THE INFLUENCE OF THE ASPECTS OF THE

PERSONALITY TO THE ACADEMIC

PROCRASTINATION OF THE SELECTED
COLLEGES OF TAGUM

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 9
Pages: 159-168
Document ID: 2023PEMJ739
DOI: 10.5281/zenodo.7971707
Manuscript Accepted: 2023-25-5
Psych Educ, 2023, 9: 159-168, Document ID:2023 PEMJ739, doi:10.5281/zenodo.7971707, ISSN 2822-4353
Research Article

The Influence of the Aspects of the Personality to the Academic

Procrastination of the Selected Colleges of Tagum
Rae Ann G. Feguracion*, Jibriel Mapuro, Miles Grace Bautista, Edlyn Joy P. Espiritu
For affiliations and correspondence, see the last page.
Abstract
The study dealt with the influence of aspects of personality on academic procrastination of students of
the selected colleges in Tagum City. The goals of the study include assessing the level of aspects of
personality in terms of cognitive functions, affective states, and behavioral aspects; assessing the
level of academic procrastination in terms of studying for exams, doing requirements and
assignments, attending school activities, and interest in changing procrastination; assessing if there is
a significant relationship between aspects of personality and academic procrastination; determine if
there is any specific domain in aspects of personality that significantly influences academic
procrastination. The study used a quantitative correlational study with 373 students from the
selected colleges. Statistical treatment includes Mean, Pearson r correlation, and Linear Regression
Analysis. Results showed that the level of aspects of personality and the level of academic
procrastination were high. Also, the Pearson r correlation results show a significant relationship
between aspects of personality and academic procrastination with an r-value of 0.800. Lastly, the
linear regression analysis results show that personality aspects significantly influence academic
procrastination with a p-value of <0.001. Also, all domains in the aspect of personality significantly
influenced academic procrastination.

Keywords: aspects of personality, academic procrastination, college students, correlation

Introduction Aspects of personality were the range of traits an

Globally, academic procrastination is a handicapping
behavior that affects almost every student from all
walks of life and is shared across cultures. It seems to
be a phenomenon so hard to avoid and deny.
Academic procrastination is defined as the deliberate
delay of academic tasks despite the awareness of
consequences. In school tasks like writing a term paper
or even studying for exams, one might be confronted
with the tendency to procrastinate. Indeed, it is a
widespread problem that affects college students. This
significantly affects learning and academic
performance and often contributes to the discomfort
that affects students' well-being. In connection,
dysfunctional attitudes, depression, and self-esteem are
significantly related to academic procrastination.
Academic procrastination leads to various academic
misconduct (Rabin et al., 2015; Karatas, 2015; Meiray
& Goroshit, 2016; Odaci, 2019; Patrezek et al., 2015).
Academic procrastination also became an overarching
problem among Filipino students in the Philippines. A
study was done among selected Filipino Millennials
reveals that the more a student procrastinates results in
poor academic performance. However, the irony is that
the more they have heavy tasks to finish, the more they
engage in behaviors to delay the task. Some studies
were conducted to identify what causes this
phenomenon, like personality aspects. Academic
procrastination was linked with aspects of personality.
individual possessed that determined their behavior.
Upon selecting the way of someone's actions as
determined by aspects of personality was useful in
tracking patterns that may contribute to academic
procrastination. Accordingly, those identified aspects
of personality include the cognitive, affective, and
behavioral aspects (Examplanning, 2020; Karatas,
2015; Aquino et al., 2019; & Nartea, Samala, & Javier,
2020).
Locally, in Mindanao, like in Surigao del Sur,
academic procrastination is also a problem that
significantly affects the academic performance of
Business Administration students studying at Surigao
Del Sur State University, Philippines. According to the
results, all respondents were procrastinators for
different reasons. Academic procrastination was
brought about by uninterested in doing the work
because they looked for more fun and excitement. The
study recommends creating intervention programs and
proper methods to address students' personality traits
(Urbiztondo, 2018).
