Institute of Social Sciences Education and Research, Panjab University,

Chandigarh

Procrastination Among College Students

Submitted By:
Gurinder Kaur
B.A Honours in social
Submitted To: sciences
Anil Monga Semester-6
Roll No.- 17105419
 Acknowledgements
I am sincerely thankful to the Institute of Social Sciences Education and Research,
Panjab University, Chandigarh for providing me with the opportunity to write a
research paper on the topic ”Procrastination among college students”

I am also thankful to Professor Anil Monga for guidance. Without his support, it
would have been difficult for me to prepare this project.
I am also thankful to the coordinator of ISSER Dr.Swarnjit Kaur for helping me and
advising me on this project report.

Through this project, I have learnt about how does procrastination affect the students
in the colleges. I would also like to thank all the students who took their time out to fill
the questionnaire. Lastly, I would like to thank my parents and my friend Sukhman
for providing the needed support to help me finalise this project.

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 Certificate of originality of work

This is to certify that the survey project submitted by me is an outcome of my

independent original work. I have duly acknowledged all the sources from which the
ideas and extracts have been taken. The project is free from plagiarism and has not
been submitted elsewhere from publication.

Gurinder Kaur

Gurinderkaur111138@gmail.com

Institute of Social Sciences Education and Research

22 May,2020

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 Table of Content

Serial
Number
Content Page
Number

1 List of tables 4

2 List of charts 4

3 Abstract 5

4 Introduction 6-7

5 Literature Review 8-10

6 Method 10

7 Research ethics 10-11

8 Result 11-17

9 Result Discussion 18

10 Limitations 19

11 Conclusion 19

12 Recommendation 19

13 Reference 20-21

14 Appendices 22-29

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List of Tables
Table Title Page Number
Number
4 Delay making decisions 14

7 Feel overwhelmed by my daily tasks 15

10 Rarely get tasks accomplished on time 17

List of Charts
Chart Title Page
Number Number
1 Gender 12
2 Often fail to meet deadlines 13

3 Have difficulty making up my mind 13

5 Get started on project at the last minute 14

6 Get easily distracted 15

8 Avoid getting started on difficult tasks 16

9 Difficult identifying their priorities 16

11 Create justification and reason for delaying tasks done 17

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Abstract

The study focuses on analysing how often do students in the university

procrastinate. The survey (google forms) is done on the basis of convenient
sampling basically students between the age groups of 20-21 and 22-24 among
males and females. Data is collected from a sample size of 100.The method
through which the data is collected is random convenient sampling. The study
may help to know how often do students procrastinate in the universities. A
questionnaire is made which consists of 10 questions and multiple choice is given
ranging from strongly disagree to strongly agree. The data were analysed in
terms of percentage and through MS-Excel. The study concluded that students
often procrastinate in doing their work. It has been concluded that students both
men and women equally procrastinate. Students have difficulty making up their
mind. They are not able to make decisions effectively. Most of the students get
easily distracted. They feel difficult identifying their priorities when there is a lack
of identity.

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Introduction

Procrastination appears to make university students postpone and delay their

academic work becoming self- excusive and ignoring their academic responsibilities
during the entire course of studies. It seems a common practice that university
students put off their academic work: they delay in preparing & submitting their
assignments & presentations, completing projects, and even preparing for the
examinations. In education and training, the term academic procrastination is
commonly used to denote the delay in academic activities. It may be intentional,
incidental and/or habitual but significantly affects learning and achievement of
university students. However, different scholars (Morelli, 2008; Schmitt, 2008;
Letham, 2004), have described different kinds of procrastination e.g realistic,
unrealistic and spiritual procrastination; chore, dream; behavioural, decisional and
meta-cognitive procrastination. Whatever the kind of procrastination is, however, it
slows down the performance of students making them careless, lazy, passive and
academically stagnant & irresponsible.

Procrastination is usually seen as an exclusively negative phenomenon, requiring

the inclusion of some characteristic such as psychological pain or irrationality. Also,
procrastination should only deal with intended tasks as there are many thousands of
things we could be doing right now and it becomes cumbersome to think that we are
putting them all off. I tried to include these useful elements in my definition of
procrastination:
Psychological Pain
Procrastination is delay in conjunction with subjective discomfort (e.g., Solomon &
Rothblum, 1984).

Intended Action
Procrastination is when we delay beginning or completing an intended course of
action (e.g., Beswick & Mann, 1994).

