ACADEMIC PROCRASTINATION AND

SELF- MOTIVATION PRACTICES AMONG

FIRST-YEAR COLLEGE EDUCATION STUDENTS
IN AN ONLINELEARNING MODALITY

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2022
Volume: 6
Pages: 541-552
Document ID: 2022PEMJ460
DOI: 10.5281/zenodo.7490474
Manuscript Accepted: 2022-25-12
Psych Educ,2022, 6: 541-552, Document ID: PEMJ460, doi:10.5281/zenodo.7490474, ISSN 2822-4353
Research Article

Academic Procrastination and Self-Motivation Practices Among First-Year College

Education Students in an Online Learning Modality
Maricar S. Camacho*, Ariel C. Miranda, Jeehan J. Banggos, Jessa Mae T. Batulan,
Mary Angelou G. Cardaño, Kristyll Faith Amor B. Menguita, Hannah Jane D. Rosagaran
For affiliations and correspondence, see the last page.

Abstract
This study was conducted to determine Academic Procrastination and Self-Motivation practices
among First-Year College students of Notre Dame of Midsayap College. It covered the demographic
profile of the respondents, such as sex. It discussed academic procrastination practices and self-
motivation practices to overcome these acts or patterns of behavior. Furthermore, it determined the
significant difference in the respondents’ acts or patterns of procrastination and self-motivation when
grouped according to sex. Moreover, descriptive and causal-comparative research designs were
employed in this study. A survey questionnaire was the main instrument to gather data for this
research. Results showed that the respondents’ Academic Procrastination Practices are mainly related
to their poor time management and social media exposure. Also, the respondents’ Self-Motivation
Practices to overcome and avoid academic procrastination can be primarily explained by their
parent’s hard work, support, concern, and financial status. Finally, findings revealed that First-Year
College Education students do not significantly differ regarding their academic procrastination and
self-motivation practices when grouped according to sex.

Keywords: academic procrastination practices, self-motivation practices, first-year

college education students

Introduction of combatting academic procrastination is commonly

The pre-pandemic era has already revealed various
widespread academic issues that hamper academic
success among students in a physical context. One of
these is academic procrastination. This academic issue
is the act of postponing, delaying, and putting off a
task within the desired timeframe. However, when the
pandemic happened, this academic issue became more
prevalent given the context of each academic
institution's different learning delivery modalities and
the new learning environment of learners at their
homes. Specifically, the fully online learning modality
has exposed learners to numerous stimuli in practicing
academic procrastination. These include students’ poor
time management, peer influence, their personalities,
and too much exposure to social media.
A panel study from Germany among several thousand
university students found that increasing academic
procrastination increases the frequency of different
forms of academic misconduct (Ariely & Wetenbroch,
2002). Most procrastination behaviors in an academic
situation concern are completing academic
assignments such as preparing for exams, doing
homework, and writing papers (Schouwenburg et al.,
2004).
The adverse effects of academic procrastination
concerning the student’s performance and success in
school are the same reasons that motivate them to
overcome this destructing pattern of behavior. This act
called self-regulation or self-motivation. It is the
ability to independently self-organize and complete
tasks without external pressure. It helps the students
reduce their procrastination and associated issues, such
as anxiety. According to research efforts, self-
regulation failure is one of the leading causes of
procrastination (Steel, 2007 and Steel & Klingsieck,
2016).
Academic self-motivation fascinates educational
psychologists because of its crucial role in student’s
academic learning. It is the “need” to be successful or
effective in dealing with one's environment. Students
become motivated based on different reasons or goals
that drive motivation. This drive could be internal or
external. Students may become academically
motivated because tasks are inherently exciting or
because of a long list of external causes for rewards or
recognition per se.
Despite empirical studies on determining student's
academic procrastination and self-motivation
practices, relatively little is known about the role of
longer volitional processes of goal striving, such as
grit, on academic procrastination. The Covid-19
pandemic, which requires learning to be carried out
online, appears to have increased academic
procrastination, although no actual data supports the
claim. In indention, this study offered a novel
quantitative examination of academic procrastination
and self-motivation practices among first-year college
education students in an online learning delivery

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Research Article
modality.
Research Questions
The main objective of this research was to determine
Academic Procrastination Practices and Self-
motivation among First-Year College Education
students. Specifically, this study sought to answer the
following research questions:
1. What is the profile of the respondents in terms of
sex?
