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GREEN_COMPUTING_rm_paper[1][1]

PROCRASTINATION
Prathyush SG, Shashank MS, Punith V, Srinidhi Pujar
Vivekananda Institute of Technology, Bangalore

Abstract: - Procrastination is an unsolvable problem for many students across

the globe. Procrastination is the tendency to postpone or delay performing a
task or making decisions. Many of these students are highly vulnerable to
negative consequences such as poor performance, decreased subjective well-
being, negative affect, and reduced life achievements. No single factor can be
found responsible for academic procrastination. Various factors like anxiety,
fear, failure, negative perceptions, lack of motivation, low self-efficacy, and
poor organizational skills can be responsible for increasing procrastination
among students

Keywords--procrastination, consequences, anxiety, delay, productivity

INTRODUCTION
Procrastination, a term we're all too familiar with, is the act of delaying or
postponing tasks or actions. Often viewed negatively, it's a common
phenomenon that affects people across all walks of life.

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The roots of procrastination are complex. It's not just about laziness or poor
time management, but also involves psychological factors like fear of failure,
perfectionism, and low self-efficacy. It's a battle between the present self, who
prefers immediate gratification, and the future self, who values long-term
rewards. Procrastination can lead to stress, guilt, and the loss of productivity.
It can also lead to missed opportunities and feelings of regret. However, not all
procrastination is harmful. 'Beneficial procrastination' can provide time for
reflection, creativity, and strategic planning. Understanding and acknowledging
one's procrastination patterns is the first step toward overcoming them.
Various strategies like time management techniques, setting realistic goals,
mindfulness, and seeking professional help can be effective in combating
procrastination.
Remember, everyone, procrastinates to some extent, but it's the degree and
frequency of procrastination that determines its impact on our life

SURVEY ON PROCRASTINATION
Most research has focused on students and has covered topics like definition,
classification, antecedents, consequences, and interventions related to
procrastination. However, procrastination in diverse contexts and groups
remains underexplored. While personality differences (such as the five-factor
model, temperament, character, emotional intelligence, and impulsivity) have
been studied, external factors like task characteristics and environmental
conditions have received less attention. Randomized controlled trials are
commonly used, but reliance on self-reported data and limited longitudinal
designs pose challenges in validation. Procrastination, often viewed as the
thief of time, is the act of delaying or postponing tasks. Despite its universal
prevalence, it is a habit that can lead to a multitude of negative consequences.

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One of the most significant impacts of procrastination is on mental health. It

can lead to increased stress and anxiety and has been linked to conditions
such as attention deficit hyperactivity disorder (ADHD), obsessive-compulsive
disorder (OCD), and depression. The constant cycle of delaying tasks and the
subsequent rush to complete them can create a stressful environment, leading
to poor mental health. Procrastination also has physical health implications.
Chronic procrastinators are more likely to experience health problems like
insomnia, digestive issues, and muscle tension. They are also less likely to
keep up with regular medical and dental check-ups, further exacerbating
health issues. In the academic and professional world, procrastination can be
detrimental. Students who procrastinate tend to achieve lower grades, and in
the workplace, procrastination can result in lower-quality work. This can lead
to poor job performance and decreased job satisfaction. Financially,
procrastination can lead to worse financial status. Delaying financial decisions
or tasks can lead to missed opportunities, late fees, and other financial losses.
Interpersonal relationships can also suffer due to procrastination. It can cause
tension and conflict in both personal and professional relationships. The failure
to meet deadlines or fulfill commitments can strain relationships and lead to
loss of trust. Lastly, procrastination can lead to reduced well-being and missed
opportunities. When tasks or opportunities are no longer available when the
procrastinator is finally ready to act, it can lead to feelings of regret and
disappointment.

In conclusion, while everyone may procrastinate at one time or another, chronic

procrastination can have serious consequences. It is important to develop

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strategies to manage procrastination and stay productive. Remember, time lost

to procrastination is time that can never be regained.