Irrationality
Procrastination is the illogical delay of behavior (Sabini & Silver, 1982)

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Objective-The study was conducted with the objective of analyzing how often do
students in the universities procrastinate.

Significance of the study

The outcome of the study will help the researchers to gather information regarding
students procrastination and this will help them find techniques through which the
procrastination can be eradicated.

The Procrastination-Action Line

You can't depend on long haul results and compensations to rouse the Present Self.
Rather, you need to figure out how to move potential compensations and disciplines
into the current second. You need to cause the future results to become present
outcomes.
This is actually what occurs during the second when we at last move past delaying
and make a move. For instance, suppose you have a report to compose. You've
thought about it for a considerable length of time and kept on putting it off for a long
time. You experience a tad of annoying agony and tension contemplating this paper
you need to compose, yet insufficient to take care of business. At that point, out of
nowhere, the day preceding the cut-off time, the future outcomes transform into
present results, and you compose that report hours before it is expected. The
torment of lingering at last heightened and you crossed the "Activity Line."

There is something important to note here. As soon as you cross the Action Line, the
pain begins to subside. In fact, being in the middle of procrastination is often more
painful than being in the middle of doing the work. Point A is often more painful than
Point B. The guilt, shame, and anxiety that you feel while procrastinating are usually
worse than the effort and energy you have to put in while you’re working. The
problem is not doing the work, it’s starting the work.
If we want to stop procrastinating, then we need to make it as easy as possible for
the Present Self to get started and trust that motivation and momentum will come
after we begin.

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Literature review

Procrastination appears a tendency, attitude or behavioural trait which Shah (2000)

described as indecisive state lacking in will power and vitality to do a work. Students
become unable to do the right work at the right time leaving it for some other time;
that may result in failure plunging them (Milgram 1991) in a state of emotional
disturbance. It may have an effect on students’ personality traits and their learning.
Steel (2008) pointed out that

procrastination effects the self-efficacy & self-actualization, distractibility,

impulsiveness, self-control and organizational behaviour of the students. It makes
students lazy & passive developing delaying tendency in them; either they feel
hesitation in taking initiatives or fear to start a work or an assignments. Different
researchers have found a number of primary and secondary problems associated
with academic procrastination, e.g. low achievement of students and their increased
physical and psychological problems (Ferrari & Pychyl (2008), anxiety (Lay, 1995;
Onwuegbuzie 2004), irregularity, confusion and irresponsibility (Rivait 2007).

Different factors appear to contribute towards procrastination among university

students particularly, lack of commitment, lack of guidance and encouragement,
inappropriate time management skills, emotional stress, social problems,
overconfidence and illness. Pychyl, (2008) stated that irrational believes of the

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students make develop in them procrastinating tenancy undermeathing the delay in
completing a task. It appears as an attitude or behavioral trait usually associated with
(Elmer, 2000) lack of communication skills, inappropriate learning strategies, low
achievement, boring or difficult assignments, unplanned study schedule, learning
styles, deceptive excuses, anxiety and emotional stress, irrational thinking, low self-
efficacy, lower self-control and delayed gratification. Ferrari (2001) and Ferrari &
Pychyl (2008) stated that students procrastinate when they are unable to set a pace
of their learning to meet high performance expectations within a duce course of time.
Some of the students seem accustomed to delay their work and (Kliener, 2008)
about 20% of the students’ delay their academic work as their routine and later on it
becomes their habit. Likewise, Goode (2008) asserted that longer timelines of
completing a task, plenty of leisure time and co-curricular activities promote
procrastination. However, above all, students appear to procrastinate maintaining
their perceived level of self-worth (Owens & Newbegin (1997).

It adversely impacts on students’ personality, their learning and achievement almost

at all levels of studies and in all subjects. Essau, Ederer, O’Callaghan, &
Aschemann, (2008) concluded that high level procrastination makes students unable
to regulate and organize them achieve their academic goals causing them
depression, anxiety and stress. It is not gender restricted or gender-based trait rather
works across the gender and affects both the sexes. Akinsola, Tella, & Tella, (2007)
found equal level of academic procrastination among male and female students with
its significant effect on their achievement in the subject of mathematics.
Psychological effects of procrastination include emotional instability and mental
stress. Williams, Stark, and Foster, (2008) found the relationship between
procrastinating tendency and academic stress among students; and an increase in
self- compassion decreased the procrastination.

