CHAPTER II

THEORETICAL FRAMEWORK

Relevant Theories

"Beating the Deadline: Strategies against Academic Procrastination of Grade 10 Students"

The Temporal Motivation Theory (TMT): The TMT suggests that procrastination occurs when
the perceived value of completing a task is lower than the effort required to complete it.
According to this theory, individuals are more likely to procrastinate when they have low levels
of motivation to complete a task, or when the rewards for completing the task are delayed or
uncertain.

In the context of Grade 10 students, the TMT can help explain why some students may
procrastinate on academic tasks such as homework, projects, and studying. Strategies based on
the TMT may include setting clear goals for students, providing rewards for completing tasks on
time, and emphasizing the importance and relevance of academic tasks.

The Self-Regulation Theory: This theory emphasizes the important role of self-regulation in
academic performance. According to this theory, students who are able to regulate their own
learning process, including their motivation, attention, and effort, are more likely to achieve
their academic goals.

In the context of Grade 10 students, the self-regulation theory can help identify strategies that
promote self-regulation and enhance academic performance. Examples of such strategies
include goal setting, self-reflection, and metacognitive strategies such as planning and self-
monitoring. By encouraging Grade 10 students to develop these self-regulation skills, educators
can help them become more effective learners and reduce the likelihood of academic
procrastination.

Related Literature
Steel and Klingsieck (2016) suggest that procrastination can be viewed as a self-regulation
failure and recommend strategies such as setting specific goals, creating implementation
intentions, and practicing self-compassion to overcome it.

A study by Pychyl and Flett (2012) found that students who were able to forgive themselves for
procrastinating were more likely to take action to complete their tasks.

Ferrari et al. (2009) suggest that procrastination can be a result of fear of failure or
perfectionism and recommend strategies such as reframing negative thoughts, seeking social
support, and practicing mindfulness to overcome these underlying issues.

A study by Tuckman and Hinkle (1988) found that students who received training in time
management and study skills were able to overcome their procrastination tendencies and
improve their academic performance.).

Poor time management skills or a lack of effective study strategies can also make it difficult for
students to stay on task and complete assignments on time (Sirois & Pychyl, 2013).

Practicing self-compassion and forgiving oneself for procrastinating can also help reduce
negative emotions and increase motivation to take action (Sirois & Tosti, 2012).

Mindfulness training can also help students become more aware of their thoughts and
emotions and develop better self-regulation skills (Sirois & Pychyl, 2013).

Related Study

One related study on "Beating the Deadline: Strategies against Academic Procrastination of
Grade 10 Students" is the research conducted by Lay and Silverman (1996) on the relationship
between academic procrastination and cognitive processes. The study involved university
students, but the findings have implications for academic procrastination among Grade 10
students as well.

The study found that academic procrastination was linked to cognitive processes such as task
aversiveness, low self-efficacy, and task-related anxiety. Students who found tasks to be
unenjoyable or challenging, or who lacked confidence in their ability to complete tasks, were
more likely to procrastinate.

Moreover, the study found that procrastination was not just a problem of time management or
individual differences in motivation, but also related to different ways of thinking about tasks.
The authors suggest that interventions aimed at improving cognitive processes, such as
developing problem-solving skills and promoting positive self-talk, may be effective in reducing
academic procrastination.

Another related study is the research conducted by Pychyl and Flett (2012) on the role of
emotions in academic procrastination. The study found that negative emotions such as guilt,
shame, and anxiety were commonly associated with academic procrastination among university
students. However, the study also found that positive emotions, such as enjoyment, interest,
and excitement, were linked to lower levels of procrastination.

The findings of this study have implications for addressing academic procrastination among
Grade 10 students through interventions aimed at promoting positive emotions. Educators may
aim to create a positive and supportive learning environment and promote positive emotions
related to academic tasks by providing meaningful and interesting course material, encouraging
student involvement, and recognizing student achievements.

Overall, both studies suggest that addressing cognitive processes related to task aversiveness,
low self-efficacy, and task-related emotions may be effective in reducing academic
procrastination among Grade 10 students, and promoting positive emotions and cognitive
strategies may be an effective way to mitigate procrastination-related challenges.

A study by Milgram and Toubiana (1999) investigated the relationship between academic
procrastination and stress among university students. The findings showed that academic
procrastination significantly contributed to stress and recommended stress-management
techniques as a way to mitigate procrastination problems.

A research by Díaz-Morales and Ferrari (2015) explored individual differences in procrastination

among university students and found that the relationship between procrastination,
personality, and psychological adjustment is complex and varies depending on context.
 A study by Scheibe and Bell (2016) investigated the impact of technology on academic
procrastination. The findings suggest that the role of technology is ambiguous, with both
positive and negative effects on academic procrastination. By identifying specific ways in which
"Beating the Deadline:
technology contributes to procrastination, interventions can be designed to mitigate its
negative effects. Strategies against Academic
Procrastination of Grade 10
Students"
In a study by Rosário et al. (2019), researchers examined the relationship between parental
control, mathematics achievement, and academic procrastination among secondary school
students. The results suggest that parental control plays a critical role in students' academic
procrastination and that educators should encourage parental involvement in assisting students
to manage their time and work.

