theory from which most other
motivational theories can be derived. It shows that the following equation may be
used to illustrate why people make decisions: Motivation = Expectancy x Value / 1 +
Impulsiveness x Delay (Steel, 2014). Expectancy theory states that motivation
increases when people are confident of receiving a desired reward or outcome (i.e.,
expectancy) (i.e., value). However, according to behavioral decision theory and need
theory, when a reward is obtained after a lengthy time (i.e., a delay), motivation is
reduced, and humans are sensitive to delays (i.e., impulsiveness). When the delay is
effectively zero, the constant "1" is included to protect the equation from becoming
infinite (Steel et al., 2018).
.
According to the temporal motivation theory, time has a substantial influence on
motivation. Consider a student who only has one month to study for a final exam. For
the month, the student has two options: study or socialize. Although the student
prefers to socialize, he or she must also excel academically. During the beginning of
the student's study period (when there is a considerable gap before the deadline), the
reward of studying is not immediate (and hence has low value); thus, the desire to
study is lower than the desire to socialize. However, when the study period shortens
from weeks to days, the desire to learn will take precedence over the desire to
socialize (Monroe & Amidon, 2021).

In addition, the researchers used Walberg’s theory of academic performance for

our criterion which is level academic performance in terms of cognitive, behavioral
and attitudinal to support the study. According to Walberg's theory of academic
accomplishment, individual students' psychological qualities and their immediate
psychological circumstances have an impact on educational outcomes (Rugutt &
Chemosit, 2005). The researchers believes that Walberg’s theory could help in
determining whether procrastination do have a great impact to the academic
performance of the student.

Conceptual Framework

The study’s predictor’s variable is the level of procrastination with indicators:

Time Management, The amount of work and Distraction. The first indicator is Time
Management, the process of deciding on the sequence in which you will complete
chores and ensuring that they are completed on time (Collins English Dictionary,
2019). The amount of workload is the second indicator; it is the projected amount of
work/assignments given to the students. Finally, distraction is defined as something
that diverts one's attention from something else (Merriam-Webster Dictionary, 2021).

Meanwhile the criterion’s variable is the level of Academic Performance

with the indicators: Cognitive, Behavioural and Attitudinal. The first indicator is
Cognitive, refers to activities such as reasoning, thinking, and memorizing that require
conscious mental effort. Behavioural, as our second indicator is the psychological,
social, and emotional aspects that influence financial decisions and behaviour.
Finally, Attitudinal refers to personal feelings or attitudes (Merriam-Webster
Dictionary, 2021).

This research is focused on the effects of procrastination to the academic

performance for the Grade 12 STEM students of Davao Doctors College Inc.
Procrastination is controlled by effective time management, workload, and distraction.
Academic performance is influenced by cognitive, behavioural, and attitude factors.
The goal of this study is to learn more about the link between procrastination and
academic success.

PREDICTOR VARIABLE CRITERION VARIABLE

Effects of Procrastination Academic Performance

 Time management  Cognitive

 Amount of work  Behavioural

 Distraction  Attitudinal

Fig. 1 The Conceptual Paradigm of the Study

 Chapter 2

Review of Related Literature and Studies

Review of Related Literature

This section includes a review of the research literature on the variables and
indicators used in this study. These include the following: Procrastination (time
management, the amount of work and distraction) and Academic Performance
(cognitive, behavioural and attitudinal).

Procrastination
For an effective performance, every single human being, whether working or
not, must accomplish necessary task throughout the day, however, for various
reasons, these needed tasks are often delayed. Procrastination is the general habit of
delaying or postponing certain tasks. Procrastination, according to Firouzeh and Jalil
(2011) is a weak point of personality that leads to low self-confidence.
Furthermore, procrastination and its consequence have attracted a lot of
attention in past study. According to previous study, procrastination cam cause
students to fail academic courses and suffer physical and psychological problems
(Hussain and Sultan, 2010), affecting their life satisfaction (Ozer and Sackes, 2011).