Procrastination may not be confined to any of the stages of human growth and/or
age-specific phenomenon rather found more or less in all individuals. Consistency
and continuity of procrastinating tendency may become the behavioral trait of
individuals particularly, university students. Schourwenburg, Lay, Pychyl & Ferrari
(2004) found in their study that over 70% of the students have procrastinating
behavior in North America. Similarly, the degree of procrastination among students

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appears greater than general public and the study of Goode (2008) strengthens it;
which found that 70% of the college students and 20% of the general population
appeared having procrastinating tendency in their routine. It may develop into
behavior of an individual with an increase in the age; resulting in its associated
problems. According to Yaakub (2000) procrastination and increase in age have a
closer relationship; the younger (school) students appear having more
procrastinating tendency whereas the older women have more anxiety problems
(Anthony, 2004); developing low self-esteem and anxiety in high school students
(Owens & Newbegin, 1997). However, the rates of procrastination among college
students varied from 46% (Solomon & Rothblum, 1984) to 95% (Ellis & Knaus,
1977).

Method

Various tools used to measure that how often do the college students procrastinate
includes:

 Survey approach- It is a quantitative approach which is administered

through self report of carefully selected samples. This is a flexible
approach that helps us to study basic and applied research questions.

The survey (google forms) is done on the basis of convenient sampling basically
of students between the age groups of 20-21 and 22-24 among males and
females. Data is collected from the sample size of 100.The method through which
the data is collected is random convenient sampling. The study may help to know
how often do students procrastinate in the universities. The method through
which the data is collected is via google docs.

Research Ethics

Research ethics are moral principles that are adopted by the researchers to ensure
that respondents benefits are violated. This helps to build a trust relationship
between the respondent and the researcher. There are certain ethical guidelines that
were adopted to carry out this research.

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  The survey was conducted by providing a sense of informed consent whereby
people who agreed to take part in this study knew what they were agreeing to
and authorised the researcher to collect information without any form of
coercion.
 It was ensured that the identity of each and every respondent is kept
confidential in order to establish a sense of trust and maintain regard towards
the right of privacy of the participants.
 The veracity of the study was maintained throughout the survey period by
answering certain doubts and queries of the respondents with complete
practicality and truth.
 The analysis and reporting of the results was done with a completely
unbiased eye. Every result in the study is empirically correct and the
researcher to be held accountable if otherwise.
 It was ensured that the probability of prejudiced influence of the researcher is
reduced to as minimal as possible.

Result

Once the process of data collection was completed, data was analyzed using a
quantitative approach. Data was systematized and converted into percentages,
charts, and table illustrations to assist the researcher’s progress of making analysis
and comparison, as well as concluding in further suggestion and recommendation.
An empirical approach was kept while analysing the data.

The aim of the research is to analyse how often do students in the universities
procrastinate. The study is descriptive in nature due to which random convenient
sampling approach is adopted for the data collection. A questionnaire is made which
consist of 10 questions and multiple choice is given ranging from strongly disagree to
strongly agree. Simple and easy sentences were used to ensure that the respondent
can understand the nature of the question and can answer it without any confusion.
The questionnaire was structured to avoids the confusion among the respondents.
The data were analysed in terms of percentage and through MS-Excel.

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The study shows that 49% of men and 49% of women they both show an equal
percentage of procrastination (Chart1) among the age group of 20-21 which is 96%.
The data is collected mostly from the undergraduate students which are 99%.

In order to remove criteria of gender bias in respect of the ethics of this research an
equal number of samples of males and females was targeted. This not only makes
the research more ethical but also helps in studying the issue equally for both the
sexes.

Chart-1 Represents the respondent’s gender

Chart-2 indicates how often do students fail to meet the deadlines. This pie chart
shows that 44% of students disagree that they often fail to meet the deadlines.
Whereas 7% shows they agree and 25% of students are neutral about their
response.

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 Chart-2 Represents how often do people fail to meet deadlines.

From the given chart-3 it indicates difficult in making up my mind.This shows that
35% students agree, disagree(30%) and neutral (23%).This chart shows that most of
all the students feel that they often have difficulty making up their mind.

Chart-3 Having difficulty making up my mind

0.4
35%
0.35
30%
0.3

0.25 23%
Percentage

0.2

0.15
9%
0.1

0.053%

0
Strongly disagreedisagree neutral agree strongly agree
Scale

Table-4 indicates delay making decisions. From this given table it shows that about
38.4% students are not able to make decision affectively whereas 19.2% disagree
and 26.3% are neutral.