However, the researchers have discovered few studies
that focus on the link between personality and
academic procrastination, precisely the behavioral
aspect of personality. Few researchers explore the
contribution of cognitive and affective aspects but lack
studies about behavioral aspects and how these three
aspects influence academic procrastination. With this,
the present study is deemed helpful for giving students

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Research Article
meaningful insights on how the interplay of their
personality aspects internally drove their act of
academic procrastination. Especially now that learning
is situated outside the classroom, students will most
probably be confronted with the urge towards
academic procrastination. Also, though the researchers
recognized that studies were conducted nationally,
globally, and locally, the researchers have not come
across studies exploring the influence of personality
aspects on college students' academic procrastination
in Tagum City. Therefore, it is also proposed that the
current research make a specific contribution and
generate new insights that may suggest possible action
to the different offices of the selected colleges to
remedy academic procrastination.
Methodology
This chapter presents the research design, locale,
population and sample, research instrument, data
collection, and statistical tools.
Research Design
The study used a non-experimental research design
utilizing correlational techniques. The definition of a
correlation is a relationship between two variables.
This simple definition is based on several statistical
tests that result in a correlation coefficient, defined as a
numerical representation of the strength and direction
of a relationship. It was looking for variables that
seemed to interact with each other. When one is
changing, there will be an idea that the other will also
change. It often entails the researcher using variables
they can't control (Price & Chiang, 2015).
Given the design, quantitative data were dealt with in
this study. The target respondents provided answers to
the questions quantitatively. The data-gathering
procedure was based on the questionnaire. This study's
focus was to determine whether there is a statistical
relationship between personality and the academic
procrastination of the selected colleges in Tagum City
(Price & Chiang, 2015).
Population and Sample
The study uses complete enumeration in the selection
of the respondents. The targeted population was the
selected colleges in Tagum City, namely the
University of Mindanao Tagum College (UMTC),
Feguracion et al.
University of Southeastern Philippines (USeP), Saint
Mary's College (SMC), Tagum Doctors College,
ACES Tagum College, and STI Tagum College. The
study uses Slovin's formula N/(1+Ne2 ) to determine
the sample size. Slovin's procedure is properly used in
the Philippines to determine the research sample size,
especially in an undergraduate thesis (Castillo, 2016).
The respondents were 373 students of the selected
colleges in Tagum City, according to Slovin's formula.
In Table 1, the distribution of respondents of the study
who are enrolled students of the mentioned colleges
chosen in Tagum City for the Academic year
2020-2021. The selection of the respondents used
stratified random sampling as suggested by the
statistician, that is appropriate for academic research.
Stratified random sampling involves dividing the
population into different strata or groups and getting
some samples per stratum according to the percentage
they contribute to the whole population (Cozby and
Bates, 2015)
Table 1. Distribution of Respondents
Research Instrument
The study used an instrument adopted from a
standardized survey of Marc Graf (2016) and Watson,
Clark, Tellegen (1988) for the independent variable.
The Procrastination Assessment Scale for Students
(PASS) by Solomon, L. J., & Rothblum, E. D. (1984)
and the dependent variable uses a standardized
questionnaire by Lauren Rosetti (2011) for
procrastinating behavior of college students. The
procrastination assessment scale-student (PASS)
evaluates academic procrastination concerning its
frequency and reasons (Mortazavi, Mortazavi, &
Khosrorad, R., 2015).
However, the questionnaire was modified to suit the
context of the study. Further, the questionnaire uses
more straightforward questions to understand the
respondents. The first set of questionnaires dealt with
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Research Article
the selected colleges' aspects of personality with three
indicators: cognitive function, affective states, and
behavioral aspects. The researchers present the content
of the instrument to a group of experts for validation.
Results
Presented in this chapter are the data and results of this
study. Tables appeared with the following
subheadings: Level of Aspects of the Personality of the
Selected Colleges in Tagum City, Level of Academic
Procrastination of the Selected Colleges in Tagum
City, Significance on the Relationship between Levels
of Aspects of the Personality and the Academic
Procrastination of the Selected Colleges in Tagum
City, and Linear Regression Analysis of the Influence
of Asp ects of Per so n a lity and Acad em ic
Procrastination to the Selected Colleges in Tagum City
with their corresponding indicators.