Time Management. The impact of time management training on self-reported

procrastination was investigated by the author. 37 employees participated in a one-
and-a-half-day time management training course as part of an intervention study. To
account for expectation effects, the study included a control group of employees (n =
14) who were awaiting training. Trainees reported a significant decrease in avoidance
behavior and worry, as well as an increase in their ability to manage time, one month
after completing time management training. The findings show that time management
training can help reduce workplace anxiety and procrastination (Van Eerde, W, 2010).

Moreover, academic procrastination is a fact related to the detention or defer

of academic work until the last nanosecond. This miracle is apparent in vast maturity
of university scholars, and its circumstance is adding. In order to assay possible
causes and/ or results, they studied if longer time for negotiating an assignment
impulse or avoids procrastination among university scholars. Results showed that
both short and long time- frame groups have tended to procrastinate in the same way.
Also, academic grades didn't reveal differences between groups, as the procrastination
was the same between groups. Therefore, the study shows that indeed with longer
period of time to negotiate a task, university scholars tend to procrastinate, and
therefore feel to have a negative effect on their assignment grades. Thus, it seems a
current problem and measures should be developed in order to break it (C Naturil-
Alfonso et al., 2018).

Additionally, it is one of the most basic issues in the field of learning and
study strategies, featuring prominently in courses and a variety of study skills
handbooks. One of the most common complaints students have about their teachers is
that they don’t have enough time to complete all of the tasks that have been assigned
to them in various academic areas. Academic success, on another perspective, has a
beneficial effect on motivation and on work time performance (Indreicaa et al., 2011).

Amount of Works. Procrastination is a widely known phenomenon in society.

In every part where education progresses, people have to face and deal with the
deadline of term papers, projects and other conditions most of the time. Uzun et al.
(2011) point out how this phenomenon comes with a great number of students who
are constantly involved in procrastination during their school days or life.

Consequently, it is frequently marked that academic procrastination (Akin

2012; Cakir et al. 2014; Cerino 2014; Katz et al. 2014) may direct school burnout or
academic burnout, making procrastination behaviour watch usually during this time.
Even though this attitude has been studied mostly (Steel, 2007), it still presents as an
unsolved problem to university students as well as the people in the society.

Moreover, various other studies on academic procrastination have found a

variety of up to three factors of academic procrastination. These factors include “fear
of failure, task aversiveness, and laziness” (Schraw et al., 2007, p. 13). Laziness is a
tendency to avoid work even when physically able (Mish, 1994). Aversiveness and
laziness were factors that accounted for 18% of the variance in reasons for students‟
procrastination, according to Solomon and Rothblum (1984). If students are
physically avoiding schoolwork, they are merely putting off all of this work until the
end of the semester. Thus, they are exhibiting a degree of laziness and task
aversiveness.

According to a recent theoretical study on procrastination, up to 40% of

students were too inflexible on due dates or deadlines (Schraw et al., 2007). Thus,
academic procrastination might involve the tendency to avoid a great deal of
schoolwork or laziness.

Distraction. As the learning environment changes, academic distraction is a

major worry for educators. Students are more tempted than ever before to indulge in
media multitasking thanks to the emergence of personal digital gadgets. It is
uncertain, however, if all digital devices are disruptive to student learning (Dontre,
2020).

Moreover, undocumented status has been shown to disrupt students' academic

involvement in a variety of ways, according to previous study. Financial pressures
may cause students to work, compromising their attendance in class or their ability to
accomplish assignments as they try to manage their obligations. Furthermore, worry
of being stigmatized and marginalized if their status is known can affect students'
engagement with academics (Chavarria et al., 2021).

Academic Performance

Many studies have been devised over the years with the goal of identifying the
variables that can predict academic achievement. Academic performance has always
been referred to the result of assessment, which corresponds to a student’s IQ, leaving
aside other personal characteristic. We should learn about the factors that influence
the student’s academic performance, in which performance is characterized as the
quantitative result obtained during the learning process, based on teachers evaluations
through the use of objective test evaluations.

In addition, Nyagosia (2011) class participation, class assignment, home-work

assignment, test, examination, and engagement in events or other activities are all
factors that influence students' academic achievement. Because of the pressure from
parents and other individuals on teachers and school officials to enhance academic
performance, schools have developed advanced strategies. These include encouraging
students to take extra classes, introducing effective teaching-learning methods and
instructional strategies, and utilizing technology. Rewarding students for good
performance serves as a motivator, and when they receive low grades, they are more
likely to work harder to improve.