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 Table-4 I delay making decisions
Scale Percentage

Strongly Disagree 8.1

Disagree 19.2

Neutral 28.3

Agree 38.4

Strongly Agree 6.1

Chart-5 indicates how often do students get started on the project at the last minute.
The study shows that most of the students which is 32% start their project at the last
minute, Strongly Disagree(12%), Disagree(13%),Neutral(29%),Strongly Agree(14%).

Chart 5 - Respondents get started on project at the last minute.

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Chart-6 depicts how easily do students get distracted about half of the sample 52%
agree whereas only 10% disagree and 17% are neutral.

Chart-6 Students get easily distracted

60%
52%
50%

40%
Percentage

30%

20%
20% 17%

10%
10%

1%
0%
Strongly disagree disagree neutral agree strongly agree
Scale

Table-7 indicates how often students feel overwhelmed by the daily task. About 39%
feel neutral about the overwhelming of the task, Disagree (25%),Agree (22%).

Table-7 I feel overwhelmed by my daily tasks

Scale Percentage
Strongly Disagree 2
Disagree 25
Neutral 39
Agree 22
Strongly Agree 12

In the chart-8 avoid getting started on the difficult tasks. 35% of the students avoid to
get started on the difficult task whereas 26% shows neutral response and 21%
disagree.

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 Chart 8- Respondents avoid getting started on difficult tasks.

Chart-9 how often do students have difficulty in identifying their priorities. In this chart
it shows that people are not on the extreme sides. Disagree 31.3%, Neutral 28.3%,
Agree 28.3%, Strongly disagree 8.1% and Strongly agree 4%.

Chart-9 Difficulty identifying their priorities

35%
31.30%
30% 28.30% 28.30%

25%

20%
PERCENTAGE

15%

10%

8%

5% 4.00%

0%
strongly disagree disagree neutral agree strongly agree
SCALE

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Table-10 it indicates rarely get tasks accomplished on time.It shows that 45% of the
students disagree with the tasks get accomplished on time whereas 20% shows
neutral response and 15% agrees.

Table-10 Rarely get tasks accomplished on time

Scale Percentage

Strongly Disagree 17

Disagree 45

Neutral 20

Agree 15

Strongly Agree 3

Pie chart-11 indicates we give justification and reason for delaying the tasks
done.33% agree about giving reasons for delaying the tasks and 33% show neutral
response whereas 21% disagree with it.

Chart11- Respondents give justification and reason for delaying tasks done

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Result Discussion

When students fail to meet the deadline the reason behind this could be poor time
management. Students in universities tend to procrastinate and are unable to
complete their work on time. This might be attributed to illness, social, family
problems. My studies show that most of the students both men and women
procrastinate equally.
Students feel difficult to make up their mind as they might not be able to prioritize
their work or they feel lack of motivation and interest, lack of confidence, laziness,
negative attitude towards the work, insufficient planning.
Students delay making decisions because they are having too many commitments
and they are not sure which work should be prioritized. When a work which is being
forced by the teacher students then try to resist them and poor study routines.
When students get started on the project at the last minute they have overly lenient
deadlines when teachers have not enforced clarified consequences. When students
have optimistic time estimates this is the most difficult problem. This arises when
students underestimate the time to do the particular task and hence they fail to leave
enough time for them to complete the task.
Studies show time required for finishing their work, yet end up occupied with different
things. These interruptions can be outer (Facebook, instant messages, and so on.)
or interior (their own considerations and motivations). In any case, this outcome in
them investing energy that had been planned for their work in different manners.
Students easily get distracted because they have no clue about where to start from.
Feeling overwhelmed by the daily tasks like waking up in the morning, making small
decisions etc. might be cumbersome for some individuals due to which they are not
able to complete the work of the university.
When the assignment is very difficult and to just think about starting it very scary.
Due to this overwhelming feeling students might at first let it go but at then they don’t
get enough time to complete that work. In the end, they end up in a more stressful
situation which might have been less if they could have started it earlier. The other
reason could be fear of failure.
Students have difficulty in identifying their priorities when there is a lack of identity.

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When we are not able to make the right decisions about which work requires first
priority and the work which is more accountable for us. In my study students are able
to complete the task on time.

Limitations
Since this research is based on convenient sampling due to which we were not able
to collect data from the different strata of the population.
This research was not able to reach secondary school students.
Many researchers say that both qualitative and quantitative research is able to get
accurate results but my research is based on only qualitative research.