2. What are the practices on academic procrastination
of the respondents in terms of:
2.1 Time management,
2.2 Personality,
2.3 Peer, and
2.4 Social media?
3. How do respondents motivate themselves to avoid
academic procrastination in terms of:
3.1 Family relation,
3.2 Physical activities, and
3.3 Good habits?
4. Is there a significant difference in academic
procrastination when the respondents are grouped
according to sex?
5. Is there a significant difference in self-motivation
when the respondents are grouped according to sex?
Literature Review
Academic Procrastination
Academic procrastination is a specific kind of
procrastination that manifests procrastination in
learning (Zhang, 2010). It is commonly seen among
middle-school, high-school, and college students
(Ghosh & Roy, 2017; Ziegler & Opdenakker, 2018;
and Li et al., 2019). It is not a unique character flaw or
a mysterious curse on the person's ability to manage
time but a way of coping with challenging emotions
and negative moods induced by specific tasks,
boredom, anxiety, insecurity, frustration, resentment,
self-doubt, and beyond. It is an emotion regulation
problem, not a time management problem, according
to Dr. Tim Pychyl, professor of psychology and
member of the Procrastination Research Group at
Carleton University in Ottawa (2013).
Internet use has often been shown to conflict with
other goals and obligations, thus implying that the
individual spends less time on focal tasks causing
procrastination. The time spent on distracting tasks
adds to the problems procrastinators already
Camacho et al.
experience. Internet multitasking, such as accessing
the Internet while doing something else, is positively
correlated with procrastination (Reinecke et al., 2018).
It indicated that procrastinators are especially prone to
suffer when Internet access remains unrestricted.
The classic form of procrastination occurs when a
person chooses to work on something more enjoyable
or less important than the task given. The person who
engages in this does not frequently acknowledge this
as procrastination because he or she is "getting things
done," but the person is still not completing the
assigned task. This form of procrastination is
becoming more prevalent in modern society (Steel,
2007).
They refrain from working on the more significant
tasks when the reward or feeling of accomplishment is
less immediate than completing smaller tasks (Kearns,
Gardiner, & Marshall, 2008). In addition, when goals
are far off, people get frustrated because they are still
trying to figure out how to accomplish them.
Therefore, people naturally choose the path of least
resistance and prefer to work on small tasks that do not
require as much time, planning, and energy as the
more significant tasks (Ferrari, 2010). Although people
who procrastinate understand that this delay will result
in negative consequences such as guilt and shame,
they feel better temporarily. Park and Sperling (2012)
have examined motives and reasons for procrastination
in self-regulated learning on academically related
tasks.
Hen ce , th ere are two ty p es of ac ad e m ic
procrastination: active and passive procrastination
(Chu & Choi, 2005). Passive procrastination is the
standard type of procrastination that occurs when the
participants are passive in completing tasks and
experience negative emotions while completing the
task. Passive procrastinators exhibit deficits in these
abilities. On the other hand, active procrastination is
the process of working under pressure. Thus, active
procrastinators can act on their decisions promptly,
know the purposes of time, control time, and have
appropriate coping styles. Active procrastinators
exhibit successful time management skills and self-
regulation. The difference between those who engage
in active and passive procrastination involves the
ability to self-regulate (Choi & Moran, 2009). The
core characteristic of procrastination is the intention-
action gap suggesting that procrastinators often have
good intentions, but the challenge lies in implementing
these intentions (Dewitte & Lens, 2000).
Consequently, academic procrastination produces
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many adverse effects, such as negative emotions,
anxiety and depression, lower learning efficiency,
lower academic self-esteem, and academic pressure
(Romano, 1996; Klassen et al., 2010; Klibert et al.,
2016; and Krispenz et al., 2019). Undoubtedly,
procrastination cuts across all human endeavors,
including academic affairs. Furthermore, it could result
from fear of failure, lack of motivation, lackadaisical
attitude, or lack of confidence in one’s ability to
perform academic tasks (Okoiye & Nlemadim, 2017).
No wonder Oriol et al. (2016) lamented that teachers
are faced with the challenge of actively engaging
students to ensure promptness in both carrying out
academic roles and possible prompt graduation. This is
because academically engaged students fully
concentrate and are enthusiastic about learning
(Alrashidi et al., 2016). Despite the plethora of
findings illustrating procrastination's damaging impact
on life satisfaction and mental health, recent research
discovered that not all procrastination has negative
consequences, such as lower grades and mental health
issues (Chu & Choi, 2005 and Schouwenburg, 2004).