Moreover, Academic performance can be defined as how well students

achieve their educational goals and objectives. According to Erum and Zahoor (2011)
academic performance and graduation rates of students have caught scholars'
curiosity, and the investigation of factors related to secondary students' academic
success has been a popular issue. It may be because the schools were intended for the
students, and their performance can be used to assess the effectiveness of the entire
education systems.

On the other hand, there is ample evidence to suggest that Emotional

Intelligence (EI) has a positive association with academic performance. Social and
emotional learning programs are broadly based on Goleman’s model of Emotional
Intelligence (EI) are known to increase academic performance. Durlak at al.’s (2011)
meta-analysis shows that such programs result in an 11-percentile improvement to
academic performance.

Katelyn (2013) therefore, identifies fourteen positive or good study habits

which students can do in order to improve their academic performance. Those are:
attending all classes, reviewing your notes, reading material prior to what being
covered in the class, study daily, have at least one conference with the professor,
develop and learn a word list for the course, read materials that helps you improve
your background to the course, attend help session when necessary, go to learning
resource lab when available, develop a list of possible questions you may have, ask
questions during class, study an old exam, avoid a last minute cramming, and sleep at
least 8 hours the night before exams.
 Cognitive. The educational relevance of the cognitive ability score was
validated using school grades. We expected significant testing effects at all retention
intervals regardless of cognitive capacity based on prior studies (Bertilsson et al.,
2017; Pan et al., 2015; Wiklund-Hornqvist et al., 2014). Similarly, across levels of
cognitive ability, we projected comparable patterns of brain-activity changes after
retrieval exercise.

Understanding concepts implies the coordination of several cognitive

processes (Loyens, Jones, Mikkers, & van Gog, 2015) consisting of correlation,
comparison, assimilation, and reorganization of new knowledge with prior ideas, as
well as the application of such knowledge to address new issues (Saricayir, Ay,
Comek, Cansiz, & Uce, 2016). As a result, it's easy to see how students' capacity to
understand concepts is linked to their ability to solve problems.

However, it indicates that the importance of cognitive capacity varies greatly

depending on the specialty discipline. Wai and Rindermann (2015), argued that the
path to becoming an expert in a discipline, as well as performance within that
discipline, essentially functioned as a mental test battery or cognitive challenge (e.g.,
Gottfredson, 2003), and demonstrated that cognitive ability, as inferred through elite
education, appeared to be much less important for becoming a house member but
much more important for being selected as one of the world's most powerful people.

Behavioural. The behavioral engagement domain deals with matters such as

student behavior in class, participation in school-related activities, and interest in
academic performances (Cooper, 2014; Fredricks, Blumenfeld, Paris, 2004; Shernoff,
2013; Yazzie-Mintz & McCormick, 2012).

Moreover, youth that can get through middle and high school without
engaging in problematic conduct and having a positive sense of self are more likely to
graduate and have better and more consistent labor market, health, and other
outcomes (Farkas, 2011; Heckman, Stixrud, & Urzua, 2006; Wang & Fredricks,
2014).
 In addition, Rusk (2011) found that emotional involvement in school is linked
to intrinsic motivation, according to research. Internal drive to succeed in school,
according to Larson and Rusk, is just as important as behavioral engagement because
it provides kids with the motivation and agency to govern themselves toward their
academic goals.

Furthermore, observation of participation and effort, as well as instructor

reports and student self-reports or interviews have all been used to assess behavioral
engagement (Fredicks & McColskey, 2012). In task-based research, indicators are
typically focused on academic behaviors like answering questions or participating in
tasks.

Atitudinal. In accordance with Syyeda (2016) attitude have three main

components: affect, cognition and behaviour. The components are interrelated and
involve several aspects contributing to the overall attitude towards learning
mathematics. We draw from the ABC (Affective, Behavioural and Cognitive) model
(Ajzen, 1993) to investigate the students` attitude towards mathematics and the
Walberg`s theory of productivity (Walberg, Fraser, & Welch, 1986) to interpret
results about the factors influencing a like or dislike of mathematics and those
impacting students` performance. Walberg`s theory postulates that individual
students` psychological attributes and the psychological environments surrounding
them influences cognitive, behavioural and attitudinal learning outcomes.