Conclusion
From this study, it has been concluded that students both men and women equally
procrastinate. Students have difficulty making up their mind. Students are not able to
make a decision effectively. Some students get started of the project at the last
minute this could be due to overly lenient deadlines. Most of the students get easily
distracted possible reasons could be social networking sites and when they have no
clue from where to start from. They feel difficult identifying their priorities when there
is a lack of identity When we are not able to make the right decisions about which
work requires first priority and the work which is more accountable for us. They give
justifications and reasons for delaying their tasks completions. The remedial
measures than can be adopted to minimize procrastination are providing proper
guidelines about the assignment, Tutors in the universities that can help them with
their assignments, appreciate and positive comments on students, assigning the
work to the students on the basis of their potential.

Recommendation
As this study shows that students in the university procrastinate quite often further
this study can be adopted to minimize the effect of procrastination on the students by
helping them gain time management strategies, providing them guidelines, giving
them work according to their potential. Further this research can be used to see the
effect of procrastination on the learning process.

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 Reference
 Milgram, M. (1991). Procrastination: In Dulbecco, R. (Ed) Encyclopedia Of
Human Biology (Vol.6, pp.149-155) New York. Academic Press. Morelli,G.
(2008). The Spiritual Roots Of Procrastination. Retrieved from website
Hhttp://www.orthodoxytoday.org/articles 6/morelli procrastination.phpH
accessed on may 17, 2020
 Onwuegbuzie, A. (2004). Academic Procrastination And Statistics Anxiety:
Assessment And Evaluation In Higher Education, Vol. 29 & Issue 1. Retrieved
from Hwww.inform a world.com/H smpp/content~content on December 21,
2009.
Owens,A. & Newbegin, I. (1997). Procrastination In High School
Achievement: A Causal Structural Model. Journal Of Social Behaviour And
Personality, 3, 201-214.
 Pychyl, T. (2001). A Brief History Of Procrastination, Canada. Procrastination
Research Group, Department Of Psychology, Carleton University Ottawa,
Canada. Retrieved from Hwww.prg.comH accessed on may17, 2020.
 Pychyl, T. (2008). Worry Helps Me Cope: A Metacognitive Belief Linked
To Procrastination, Carleton University Ottawa, Canada.. Retrieved from
Hwww.psychology today blogs.htmH accessed on may17, 2020.
 Pychyl, T. (2008). Don’t Delay. Carleton University Ottawa, Canada. Sussex
Publishers, New York. Retrieved from Hwww.psychology today blogs.htmH
accessed on may17, 2020.
 Kliener, K.(nd). When Manama Is Too Soon. Retrieved from
Hwww.thestar.comH accessed on may 17, 2020.
 Shah, A.S. (2000). Exploring The World Of English: A Practical Course
In Composition, Lahore: Markazi Kutub Khana.
 Steel, P. (2008). Procrastination History. Retrieved from Hwww.procrastinus-
history.htmH accessed on may 17, 2020.
 Rivait, L. (2007). What I Don’t Do In My Summer Vacations: Fighting
Procrastination. Retrieved from Hhttp://www.past the pages.ca/feature.htmH
accessed on may 17, 2020.
 Ferrari, J., & Pychyl, T. (2008).Procrastination: Current Issues and
New Directions, Volume 15, No. 5.
Ferrari, J. (2001) Procrastination As Self-Regulation Failure Of Performance:
Effects Of Cognitive Load, Self-Awareness And Time Limits On ‘Working Best
Under Pressure’. European Journal Of Personality, 15, 391-406.
 Kliener, K.(nd). When Manama Is Too Soon. Retrieved from
Hwww.thestar.comH accessed on may 17, 2020.
 Owens,A. & Newbegin, I. (1997). Procrastination In High School
Achievement: A Causal Structural Model. Journal Of Social Behaviour And
Personality, 3, 201-214.
 Essau, C.A., Ederer, E.M., O’Callaghan, J., & Aschemann, B. ( 2008). Doing it
now orlater? Correlates, predictors and prevention of academic, decisional
and general procrastination among students in Austria. A Poster Presentation
at the Presentation at the 8th Alps-Adria Psychology Conference, October 2-
4, Ljubljana, Slovenia