However, this behavior can be battled through
academic self-control, self-regulation, and self-
efficacy. Academic self-control refers to an
individual's ability to adjust learning behavior in order
to achieve a goal in academic development, with the
individual's body, mind, behavior, external
environment, and events as the objects, and social
requirements and self-concept as the standards (Zhang,
2006; Duckworth et al., 2019). Duckworth et al.
(2019) pointed out two features of self-control: it is
necessarily self-initiated, and, more important, it only
occurs when an individual makes a choice between
something with long-term significance and something
with immediate appeal. However, people tend to
choose more concrete tasks that need to be performed
immediately and ignore more abstract tasks in the
distant future, making them more likely to
procrastinate (Gröpel & Steel, 2008). The strength
model of self-control states that when self-control is
reduced, a state of loss affects an individual's decision-
making ability. It also considers emotion and
motivation as significant factors affecting the strength
of self-control (Baumeister et al., 2007; and Boucher
& Kofos, 2012).
Moreover, students who are self-regulated learners are
successful academically for a variety of reasons. First,
self-regulated learners possess knowledge concerning
cognitive strategies and understand that they increase
and enhance learning when strategies are used
appropriately. Second, they possess metacognitive
skills and can effectively monitor and control
Camacho et al.
important aspects of their learning behavior.
Consequently, they will use the "right tool for the job"
and modify learning strategies and skills based on their
awareness of effectiveness (Wieber & Gollwitzwer,
2010). Thus, procrastination has traditionally been
understood as a self-regulation or time-management
problem (Wolters et al., 2017). There is a substantial
body of evidence suggesting that lower self-regulating
b eh av io rs are related to h igh er levels of
procrastination. Thus self-regulation is one of the keys
to understanding procrastination (Ferrari, 2001).
On the other hand, people with high academic self-
efficacy have a high degree of "persistence and effort"
in implementing the whole learning plan (Bandura,
1977). This "persistence and effort," or self-control,
means that students can constantly adjust their learning
behaviors to complete goals on time and avoid
procrastination. Studies have found that academic self-
efficacy is positively correlated with academic self-
control, which can positively predict academic self-
control (Ein-Gar & Steinhart, 2017 and Chen et al.,
2019).
Motivation
Motivation is fascinating to educational psychologists
because of its crucial role in students' academic
learning. Academic motivation is a student's desire as
reflected in approach, persistence, and level of interest
regarding academic subjects when the student's
competence is judged against a standard of
performance or excellence. Academic motivation is a
subtype of reflectance motivation, defined as the
"need" to be successful or effective in dealing with
one's environment.
The Self-Determination Theory developed by Deci and
Ryan (1985) has made a distinction between the
different types of motivation based on the various
reasons or goals that give rise to an action. The most
basic distinction is between intrinsic motivation, which
refers to doing something because it is inherently
interesting or enjoyable, and extrinsic motivation,
which refers to doing something because it leads to a
separable outcome. Intrinsic motivation refers to doing
an activity for itself and the pleasure and satisfaction
derived from participation. Extrinsic motivation
pertains to a wide variety of behaviors that are
engaged in not for their own sake but as a means to an
end, such as doing an act for a reward or recognition.
Apart from intrinsic and extrinsic motivation, Deci and
Ryan (1985a) claim that a third construct, motivation,
must be considered to fully understand human
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behavior. Individuals are motivated when they do not
perceive contingencies between outcomes and actions.
They perceive their behavior as caused by forces out
of their control. The present-day education system
makes students strive for multiple goals with limited
time and resources. Such a scenario leads to
motivational conflicts. Students are confronted with a
bundle of activities they might want to engage in.
A study by Fries et al. (2005) showed that adolescents
often reported conflicts between school and leisure
activities, different school tasks, and, even more
frequently, between different leisure activities.
Researchers have found an inverse relationship
between academic procrastination and academic
motivation level in some contexts. Students who are
high on academic procrastination seem to have a lower
academic motivation level, or students' low academic
motivation level makes them delay the tasks related to
their academic field. As motivation level decreases,
the tendency for procrastination increases (Balkis,
2006; Lekich, 2006; Rakes & Dunn, 2010).