Level of Aspects of Personality of the Selected
Colleges in Tagum City
Shown in Table 2 are the mean scores for the
indicators of Aspects of the personality of the selected
colleges in Tagum City, with an overall mean of 3.55
described as high with a standard deviation of 0.72.
The high level could be attributed to the increased
rating the respondents gave in all indicators. The
results mean that the respondents' response to the
personality aspects is mostly positive in cognitive
functions, affective states, and behavioral aspects.
Also, it means that aspects of personality are observed
among the selected colleges in Tagum City.
The overall mean score was gathered from the
following computed mean scores from highest to
lowest: 3.67 or high for Affective states with a standard
deviation of 0.70; 3.55 or high for Cognitive functions.
With a standard deviation of 0.83, and 3.42 or high for
the Behavioral aspect with a standard deviation of
0.93.
Table 2. Level of Aspects of Personality
Feguracion et al.
The main aspect of personality that is positive in the
selected colleges in Tagum City is on the Affective
states, the indicator with the highest mean, that relates
to mood and emotion associated with the task that may
influence delaying academic tasks. Further, it is the
indicator with the lowest standard deviation denoting
that the responses in this indicator were more clustered
around the mean. It specifically points out a student's
negative emotions in doing academic tasks. Perhaps,
this indicator affects motivation that got lowered due
to negative sentiment. The more a student has a
negative mood like fear of failure or resentment
towards a task, the more they delay doing it. The
negative attitude could affect interest which also
explains why a student might wait doing an academic
job.
Regarding the Cognitive functions aspect of the
personality in the selected colleges of Tagum City, the
respondents rated it high or positive, being the
indicator with the next highest mean. Specifically, it
points to negative thoughts that run through a student's
mind whenever he/she is confronted with many
academic tasks. A high rating means they are likely to
be easily distracted, have difficulty making up their
minds, create justification to delay tasks, or have
difficulty deciding which task to start first. Cognitive
functions affect the capacity to self-regulate, thereby
influencing task delay.
Finally, the aspect of the personality rated high or
evident in the selected colleges in Tagum City is the
Behavioral aspect being the indicator with the lowest
mean. Also, being the indicator with the highest
standard deviation, responses to this were more spread
out than the other two. It refers to an individual's
predisposition to act in a certain way. Also, it
contributed to a higher tendency to procrastinate,
especially if the behavior is maladaptive like being
used to starting doing a task at the last minute. It is
evidence of having a high seeking sensation tendency.
Also, it can be attributed to a person's habit of
finishing a task at the last minute, making the brain
even more functional than doing a task earlier.
Level of Academic Procrastination of the Selected
Colleges in Tagum City
In Table 3, the mean scores for the indicators of
Academic procrastination of the selected colleges in
Tagum City, with an overall mean of 3.59 are
described as high with a standard deviation of 0.60.
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The high level could be attributed to the high score
given by the respondents in all indicators. It means that
the respondents' response to academic procrastination
was mostly positive in items of Doing requirements
and assignments, Studying for exams, Attending school
activities, and Interest in changing procrastination.
The overall mean score was the result gathered from
the following computed mean scores from highest to
lowest: 3.95 or high for Interest in changing
procrastination, with a standard deviation of 0.77;
3.64 or high for Doing requirements and assignments
with a standard deviation of 0.71; 3.42 for high for
Studying for exams with a standard deviation of 0.71;
and 3.34 or moderate for Attending school activities
with a standard deviation of 0.75.
Table 3. Level of Academic Procrastination
The leading academic procrastination indicator that
was positive in the selected colleges in Tagum is
Interest in changing procrastination, being the
indicator with the highest mean, which deals with the
student's willingness and motivation to change their
procrastinating behavior. It involves challenging
oneself in confronting academic procrastination
requiring a student to stay motivated, active, and
engaged. Having this interest implies that academic
procrastination is evident in a student and that they
engage in tasks upon knowing the reason, habits, and
thoughts that might lead to delay of doing a task.