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 Akinsola , M. K., Tella, A. & Tella,A. (2007). Correlates of Academic
Procrastinationand Mathematics Achievement of University Undergraduate
Students; in Eurasia Journal of Mathematics, Science & Technology
Education, 2007, 3(4), 363-370, from Hhttp://www.ejmste.comH]
 Williams, J. G., Stark, S. K., and Foster, E. E. (2008). Start Today or the Very
Last Day?
The Relationships among Self-Compassion, Motivation, and Procrastination.
American Journal of Psychological Research; Volume 4, Number 1
 Solomon, L & Rothblum, E. (1984). Academic Procrastination: Frequency
And Cognitive-Behavioural Correlates. Journal Of Counseling Psychology
(31: 504-510).
 Yaakub , N.F. (2000) Procrastination Among Students in Institutes of
Higher Learning: Challenges
for K-economy: Malaysia. University Of Utara retrieved from website
http://www.postpone/Mahdzan.com accessed on may 17, 2020
 Schouwenburg, H., Lay, C., Pychyl, T. & Ferrari, J. (2004). Counseling
The Procrastinator In Academic Settings, Washington D.C.: American
Psychological Association. Retrieved from Hwww.prg.comH
 Procrastination: A Brief Guide on How to Stop Procrastinating. (2020).
Retrieved 17 May 2020, from
https://jamesclear.com/procrastination#What%20is%20Procrastination?
 (2020). Retrieved 17 May 2020, from
https://www.researchgate.net/publication/271617614_Analysis_of_procrastina
tion_among_university_students
 12 reasons why students procrastinate…and what you can do about it |
Creating Positive Futures. (2020). Retrieved 17 May 2020, from
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 (2020). Retrieved 17 May 2020, from
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 Appendices
Survey cover letter

Date- May 10,2020

Subject- You are invited to a research survey- Procrastination among college
students

Dear students,
You are invited to participate in a research study titled “Procrastination among
college students”. The study is done by Gurinder kaur from the institute of Social
Sciences Education and Research at Panjab University, Chandigarh. The purpose of
the study is to determine how often do students in the universities procrastinate.

In this study, you will be asked to complete an electronic survey link for which has
been mentioned at the end of this invite. Your participation in this study is voluntary
and you are free to withdraw your participation from this study at any time. The
survey should take only 10 minutes to complete. There are no risks associated with
participating in this study as this survey collects no identifying information of any
respondent. All of the responses in the survey will be recorded confidentially.

While you may or may not experience any direct benefits from participation,
information collected in this study may benefit the fields of education and psychology
in the future by better understanding the existing relationship between the two.

If you have any questions regarding the survey or this research project in general,
please contact Ms. Gurinder Kaur, gurinderkaur11138@gmail.com

Please click the survey link below and provide us with your feedback.

https://docs.google.com/forms/d/e/1FAIpQLScgekge_dOQ0IEyadvxszR1jY_hyEPjx2
xwLSlnrcABJz8QZw/viewform?usp=sf_link

Gurinder kaur

Semester-6

22
B.A hons (Psychology) Institute of Social Sciences Education and Research at
Panjab University, Chandigarh

Participant Information sheet

I would like to invite you to take part in a research study. Before you decide you need
to understand why the research is being done and what it would involve for you.
Please take time to read the following information carefully. Ask questions if anything
you read is not clear or if you would like more information. Take time to decide
whether or not to take part.

Who I am and what this study is about?

I am Gurinder Kaur, a semester 6 student pursuing Bachelors of Arts in Social

Sciences from Panjab University, Chandigarh. This survey research will be
undertaken as part of my course and it aims to study the impact of procrastination
among the college students. The study will be done by analysing a set of questions
answered by a sample size of 100 students.

What will taking part involve?

The role of a participant for taking part in the study will consist of volunteering as a
study sample by filling out a survey questionnaire designed for the study.

Why have you been invited to take part?

The criteria for sample selection requires them to be a student of either Panjab
University Campus or of affiliated colleges.

Is it a compulsion to take part?

Being a part of this study is completely voluntary and the person has complete right
to refuse participation, refuse any question and withdraw at any time without any
consequence whatsoever.

What are the possible risks and benefits for taking part?

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There are no risks associated with participating in this study as this survey collects
no identifying information of any respondent. All of the responses in the survey will
be recorded confidentially. The study may or may not have direct benefits from
participation for the participants, information collected in this study may benefit the
Education system and psychology in the future by better understanding the existing
relationship between the two.

Will taking part be confidential? And how information provided by you will be
recorded, stored and protected ?

The responses will be recorded via Electronic (online) survey and will be
confidentially used for the study. The data will be stored in a highly secured
computer database system in case to be retrieved due to complications in the study.
Overall identity of the participants will not be disclosed whatsoever.

What will happen to the results of the study?

The results of the study will be discussed. Then these will be analysed and further
discussed for practical implementations.

Who should you contact for further information?

For further information, please contact Ms. Gurinder Kaur

Gurinderkaur111138@gmail.com

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