According to Tuckman and Sexton (1992) and Diaz-
Morales et al. (2008), procrastination arises from a
lack of motivation. In his other research, Tuckman
(1998) asserted that motivating an individual who
exhibits procrastination is hard. However, he
succeeded by using tests as an incentive to motivate
procrastinators to study. The conceptualization of
academic motivation as internal (intrinsic) or external
(extrinsic) has been well indicated by Christopher
(1998). In his research note, he postulated that students
whose motivation is external are more likely to
procrastinate, and intrinsically motivated students
procrastinate less. Procrastination is associated with
poor academic performance and negative student
attitudes. Also, it has been shown that students with
intrinsic reasons for pursuing academic tasks
procrastinated less than those with less autonomous
reasons. Students motivated or helpless in regulating
their academic behavior were likely to procrastinate
more (Senecal, Koestner & Vallerand, 1992). Similar
results have been reported in a recent study by Katzet
al (2013) that lack of autonomous motivation results in
procrastination. Students must be supported to adopt a
more autonomous type of motivation to reduce
procrastination. Moreover, high procrastination was
associated with a lack of self-determined motivation,
and motivation and intrinsic motivation showed a
significant unique effect on procrastination (Lee,
2005).
Together with self-determination theory are the
Cognitive-behavioral and Temporal Motivation
Camacho et al.
Theories. The cognitive-behavioral theory focuses
more on time, for example, overestimating the amount
of time needed to complete a task, underestimating the
required time, exaggerating future incentives, and
developing false confidence that a task will be initiated
by providing affective conditions that are required to
accomplish the task, and relying on ineffective or
inappropriate cognitions to complete the task in the
absence of the necessary emotional sense (Beck,
1960). At the same time, Temporal Motivation Theory
(TMT) suggests that any person continually prioritizes
activities that promise the highest utility, at least from
that person's perspective, for that specific time. In
other words, people tend to procrastinate when they
think the utility of doing the task is low. This theory is
a dynamic model of motivation dealing with the choice
among multiple options over time and suggests that,
due to preference reversal, individuals will be less
likely to procrastinate when they have routines (Steel
& König, 2006)
Furthermore, there is a strong correlation between self-
motivation, personal goals, and achievement. In order
to get adequately motivated and achieve, it helps to
spend some time thinking about personal goals and
what one wants to achieve in life. Personal goals can
provide long-term direction and short-term motivation.
Goals help students focus on what they want to be or
where they want to go. They can be a way of utilizing
knowledge and managing time and resources to focus
on making the most of life's potential. By setting
clearly defined personal goals, one can measure
achievements and keep sight of progress; if one fails to
achieve one step, one can reassess the situation and try
new approaches. Keeping one's life goals defined and
updated clearly as the circumstances change and
evolve is one of the most potent ways to keep oneself
motivated throughout life (Faltas, 2017).
Methodology
Research Design
The researchers utilized descriptive and causal-
comparative research designs. According to Creswell
(1994), the descriptive research method gathers
information about the present condition. This study
described the respondents through sex, academic
procrastination, and self-motivation practices.
It is causal-comparative since it explored the
resemblance between academic procrastination and
self-motivation practices among the respondents.
Causal-comparative research scrutinizes the
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relationship among variables in studies in which the The researchers surveyed the College of Education
independent variable has already occurred, thus students of Notre Dame of Midsayap College to gather
making the study descriptive rather than experimental. relevant data on their academic procrastination and
Because the independent variable has already been self-motivation practices by securing approval from
completed, the researcher has no control over it. That the Dean of the College of Education. Upon approval,
is, the researcher cannot assign subjects or teachers, the researchers conducted the study entitled
determine the means of implementation, or even verify “Academic Procrastination Practices and Self-
proper implementation. Sometimes the variable either Motivation among First-Year College Education
cannot be manipulated or should not be manipulated. Students by using a reliable and valid questionnaire.
Still, the relationship between the independent variable Before it was distributed, it was checked and approved
on one or more dependent variables is measured, and by the thesis adviser and reader. The researchers
implications of possible causation are used to conclude conducted the survey physically and chose only first-
the results (Maheshwari, 2018). year College of Education students to answer. The
questionnaires were retrieved right after the
Participants respondents accomplished them. The researchers
tallied the results and tabulated them for statistical
The study made the 45 first-year College of Education analysis.
students currently enrolled for the second semester of
Academic Year 2021-2022 as the respondents.