Further, having this interest implies that academic
behavior is that disruptive that a student wants to
change it.
It is followed by Studying for exams academic
procrastination behavior that is also rated as positive in
the selected colleges in Tagum as an indicator that
obtained the second-highest mean. The students agreed
that they tend to delay studying before an upcoming
exam. Some students may engage in fewer priority
activities than exams, like surfing the net and other
social media platforms. They also might think that
they still have enough time if they will happen to study
later for the reason that they enjoyed doing other more
Feguracion et al.
entertaining tasks. For these reasons, students engage
in a delay of studying for an upcoming exam.
Regarding Doing requirements and assignments,
academic procrastination behavior is also positive in
the selected colleges of Tagum City, the respondents
agreed that they delay doing their essays, term papers,
or final requirements. They either dislike the task or
find it a long time to finish. Another factor they
procrastinate in doing their needs is because they have
seen it of little importance than exams. And with less
supervision from the teacher, they tend to be lazy in
attending to such tasks.
Finally, the positive academic procrastination behavior
among the selected colleges in Tagum is Attending
school activities being the indicator with the lowest
score, which pertains to the delay in participating in
school-related events like Intramurals, Inter-branch
contests, etc. Contrary to improving students'
socialization process, the activities encourage
procrastination, especially if it does not steer the
students' interest. It is more likely to become a burden.
Significance on the Relationship between Levels of
Aspects of Personality and Academic
One of the essential purposes of this study is to
determine whether or not the aspect of personality has
a sig n ifican t relatio n sh ip with academ ic
procrastination of the selected colleges in Tagum City.
Pearson r was used to determine the correlation
between the two variables. The results of the
computation are shown in Table 4.
The results revealed that aspects of personality versus
academic procrastination yield an R-value of 0.800,
which is significant. The result is due to the p-value of
< 0.001, which is lower than the 0.05 level of
significance. It leads to the null hypothesis that there is
no significant relationship between aspects of
personality and academic procrastination being
rejected.
Also, this means a relationship exists between the
variables being correlated. According to some
published research, aspects of personality influence a
student’s behavior towards academic procrastination.
Therefore, the results exemplify that academic
procrastination is also high when aspects of
personality were observed by students as high as the
selected colleges in Tagum.
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Table 4. Significance of the Relationship between Table 5. Regression Analysis on the Influence of
Levels of Aspects of Personality and Academic Aspects of Personality on Academic Procrastination
Procrastination
Regression Analysis of the Influence of Aspects of
Personality to the Academic Procrastination of the
Selected Colleges in Tagum City
Data shown in Table 5 are the regression coefficients
to test the significant influence of the overall aspects
of personality and academic procrastination of the
selected colleges in Tagum City.
Using Linear Regression Analysis, the data revealed
that the influence of the aspects of the personality
towards academic procrastination of the selected
colleges in Tagum City has an F-value of 219.581 and
a corresponding p-value of <0.001.
It means that the aspects of personality significantly
influence academic procrastination since the
probability value is less than 0.05. The R2 value of
0.642 indicates that 64.2% of the academic
procrastination of the selected colleges in Tagum City
is influenced by aspects of the personality of the
selected colleges in Tagum City. In comparison, other
factors influenced the remaining 35.8%.
The indicator Cognitive functions have a beta of
0.268* and a corresponding p-value of <0.001, which
means that cognitive functions significantly influence
the academic procrastination of the selected colleges in
Tagum City since the probability level is <0.001 less
than 0.05. Also, Affective states have a beta of 0.233*
and a p-value of <0.001, which means that Affective
states significantly influence the academic
procrastination of the selected colleges in Tagum City
since the probability level is <0.001, which is less than
0.05. Lastly, the Behavioral aspects have a beta of
0.404 and a p-value of <0.001, which means that the
Behavioral aspects have a significant influence on the
academic procrastination of the selected colleges in
Tagum City since the probability level is <0.001,
which is less than 0.05
The three indicators, cognitive functions, affective
states, and behavioral aspects, significantly influence
the academic procrastination of the selected colleges in
Tagum.