A study
poor by Li lack
sleep, stress, andofZhang
time. (2019) investigated the effectiveness ofinadequacy, low self-esteem,
online intervention for
confusion, self-blame, feelings of depression.
academic procrastination among university students. The results indicate that online
guilt.
interventions can be a useful tool in addressing academic procrastination, especially for
students who may not have access to face-to-face interventions, such as those in rural areas or
with time constraints.

Conceptual Framework
The conceptual framework for "Beating the Deadline: Strategies against Academic
Procrastination of Grade 10 Students" includes three main components: academic
procrastination, strategies to overcome procrastination, and grade 10 students.

Academic procrastination refers to the tendency of students to delay or postpone completing

academic tasks until the last minute. This behavior can have negative consequences, such as
poor grades, stress, and anxiety.

Strategies to overcome procrastination include various techniques and interventions that can
help students break the cycle of procrastination. These strategies may include time
management, goal setting, self-reflection, and seeking support from peers or teachers.

Grade 10 students are the focus of this study, as they are at a critical stage in their academic
journey. At this level, students are expected to take on more challenging coursework and
develop important study habits that will prepare them for future academic success.

The conceptual framework suggests that by implementing effective strategies to overcome

procrastination, grade 10 students can improve their academic performance and reduce stress
and anxiety. The study aims to identify the most effective strategies for addressing academic
procrastination among grade 10 students and develop recommendations for educators and
parents to support their success.

Definition of Terms

Here are definitions of key terms in "Beating the Deadline: Strategies against Academic
Procrastination of Grade 10 Students":

Beating the Deadline: Refers to the ability to complete academic work on time or ahead of
time, preventing academic procrastination.

Strategies: Refers to the ways of setting goals, planning, and organizing time and resources to
achieve academic success.
Academic procrastination: Refers to the behavior of delaying or postponing academic tasks
despite knowing the negative consequences of doing so, ultimately resulting in suboptimal
academic performance.

Grade 10: Refers to students enrolled in the tenth year of high school or secondary education.

Time management: Refers to the skills, tools, and techniques used to manage, allocate, and
prioritize time for academic work effectively.

Cognitive processes: Refers to the various mental activities involved in acquiring, processing,
and recalling information, including attention, perception, memory, and reasoning.

Emotional regulation: Refers to the ability to monitor, evaluate, and regulate one's emotional
responses, often considered essential to academic success.

Academic outcomes: Refers to measures of academic achievement, mainly academic grades,

completed assignments, and exam scores.

Intervention: Refers to a targeted approach aimed at reducing academic procrastination among

Grade 10 students through strategies aimed at promoting academic success and reducing
negative emotions.

Stress-management techniques: Refers to various strategies, including meditation and

relaxation techniques, aimed at reducing stress levels and promoting positive emotional states
and, ultimately, academic success among students.

Notes in Chapter II

- Ferrari, J. R., Johnson, J. L., & McCown, W. G. (1995). Procrastination and Task Avoidance:
Theory, Research, and Treatment. New York: Plenum Press.

- Pychyl, T. A., & Flett, G. L. (2012). Procrastination and Self-Regulatory Failure: An Introduction
to the Special Issue. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 30(4), 203-212.

- Sirois, F. M., & Pychyl, T. A. (2013). Procrastination and the Priority of Short-Term Mood
Regulation: Consequences for Future Self. Social and Personality Psychology Compass, 7(2),
115-127.

- Solomon, L. J., & Rothblum, E. D. (1984). Academic Procrastination: Frequency and Cognitive-
Behavioral Correlates. Journal of Counseling Psychology, 31(4), 503-509.
- Steel, P., & Klingsieck, K. B. (2016). Academic Procrastination. In S. Karabenick & T. Urdan
(Eds.), The Routledge Handbook of Educational Psychology (2nd ed., pp. 395-411). New York:
Routledge.

- Tuckman, B. W. (1991). The Development and Concurrent Validity of the Procrastination

Assessment Scale. Educational and Psychological Measurement, 51(2), 473-480.

- Tuckman, B. W., & Hinkle, J. S. (1988). An Experimental Study of the Effects of Self-
Verbalization of Self-Management Techniques on Academic Procrastination. Journal of
Counseling Psychology, 35(3), 389-390.

Leader & Assistant Leader: Shamel Hementera

Xyrelle Daniel Compa

Members: John Russel Dela Cruz

Ranzel Alexa Sabado

Monaliza Raña

Auvie Joy Tolentino

Rowen Avanceña