Results
Instruments of the Study
This section presents the findings according to the
The researchers used a researcher-made instrument.
study's research questions. The data were subjected to
The instrument was a pilot-tested questionnaire that
appropriate statistical tools with the help of the
had undergone the process of validation. Contents of
researchers' statistician. Frequency count and
the instrument were critically scrutinized by the thesis
percentage distribution were used in problem 1 to
adviser and members of the panel. The revision was
determine the demographic profile of the respondents.
based on their recommendations and comments. After
Weighted mean and Standard Deviation were
the validation, the questionnaire was pilot tested on 15
computed in problems 2 and 3. The t-test was used for
education students who were not included in the study.
problem numbers 4 and 5.
Cronbach's Alpha was used to compute data collected
during the pilot test. The consistency of the score with Respondents' Profile in terms of Sex
an r-value of 0.80 determined the reliability of the
questionnaire. This part is composed of the table for the male-female
ratio of the respondents of the study.
Questions were taken from the review of related
literature. The survey questionnaire is divided into Table 1. Respondents' Profile in terms of Sex
three parts using close-ended questions. Part I is the
respondents' demographic profile, which includes sex.
Part II is about the respondents’ academic
procrastination practices in terms of time management,
personality, peer, and social media. Part III is about
self-motivation practices on academic procrastination
in terms of family relations, physical activities, and
good habits. There are fifty (50) questions in the
As shown in table 1, the frequency and percentage
instrument. In part II, the respondents were asked to
distribution of forty-five respondents according to sex
rate each question using a four-point Likert scale
is revealed. The female has the highest frequency
ranging from 1 to 4: 4 – Always; 3 – Sometimes; 2 –
of 34, equivalent to 75.6%. The male has the least
Seldom; 1 – Never. In part III, the respondents were
frequency of 11, equivalent to 24.4%.
asked to rate each question using a four-point Likert
scale ranging from 1 to 4: 4 – Resembles me Very
Respondents’ Academic Procrastination Practices
Much; 3 – Resembles me Much; 2 – Resembles me a
Little; 1 – Does not Resemble me.

Procedure

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This part comprises the different tables for students'
specific academic procrastination practices. It includes
four tables, Tables 2.1 to 2.4, with the essential
information about the respondents' academic
procrastination practices regarding time management,
personality, peer, and social media. These were
utilized to describe the academic procrastination of the
respondents.
Table 2.1. Respondents’ Academic Procrastination in
Terms of Time Management
In Time Management, the highest mean score of 3.08
is item 5, which states, "I am continually saying I'll do
it tomorrow," described as Sometimes with a standard
deviation of 0.97. The second highest mean score
of 3 is item 3, stating that " I often find myself
performing tasks that I had intended to do days before
the deadline," described as Sometimes with a standard
deviation of 0.67. The least mean score of 2.66 was
obtained by item 4, which states, "I do assignments
just before they are to be handed," with a standard
deviation of 0.70. The overall mean score is 2.88,
described as Sometimes with a standard deviation
of 0.78.
The item with the highest mean value is “I'll do it
tomorrow". This result implies that most first-year
education students tend to delay the completion of
their tasks since they perceive that they still have
enough time to do the tasks. The present results
resonate with the procrastination decision-making
model of Zhang (2019). The model holds that the core
process of procrastination is the decision-making
process of "doing now or doing in the future." Self-
control is the key factor affecting this decision-making
process. It is hard for the students to keep in touch
with their activities. Educators and parents play
significant roles in student’s educational success.
Students need a positive learning experience to
succeed in school: one providing support, motivation,
and quality instruction. With the increasing demands
on the family, parental support in the education of
students extends beyond the school building.
Camacho et al.
The item that gained the lowest mean is "I do
assignments just before they are to be handed”. This
implies that most education students initially manage
their time very well and use deadlines to control what
they do and when they are more motivated to answer
their tasks. Results find congruence with Klingsieck
and Svartdal's (2017) study, showing that late
assignment submissions are sometimes generalized as
procrastination. The delay can come at any point
defined as delays in starting or finishing a task, as
academic assignments which an individual intends to
do but for doing so, it cannot be sufficiently
motivating.