Feguracion et al.
Discussion
The data on the aspects of the personality and
academic procrastination of the selected colleges in
Tagum City is presented in this chapter, and said
discussions are based on the results that appeared in
the previous section.
Level of Aspects of Personality of the Selected
Colleges in Tagum
The respondents' level on the aspect of personality is
high. These results are consistent with the study results
by Kutlu Abu and Saral (2016), which shows that the
reasons for delaying academic tasks attribute to
internal factors like not finding an academic task
enjoyable or fear of failure. Any of these factors link
to irrational thoughts, negative affect, and predisposed
behavioral tendencies. The results also showcase the
four propositions about the role of aspects of
personality in academic procrastination defined by the
research of Graf (2016). It states that specific
executive function processes have a role in one's
efforts at intellectual task engagement, completion,
and resisting the tendency to procrastinate on these
tasks. It also states that total concentration and
absorption is a motivator that enables someone to
remain on an academic task, thus negatively impacting
academic procrastination. It believes that general self-
efficacy will predict the frequency with which one
experiences negative or positive effects and leads to
entering flow states. Lastly, it defined that the
frequency with which one experiences flow in learning
will interact with the relationship of executive function
processes to academic procrastination, shielding one's
efforts at task completion from the influence of
executive function deficits.
In terms of Affective states, the level of aspect of
personality of the selected colleges in Tagum City is
high. It indicates that students engage in negative
emotions and moods that influence the conscious delay
in finishing an academic task. According to the theory
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of Personality Systems Interaction of Kuhl and Kazen
(1999), positive affect influenced the interest towards
making a task; a student engages in doing a task when
they feel good about it. Also, according to Estrito &
Victor (2018), a student will also tend to delay doing a
task if they are unmotivated to do so. The lack of
motivation could be rooted in a lack of enjoyment or
interest in doing a task. Results for affective states
follow the findings given by Zarrin, Paixao, & Garcia
(2020) about negative emotions. These findings show
that fear of failure is positively related to academic
procrastination. Fear of failure is associated with low
self-esteem. Those with low self-esteem consider
themselves defeated in entirety when they fail, so it
would be better not to engage in academic tasks.
Regarding cognitive functions, the level of aspect of
personality in the selected colleges in Tagum City is
high. It connotes that the thought processes among the
students influence their delay in doing a task. In line
with this, according to the results of the study of Marc
Graf (2016), academic procrastination is a tendency
towards "dysregulated behavior" due to a decline in
self-motivation due to negative thoughts that fill the
mind of a student. Added to this is the study by
Hailikari et al. (2020) that if one's self-belief towards
self-regulation is low, the person is more likely to
procrastinate.
A high level of aspects of personality in terms of the
behavioral aspect of personality was also evident
among the respondents. The behavioral aspect of the
personality of the selected colleges in Tagum was also
positive. It means that the students possessed a certain
behavioral predisposition that causes them to delay
academic tasks. Students want to challenge themselves
in beating the deadline, even without negative thoughts
or affect, and they frequently wait to do a task
regularly. The high standard deviation distributes the
data. Lantern Education (2015) states that students
likely delayed doing a job because it proves that they
were likely to perform well. Under the behavioral
aspect, the result conforms to the idea of the
psychology research of Sederlund, A. P., Burns, L. R.,
and Rogers, W. (2020), which conveys that academic
procrastination is an unreasonable delay of behavior. It
also refers to postponing behavior in completing a task
in an educational setting or including academic duties.
Level of Academic Procrastination of the Selected
Colleges in Tagum
The respondents' responses on their level of academic
procrastination in the selected colleges in Tagum City
appear on a high level. The results indicate that the
Feguracion et al.
respondents felt lazy in some way while writing. They
also disliked writing paper works in the first place.