This work is relevant because poor performance in science, technology,

engineering and mathematics (STEM), especially mathematics, is considered an
obstacle to economic and social development at both the individual and national
levels. .. In Tanzania, like all other countries in sub-Saharan Africa (SSA), Tanzania
is 4,444 economical compared to other countries, as 4,444 students consistently have
poor math and science performance. You are losing your advantage. Students in
countries within the SSA perform well below the average international rating of
points. Bethell also states that the long-term development of SSA countries will
require significant improvements in STEM education to benefit from the highly
competitive global economy driven by new technologies. In this context, it is
important to find ways to improve the performance of the subject students. It is
certainly worth investigating the factors associated with student attitudes towards
mathematics and how they relate to academic performance (Bethell, 2016).

Review of Related Studies

The phrase "procrastination" refers to the act of delaying doing something that
must be done (Estrito & Victor, 2019). It might also be defined as repeated behavior
despite its negative repercussions (Ferrari, 2018). Steel (2017) defines Procrastination
as "the voluntary postponement of a planned course of action despite anticipating to
be worse off as a result of the delay." It is all about postponing or deferring tasks such
as work, housework, assignments, or other acts that should be completed
immediately. Procrastination was defined as one of the universal flaws that, despite
moralists' teaching and reason's remonstrances, persist in every mind to a greater or
lesser degree. Procrastination acts as a roadblock, preventing the person from
embracing life to the fullest.

According to a recent study, individuals regret the things they did not
accomplish more than they did. The act of postponing a job that must be completed is
known as Procrastination. It is a bad habit to excuse why a task should not be begun
right now (Ekundayo et al., 2010).

According to Kingsley (2015), Procrastination is a general and pathological delay

in which we choose to complete less urgent chores over more urgent ones or do more
enjoyable things over less delightful ones. Students willingly pick an activity that will
not maximize their thoughts and ideas by delaying an initially scheduled work while
expecting to be worse off due to the delay. Procrastination has four reasons, according
to Wignall (2018). Self-Efficacy is a person's belief in their ability to complete a task.
The more pleasurable the work, the less likely the person is to postpone. Maintaining
impulsiveness in the face of more enticing diversions. Delay is the amount of time
between deciding to take on work and the point at which it must be finished.
Procrastination is frequent among adolescents and even adults. Without a doubt,
ignoring these crucial responsibilities will have consequences for them.
 Moreover, studies have been carried out to investigate this aspect. In the
students' case, delaying tasks leads them to hate these issues, and as a result, they
continue to do it poorly. It is also said that the amount of academic Procrastination
rises as academic success decreases (Kandemir, 2014). Procrastination also has
adverse health effects. Procrastinators tend to be less involved in health activities.
Behaviors can have different causes, and academic Procrastination is a student's
ineradicable behavior with reasons behind it. Motivation is one of the causes. It is
shown that the conduct of academic Procrastination increases when a student is driven
to learn loose. In this matter, internet use has also led students to lose focus when
using the internet and set aside their academic tasks that need continuity. Students'
self-regulation and self-control are one of the factors. Students who predicate are
those who have less control over themselves (Kandemir, 2014).

Also, the potential was seen as a source of the academic Procrastination of

students. When one student is less competent, the academic assignment will be
postponed. In academics, students with high self-esteem tend to procrastinate more
(Tamini et al., 2013). Fear of failure is included in the students' regular academic
activity because they think they will not succeed. The extensiveness of Procrastination
has also been shown in some research in the Philippines. It turned out that there is no
significant difference between college students in the amount of procrastination
behavior divided into academic courses. The study supported the international
researchers stating the discrepancy between two genders on the level of
Procrastination. Results showed that male students are more procrastinating than
female students. Students' academic achievement was also reviewed. The findings
show that the scale of Procrastination is the same for low and high-performing
students (Mandap, 2016).