Table 2.2. Respondents’ Academic Procrastination
Practices in Terms of Personality
In Personality, the highest mean score of 2.91 is item
6, which states that "I work better under pressure,"
described as Sometimes with a standard deviation
of 0.66. The second-highest mean score is 2.86 in item
5, which states, "I am aware I was supposed to do
that," described as Sometimes with a standard
deviation of 0.6. The least mean score of 2.51 is item
4, which states that "I have no knowledge on how to do
it," described as Sometimes with a standard deviation
of 0.62. The overall mean score is 2.70, described as
Sometimes with a standard deviation of 0.709.
The item with the highest mean value is "I work better
under pressure” this means that most education
students work more efficiently under pressure.
Performing well under pressure is a personal and
professional quality and can make a difference
between an average and an excellent one. This result is
similar to the study of Carayon and Zijlstra (1995).
According to their study, there is a fear that high work
pressure will lead to tremendous work stress and raise
work disability, and will bring social and economic
disadvantages in the long run. Several studies also
suggest that work pressure is indeed a factor
negatively affecting worker health and well-being.
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The item that gained the lowest mean value is “I have
no knowledge on how to do it". It implies that
education students understand how to complete a
respective task. A solid knowledge foundation allows
the minds to perform more smoothly and effectively.
This result confirms the study of Zhang (2006) and
Duckworth et al. (2019) that says an individual can
adjust learning behavior to achieve a goal in academic
development, with the individual’s body, mind,
behavior, external environment, and events as the
objects, and social requirements and self-concept as
the standards.
Table 2.3 Respondents’ Academic Procrastination
Practices in Terms of Peer
In Peer, the highest mean score of 2.86 is item 1,
which states that "I spend much time with my
peer," described as Sometimes with a standard
deviation of 0.78. The second highest score is 2.66 in
item 2, which states, "I give in to peer pressure
easily," described as S ometimes with a standard
deviation of 0.76. The least mean score of 2.17 is item
4, which states, “I have skipped online classes, when
others have urged me to be with them", described as
Seldom with a standard deviation of 0.96. The overall
mean score of 2.54 is described as Sometimes with a
standard deviation of 0.83.
The item with the highest mean value is "I spend much
time with my peer”. It implies that the respondents
spend time with their peers to skip doing tasks. This
means that these practices can affect their academic
performance. This finding confirms by Jin's (2019)
study. It showed that peer attachment is negatively and
directly associated with academic procrastination.
The item with the lowest mean value is “I have
skipped online classes, when others have urged me to
be with them”. It implies that the respondents treat
every class meeting like an appointment. Students take
it as part of being self-directed learners. They grab the
Camacho et al.
opportunity to learn than waste it. Thus the recent
result affirms the study of Coleman (1988). It argues
that access to friends who support academic
achievement is a crucial determinant of educational
success, the actual mechanisms of friendship
formation and the role academic achievement plays in
friendship dynamics remain poorly measured and
understood.
Table 2.4. Respondents’ Academic Procrastination
Practices in Terms of Social Media
In Social Media, the highest mean score, 3.06, is item
1, which states, "I find it hard concentrating on my
studies and I get hooked in social media," described as
Sometimes with a standard deviation of 0.80. The
second highest mean score of 2.86 is item 5, which
states, "I am more entertained in using social media
sites, especially watching Korean dramas," described
as Sometimes with a standard deviation of 0.86. The
lowest mean score of 2.06 is item 6, which states, "I
forget my task because of online games," described as
Seldom with a standard deviation of 1.05. The overall
mean score of 2.70 is described as Sometimes with a
standard deviation of 0.84.
The item with the highest mean is “I find it hard
concentrating on my studies and I get hooked in social
media”. This implies that most education students
cannot regain focus because they concentrate more on
scrolling through their social media applications,
which leads to poor academic performance. The result
confirms the study of Bekalu et al. (2019) and
Hettiarachchi (2014). The study revealed that since
students tend to spend more time on social media other
than for educational purposes, this tends to cause
distraction from the learning environment, affecting
their academic progress.
The item that gained the lowest mean value is "I forget
my task because of online games," which implies that
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education students prioritize their tasks before playing
online games. This result is in congruence with the
study of Solyst (2021). It was shown that a gaming
system could be defined as attempting to succeed in an
interactive learning environment by exploiting the
properties of the system rather than learning the
material.
Respondents’ Academic Procrastination Practices
in relation to their Self-Motivation
This part is composed of the different tables for
specific academic procrastination practices of the
students concerning their self-motivation practices. It
includes three tables, Tables 3.1 to 3.3, with the
essential information about the respondents' academic
procrastination practices about their self-motivation
practices in terms of family relations, physical
activities, and good habits. These described the
connection between the respondents’ academic
procrastination and self-motivation practices.