When studying for exams, the respondents, during the
approach of exam time, got busy with other things and
tried to find excuses to justify delay review. The first
indicator to have the highest mean is Interest in
changing procrastination, which has to do with
motivation and willingness of students to improve
procrastination habits. Together with the acceptance of
the presence of academic procrastination, respondents
are interested in changing them. The results of this
study present the same idea as the study of Morse
(2016), which states that students interested in
overcoming their procrastination also express an
interest in joining intervention programs, such as
acceptance and commitment training (ACT).The
therapy helps students overcome stress related to
academic procrastination and improves well-being.
The treatment may also work for the respondents in
this study. Another indicator described with a high
mean next to the highest is Studying for exams. It is
concerned with starting a review session and its
completion. At some point, they did start studying but
start doing enjoyable things. Respondents may have
been thinking that they always have enough time later,
this pattern goes on and on, and they do not feel that it
is necessary to start studying. In connection with this
thought or idea of the respondents, a study conducted
by Pychyl, Morin, and Salmon (2015) states that a
common practice among students studying for exams
is estimating days of learning. Its results show that
scoring high on procrastination indicates that a student
is studying later for an exam. In connection to this, a
survey conducted by Greenfield (2019) to 101
university students, states that the primary cause why
students study at the last minute before an exam or
quiz is due to more and more distractions caused by
other people, cell phones, and open windows. The
results conform to the prevalence of students being
busy with unimportant things while an exam is
approaching.
In terms of d oing requirements and assignments,
respondents have paid little to no attention to
requirements and duties because they disliked them.
According to Yilmaz (2017), this may stem from little
regard to assignments as they see it as less important
than other academic tasks to complete, like exams.
With the respondents' admission of this study of being
lazy to write papers works, Hayat, Kojuri, & Mitra
Amini (2020) explained that this is because students
put less effort mostly into making assignments due to
the easily accessible internet gives them more
opportunities to plagiarize. Assignments are
intrinsically unpleasant or less enjoyable, contributing
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even more to a person's laziness in finishing the task.
An American study in 2004 cited in an article by
Victor Agboa (2021) stated that 70% of college
students are chronic procrastinators. Some
procrastinate through trivialization or think that doing
something else like cleaning the house is more
important than the avoided task. Further, students' lack
of metacognitive skills in learning could also explain
why they procrastinate more often on assignments
because it has less teacher supervision. Concerning
this, Price (2018) spelled out that a student may spend
long hours looking at the screen, feeling so stressed
about the task's demands, to the point of deciding to
engage in a more relaxing activity.
The only indicator to have a moderate descriptive level
and lowest mean is Attending school activities. Results
have shown that respondents somehow put off school
activities, and if they were to attend, they will most
likely be late and delay the appointment. As stated by
Muntada et al. (2014) in their study, it suggests that the
reason why students procrastinate in joining this
activity depends on how the activities spark the
interests of the students. The participation delay may
be due to their interest in the activities provided.
Contrary to improving students' academic grades and
socialization process, school activities which
encourage students to procrastinate. Furthermore,
according to Trevino-Maack, S. I., Kamps, D., and
Wills, H. (2015), consistently doing self-regulation
skills in a collaborative school context has proven
effective in developing academic engagement and
significantly decreasing the effects of numerous risks
factors for most students.
Correlation Between Measures
There is a significant relationship between the two
variables, which are aspects of personality and
academic procrastination. An implication of this is that
aspects of personality influence the academic
procrastination of college students. The gathered data
proves this. It supports the Multidimensional View to
academic procrastination of Sokolowska (2009).
Aspects of personality and academic procrastination's
correlation with each other are significant. It means
that academic procrastination correlates to the aspects
of college students' personalities. Solowoska's views
(2009) affirms the significance in connection to this. It
showcases that cognitive function affects the capacity
to self-regulate and leads to the act of doing the
academic task later, affective states associated the task
that may lead to academic procrastination. A
behavioral aspect may contribute to putting off a job
and doing it a last time. It also conforms with the
Feguracion et al.
grounded theory of Schraw and colleagues (2007). It
communicates that delay in doing an academic task is
not necessarily maladaptive. It may manifest in doing
requirements and assignments, studying for exams,
doing school activities, and being interested in
changing procrastination.