TYPES

Perfectionist Procrastinator:
Issue: High standards and fear of not meeting expectations.
Behavior: They put off work because they fear they won't do it correctly.
Dreamer Procrastinator:
Issue: Big goals but no concrete plan for success.
Behavior: Envisions grand outcomes but lacks practical steps to achieve them.
Worrier Procrastinator:
Issue: Fear of change and worst-case scenario thinking.
Behavior: Resists risk-taking and avoids unfamiliar situations.
Deifier Procrastinator:
Issue: Promise-maker with poor follow-through.
Behaviour: Offers excuses or reasons for not doing the task
CAUSES OF PROCRASTINATION
. Lack of motivation Motivation is the driving force behind our actions,
influencing our behavior, goals, and overall well-being. However, there are
times when we experience a lack of motivation. External Pressure: When we
feel pressured by external expectations—such as academic performance, work
deadlines, or societal norms—we may lose motivation. The fear of failure or
disappointing others can be overwhelming.
Lack of Clarity: Unclear goals or a vague sense of purpose can lead to
demotivation. Without a clear direction, it's challenging to stay motivated.

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Monotony and Routine: Repetitive tasks or a monotonous routine can drain our
enthusiasm. A lack of novelty can make us lose interest.
Burnout: Excessive stress, long hours, and constant demands can lead to
burnout. When we're mentally and physically exhausted, motivation wanes.
Negative Self-Talk: Our inner dialogue matters. If we constantly doubt
ourselves or focus on our shortcomings, motivation suffers.
Low self-confidence is characterized by a lack of belief in oneself and one's
abilities. People with low confidence often feel inadequate, unlovable, or
awkward. Negative self-talk becomes a constant companion, eroding their
sense of self-worth. Fear of making mistakes or disappointing others keeps
them from taking risks. They hesitate to assert themselves, fearing judgment or
rejection. Low confidence affects relationships, work, and overall well-being.
Celebrating small victories becomes challenging, as self-doubt lingers.
Building self-esteem involves practicing self-care, positive affirmations, and
focusing on the positives. Recognizing signs of low confidence is crucial for
personal growth. It signifies trust in one's abilities to achieve goals. Positive
attitudes from parents, peers, and teachers foster self-confidence, while
negative attitudes hinder it. Self-confidence significantly influences academic
performance, learning, and overall success. Students with positive self-
confidence exhibit a realistic self-image, handle criticism effectively, and
approach challenges optimistically. Past successes play a crucial role in
developing self-confidence. It encourages risk-taking, the pursuit of novel
ideas, and the acquisition of new skills
Distraction is the process of diverting the attention of an individual or group
from a desired area of focus and thereby blocking or diminishing the reception
of desired information. Distraction is caused by: the lack of ability to pay
attention; lack of interest in the object of attention; or the great intensity,

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novelty, or attractiveness of something other than the object of attention.

Distractions come from both external sources and internal sources. External
distractions include factors such as visual triggers, social interactions, music,
text messages, and phone calls. There are also internal distractions such as
hunger, fatigue, illness, worrying, and daydreaming. Both external and internal
distractions contribute to the interference of focus
use of technology, and overstimulation has increased levels of distraction in the
school setting. At school, distraction is often viewed as a source of poor
performance and misbehavior. Distraction makes focusing on singular,
assigned tasks more difficult. Digital components of learning are an emerging
component of classroom distraction. Parents, teachers, students, and scholars
all have opinions about how technology either benefits or harms a student's
focus in an academic setting. Research studies show that neuron circuits
indicate a decrease in the ability to be attentive to goal-relative stimuli with the
addition of distracting stimuli interference. School-aged students, with
developing brains, are more apt to conflicting stimuli while trying to focus.

EFFECTS ON ACADEMICS

Today, students in tutorial environments face plenty of activity habits that

inhibit their tutorial accomplishment. A number of these habits embody
suspending preparation and doing preparation on the last due dates. These
activity habits are called Procrastination. Procrastination is outlined as a self-
adjusting performance and activity orientation for suspending what's
necessary for achieving goals (Hosseini and Kheiri, 2009). In easier words, we
tend to mean Procrastination suspending study for the sake of preparation in
associate degree inappropriate time and one of the clear samples of this

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development is learning for preparation for a test that is thought of as test

night study. Consistent with quality level and psychological features, emotional
and activity parts, procrastination has completely different aspects; like a
tutorial, higher cognitive process, and temptation procrastination the foremost
necessary of that is tutorial procrastination.

For example student who has a week to study for an exam but ends up
cramming the night before, despite intending to start earlier.
Another example is a student who procrastinates working on an important
project until right before the deadline.
Other instances include wasting time on social media before starting
homework, delaying test preparation by doing unimportant chores, or
repeatedly postponing work on a thesis.
Students often report that procrastination occupies over a third of their daily
activities.