Table 3.1. Respondents’ Academic Procrastination
and Self-Motivation Practices in Terms of Family
Relations
In Family Relations, the highest mean score of 3.73 is
item 1, which states, "I think of the hard work of my
parents," described as Resembles Very Much, with a
standard deviation of 0.45. The second highest mean
score of 3.6 is an item that states, "My parents show
concern in my studies," described as Resembles Very
Much with a standard deviation of 0.62. The lowest
mean score of 2.38 is item 6, which states, "M y
parents remind me about my delayed tasks," described
as Resembles me a Little with a standard deviation
of 1.03. The overall mean score is 3.37, described
as Resembles Very Much with a standard deviation
of 0.95.
The item with the highest mean value is “I think of the
hard work of my parents” which implies that most
Camacho et al.
education students are motivated to study harder for
their parents' hard work. This result confirms the study
ofHara and Burke (1998), Hill and Craft (2003),
Marcon (1999), and Stevenson and Baker (1987). The
study affirmed that parent involvement is one factor
consistently related to a child's increased academic
performance.
The item that gained the lowest mean value is “My
parents remind me about my delayed task”. It implies
that education students learn to be more self-reliant
and would like to work from the list rather than outside
reminders. This result affirms Hayat's study (2021),
which revealed that academic resilience could mediate
students' self-efficacy-test anxiety relationship.
Table 3.2. Respondents’ Academic Procrastination
and Self-Motivation Practices in Terms of Physical
Activities
In Physical Activities, the highest mean score
of 3.02 is item 9, which states, " I unwind through
walking around beautiful views," described
as Resembles me Much with a standard deviation
of 0.89. The second highest mean score of 2.60 is item
8, which states that " I do stress-releasing
activities," described as Resembles me Much with a
standard deviation of 0.89. The least mean score
of 2.09 is item 1, which states that "I spend my time in
working out such as jogging," described as Resembles
me a Little with a standard deviation of 1.04. The
overall mean score is 2.55, described as Resembles me
Much.
The item with the highest mean value is "I unwind
through walking around beautiful view”, which
implies that most education students walk around
beautiful views to increase pleasant feelings. It helps
them to think correctly and let go of their negative
thoughts. This result confirms the study of Codina
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(2020) that says people who do enough physical
activities have a more positive perception of the
quality of life in physical domains. The item that
gained the lowest mean value is “I spend my time in
working out such as jogging” this implies that
education students do not have time to work out, such
as jogging. This result is congruent with the study of
Tomporowski (2003), which states that children
respond faster and with greater accuracy to various
cognitive tasks after participating in a physical activity
session.
Table 3.3. Respondents’ Academic Procrastination
and Self-Motivation Practices in Terms of Good
Habits
In Good Habits, the highest mean score of 3.42 is item
2, which states that "I prioritize my goals," described
as Resembles me Very Much with a standard deviation
of 0.79. The second highest mean score of 3.31 is item
3, which states that "I think about my tasks," described
as Resembles me Very Much with a standard deviation
of 0.85. The least mean score of 2.87 is item 7, which
states that "I accomplished all the things I planned to
do in a day," described as Resembles me Much with a
standard deviation of 0.73. The overall mean score
is 3.08, described as Resembles me Much with a
standard deviation of 0.82. The item with the highest
mean value is “I prioritize my goals”, which implies
that education students have goal prioritization often
leads to less stress and better productivity. This result
confirms the study of Marzano, Pickering, and Pollock
(2001) that defines goal setting as the process of
establishing a direction for learning. The item that
gained the lowest mean value is "I accomplished all
the things I planned to do in a day," it implies that
most first-year college students have a plan for a day
but do not work because of the time that does not suit
the things they want to do. This confirms the study of
Svartdal (2021) that more effective study skills and
habits may be encouraged.
Camacho et al.
Diff ere nce in Respondents’ Aca dem ic
Procrastination and Self-motivation Practices in
terms of Sex
This part comprises the different tables for specific
academic procrastination and self-motivation practices
of the respondents when grouped according to sex. It
includes two tables, Tables 4.1 to 4.2, with the
essential information about the respondents' academic
procrastination and self-motivation practices regarding
sex. These were utilized to describe the difference
between the female and male respondents’ academic
procrastination and self-motivation practices.