In connection, a study by Jenifer Joseph (2016) among
Chinese General Hospital College Students revealed a
significant relationship between academic
procrastination and self-efficacy (ASE). Thus,
improving academic self-efficacy can be an effective
intervention in improving academic procrastination.
Higher self-efficacy will lead students to have better
academic performance and less procrastination.
Regression Analysis on the Influence of Aspects of
Personality to the Academic Procrastination of the
Selected Colleges in Tagum
The regression coefficient tests the significant
influence of the personality and academic
procrastination aspects of the selected colleges in
Tagum City. Using the Linear Regression Analysis,
the data reveal that the impact of the aspect of the
personality on academic procrastination of the selected
colleges in Tagum City has a significant influence.
The overall results of the aspect of personality predict
academic procrastination in the selected colleges in
Tagum City. Therefore, the significance level in the
hypothesis of aspects of personality and academic
procrastination of the selected colleges in Tagum is
rejected.
As the previous study mentioned, the resulting
significant influence conformed with the theory from
which this study is anchored. It repeatedly notes in this
section that the considerable effect of the independent
variable on the dependent variable accentuates the
theory's integrity. It aligns with the Multidimensional
View of Academic Procrastination of Solowoska
(2009), which views academic procrastination as
contributed by three interacting factors: cognitive
functions, affective states, and behavioral aspects.
They were interrelated factors in that how we think
influences how we feel and predicts the particular way
we behave. This pattern of interaction between these
three facto rs in creases the likelih ood of
procrastination. Also, the study by Custer (2016)
supports the connection of affective states with
academic procrastination, stating that the higher test
anxiety an individual feels, the higher the tendency to
procrastinate. Further, according to Zarrin, Oaixao,
and Garcia (2020), negative emotions, and fear of
failure, affect self-esteem, thus doubting one's ability
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Research Article
to finish a task with the desired outcome causes to
engage in academic procrastination. Further, consistent
with the adaptive of academic procrastination. Schraw
and colleagues (2007) argued that academic
procrastination is not necessarily maladaptive because
when the student experiences stress and pressure at the
peak of a deadline, it enhances performance,
explaining why some students don't engage on a task
unless it's one day before the deadline.
Conclusion
Based on the study's findings, conclusions are drawn
in this section—the respondents' level of personality is
high overall. In terms of Affective states, the level of
aspect of the personality of the selected colleges in
Tagum is high, with regards to cognitive function, the
level of aspect of the personality of the selected
colleges in Tagum is high, and a high level of aspects
of personality in terms of behavioral aspect. It means
that the different aspects of personality were positive
among the selected colleges in Tagum.
Further, the respondents' level of academic
procrastination also was high overall. In terms of
interest in changing procrastination that has to do with
motivation and willingness of students to improve
procrastination habits, the level is high. Also, studying
for exams is high, which pertains to delay in starting
and completing a review session. The last indicator to
have the description level of high is doing
requirements and assignments where students put little
to no attention to requirements and duties because they
disliked them or focused on non-academic tasks. The
only indicator at a moderate level is attending school
activities, denoting that students procrastinate less to
this aspect than the first three indicators. With this
high overall level, this means that academic
procrastination is positive in the selected colleges in
Tagum.
Also, there is a significant relationship between the
aspects of the personality and the students' academic
procrastination level in the selected colleges in Tagum
City. This result confirms the Multidimensional View
on Academic Procrastination by Solowoska (2009),
stating that cognitive function, affective states, and
behavioral aspects of personality influence academic
procrastination. A student's negative thoughts,
mood/emotion, and maladaptive behavior may
contribute to the high possibility of delaying an
academic task. Lastly, according to the Linear
Regression Analysis results, personality aspects
predict or influence academic procrastination. The
Feguracion et al.
cognitive functions, affective states, and behavioral
aspects all have a significant influence on academic
procrastination.
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from:
Affiliations and Corresponding Information
Rae Ann G. Feguracion
UM Tagum College - Philippines
Jibriel Mapuro
UM Tagum College – Philippines
Miles Grace Bautista
UM Tagum College – Philippines
Edlyn Joy P. Espiritu
UM Tagum College – Philippines
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