Furthermore, in accordance with the last mentioned research, the output of

students is also a great predictor of the level of academic Procrastination of students
in other studies in the same region. A student who procrastinates less, the higher the
GWA (General Weighted Average) he or she will gain. It highlights a foreign
country's results in students' academic performance and its relation regarding
Procrastination (Rio & Tarin, 2015). Research has shown a relationship between the
personality trait of Filipino students and academic Procrastination, particularly among
the youth. The individual's neuroticism is not linked to academic Procrastination. This
is linked only to the facet of the impulsiveness of the personality trait. Neuroticism is
a personality characteristic or an individual's emotional stability. It is also known as a
state of distress or anxiety in the surroundings (Weed, 2019).

In addition, numerous studies reveal that Procrastination is associated with the

significant job and academic performance loss. Students often engage in activities
such as sleeping, reading, or watching TV rather than studying. In addition,
Procrastination decreases well-being, raises negative feelings such as shame or guilt,
increases symptoms of severe mental health problems such as depression, and impacts
health habits such as failures in pursuing proper health care (Stead et al., 2010).In an
attempt to justify this universal and potentially harmful phenomenon, several
researchers indicated that negative emotions constitute a significant antecedent of
Procrastination (Wohl et al., 2010).

Additionally, proof for this assumption comes from studies showing that
people procrastinate more when they are sad or upset and that the perceived
enjoyment of the distractor reduces the link between feeling upset and Procrastination.
It has also been found that depressive mood, neuroticism, and lack of control over
distressing conditions are correlated with Procrastination. Eventually, it has been
shown that the positive effects of self-forgiveness on Procrastination have been
mediated by the negative impact (Wohl et al., 2010). Therefore, control of emotions
plays a critical role in recognizing Procrastination's self-regulatory failure. Individuals
delay or avoid an aversive activity to achieve a favorable short-term impact at the
detriment of long-term goals. Concerning the specifics of this process, Sirois and
Pychyl (2013) indicate that counterfactual thinking should be regarded as an
explanation of emotional misregulation that may promote Procrastination.

In addition, counterfactual thinking implies that individuals equate adverse

outcomes that have occurred in the past with possible outcomes that may have
occurred better (Sirois & Pychyl, 2013).In short, upward counterfactuals can cause
aversive feelings (e.g., guilt or liability) that can trigger potential behavior adjustment.
Given that aversive emotion such as shame or guilt cause breakdown of self-
regulation, counterfactuals ascending can increase Procrastination. On the opposite,
counterfactuals downward boost real feelings but contribute to poorer performance in
the future. Aversive emotional states prompt Procrastination, and susceptibility to
pleasurable temptations improves procrastination as individuals attempt to optimize
good feelings at the coast of long-term goals.

Nevertheless, interestingly, engaging in fun activities when procrastinating

does not increase positive yet negative effects because people feel bad about failing
their tasks. In particular, Procrastination was consistently related to a low level of the
perspective of future time (Díaz et al., 2015; Sirois, 2014). Therefore, procrastinators
are less likely to use a future orientation to direct their decisions and actions (Gupta et
al., 2012).In addition, Rebetez (2016) discussed the relationship between
Procrastination and a particular type of future time orientation, namely the
consideration of future consequences (the degree to which people consider future
versus immediate effects of possible behaviors).

Finally, Procrastinators were less likely to consider their present behavior's

potential future consequences. Such data suggest that Procrastination includes a
decisive conflict between immediate and postponed consequences of one's behavior.
However, it was shown that people with low future consequences awareness were
more likely to discount the value of future rewards (one dimension of decision-
making) and indulge in impulsive behaviors. Tentatively, the decision-making process
of delaying (or not delaying) actions/decisions creates a problem about short- versus
long-term delaying outcomes, and the way people deal with such a temporal dilemma
is likely to be influenced by the degree to which they are concerned with the
immediate or delayed consequences of their behavior. Lately, Procrastination was
delineated into intentional and unintentional domains (Fernie et al., 2016). Intentional
Procrastination (IP) refers to involvement in this activity intentionally and knowingly,
while unintentional Procrastination (UP) refers to circumstances viewed as
involuntary.
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