Table 4.1. Difference in the Respondents’ Academic
Procrastination Practices in terms of Sex
The table shows no significant difference in Academic
Procrastination Practices in terms of sex. Since the p-
value is 0.56, which is greater than the significant
value of 0.05, the first null hypothesis; which says that
there is no significant difference in academic
procrastination practices among the respondents when
grouped according to sex, is not rejected.
Table 4.2. Difference in the Respondents’ Self-
motivation Practices in terms of Sex
Table 4.2 shows no significant difference in Self-
Motivation Practices of the respondents in terms of
sex. Since the p-value is 0.360, which is greater than
the significant value of 0.05, the second null
hypothesis; which says that there is no significant
difference in self-motivation of the respondents to
overcome/avoid academic procrastination when
grouped according to sex, is not rejected. These
findings revealed no significant difference between the
respondents' academic procrastination and self-
motivation practices regarding their sex. The p-value is
greater than the significance level, thus signifies that
the null hypotheses are accepted. This result is in
congruence with the study of Zarrin (2020), which
reveals that male students scored higher in academic
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Research Article
procrastination compared to females. However, female
students, compared to males, scored higher in fear of
failure.
Discussion
This investigation's sole purpose is to determine first-
year college education students' academic
procrastination and self-motivation practices.
Moreover, this research extended its exploration to
determine the difference in the respondents' academic
procrastination and self-motivation practices when
they were grouped according to sex. The evidence
suggests that the respondents sometimes practice
academic procrastination but fight this through self-
motivation practices that resemble them much.
Specifically, the evidence suggests that students
sometimes manage their time. They continually put off
tasks and do the tasks days before the deadline, thus
leading them to rush the task completion. Furthermore,
based on the respondents’ personalities, the proof
suggests that sometimes they could work under
pressure. They know the task but are moody to answer
them on time. The respondents’ peers have also
sometimes contributed to their procrastination
practices when they spend most of their time with
them rather than working on the tasks. On social
media, on the other hand, the evidence suggests that
respondents sometimes had a hard time concentrating
on their studies since they are hooked on social media.
They are more entertained by watching Korean dramas
and spend more time on social media than doing tasks.
However, these procrastination practices are battled by
students through their self-motivation practices. The
evidence suggests that the respondents’ family
relations resemble them very much. It implies that the
respondents overcome their academic procrastination
by thinking of their parents’ hard work, financial
status, support, and concern for their studies.
Moreover, the respondents’ physical activities
resemble them much. This implies that they overcome
their academic procrastination by walking to beautiful
views, doing stress-releasing activities and controlling
themselves by exercising regularly. Lastly, the
respondents’ good habits resemble them much. This
implies that the respondents overcome their academic
procrastination by prioritizing their goals, thinking of
their tasks, and studying harder to improve their
performance if they get low grades. Finally, the results
suggest that the respondents do not differ in their
academic procrastination practices when grouped
according to sex. The respondents also do not differ in
overcoming academic procrastination through their
self-motivation practices when grouped according to
Camacho et al.
sex.
Conclusion
The results of this study provided information that
substantiates the Cognitive-behavioral and Temporal
Motivation theories that students practice academic
procrastination but learn to overcome this through self-
motivation. Based on the study's findings, it is
concluded that numerous contributors cause this
academic procrastination among the First-Year
College of Education students, including social media,
time management, peer pressure, and personality.
These are the significant causes of procrastination
dealt with by the respondents. However, they do
physical activities, think about their parent’s hard
work, practice good habits, and prioritize their goals in
combatting academic procrastination. In addition, they
do not significantly differ in their academic
procrastination practices considering their sex. The
results also revealed that they have no difference in
their self-motivation practices in overcoming academic
procrastination practices.
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Affiliations and Corresponding Information
Maricar S. Camacho, LPT
Notre Dame of Midsayap College, Philippines
Ariel C. Miranda, MAED
Jeehan J. Banggos
Notre Dame of Midsayap College, Philippines
Jessa Mae T. Batulan
Notre Dame of Midsayap College, Philippines
Mary Angelou G. Cardaño
Notre Dame of Midsayap College, Philippines
Kristyll Faith Amor Menguita
Notre Dame of Midsayap College, Philippines
Hannah Jane D. Rosagaran
Notre Dame of Midsayap College, Philippines
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