METHODOLOGY
Focus on your "why." Procrastinators focus more on short-term gains (avoiding
the distress associated with the task), as opposed to long-term results (the
stress of not doing it, as well as the consequences of avoiding this task).
Instead, try focusing on why you are doing this task: What are the benefits of
completing it?
If you've been putting off cleaning out a closet, imagine walking into the closet
when it is decluttered and how good that will feel. And consider how much
money you will make by selling the items on eBay, or how those in need will feel
when they receive these items as donations.

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If it is an exercise program you have been avoiding, focus on how exercising will
help you have more positive energy, give you a boost of self-esteem, and serve
as a great role model for your children.
Get out of your calendar. Projects that will get done "when I have time" (as in "I
will do it when I have time") tend not to get done very often, if ever. You need to
schedule when you are going to work on a project and block out that time, just
as you would an important meeting. When it is time to do your work, set a timer
so you can be focused for the entire allotted time.
Be realistic. As you establish your schedule, set yourself up for success.
Projects often take much longer than expected, so bake in some extra time.
Look for ways to make it easier on yourself: If, for example, you are not a
morning person, don't expect yourself to get up an hour early to start the
exercise program you have put off for months. It might be better to schedule
that activity during lunch or before dinner.

Set Clear Goals: Begin by defining your objectives for the day. What tasks or
activities do you want to accomplish? Prioritize Tasks: Identify the most
important and urgent tasks. Focus on these first. Allocate Time Blocks: Divide
your day into chunks of time. Assign specific tasks to each block.
Include Breaks: Don't forget to schedule short breaks. They help maintain
productivity and prevent burnout. Be Realistic: Set achievable goals. Avoid
overloading your schedule. Time for Self-Care: Allocate time for exercise,
relaxation, and self-care. Use a Planner or App: Write down your schedule or
use a digital tool to keep track. Review and Adjust: Regularly assess your
progress and adjust your schedule as needed. Void Multitasking: Focus on one
task at a time to improve efficiency. Stick to It: Consistency is key. Follow your
schedule consistently to build good habits.

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CONCLUSION
Distraction for students in this study derived both from a lack of satisfaction
with class stimuli and factors competing for their attention. When interest in
what is happening in class wanes, students easily find something else to
occupy their attention. Additionally, when another stimulus demands their
attention, students become distracted. The researchers identified three
overarching themes in the interview data describing sources of distraction and
engagement: social presence and social responsibility, effects on cognitive
load, and virtual and physical environments. Social presence. Findings from
this research are consistent with other studies suggesting that a majority of
students prefer in-person over remote classes because of the high salience of
social presence (Grieve et al., 2016; O'Neill et al., 2021). Interviewees
connected greater social presence with higher engagement; many expressed a
preference for in-person classes. This study provides a nuanced understanding
of how low social presence contributes to students violating typical social and
classroom norms, particularly attending to and being respectful of instructors
and other students. Similarly, the findings indicate that greater social presence
makes social accountability more salient and increases students' ability to
perform student roles and pay attention. This study also hints at the difficulty
for instructors in trying to simulate social presence in the synchronous remote
learning environment. Interviewees felt that some of the teaching methods
intended to create social presence were artificial or associated with grades,
rather than achieving the desired social connection. Cognitive load.
Environmental role strain, self-consciousness, and "Zoom fatigue" increased
cognitive load, putting non-academic issues into working memory and
interfering with the ability of students to attend to course content and
constructive interaction. Students in this study reported that they experienced

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symptoms of role strain not because of their interpersonal roles with others,
but because of environmental factors. Compartmentalization, a method of
managing role strain by ignoring inconsistency, is more difficult when one is
limited to a certain physical environment in their classroom. Students found
themselves using a single physical environment to accommodate inconsistent
role obligations and as a result, experienced increased cognitive load. The
authors refer to this as environmental role strain, which contributes another
dimension to the theory of role strain developed by Goode (1960). Students had
mixed feelings about camera use, consistent with findings by Castelli and
Sarvary (2021). Many interviewees reported a loss of psychological safety when
cameras were on, but also believed that a camera requirement could improve a
sense of social presence. The findings here suggest that in attempting to create
a social presence by requiring cameras, instructors run the risk of negatively
affecting students' cognitive load. Finally, students reported suffering from
Zoom fatigue, which is consistent with Balinese (2021), who argues that
nonverbal overload and reduced mobility contribute to inability to engage

.
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