Relationship between

procrastination and self-esteem

among students
Introduction
Procrastination
Procrastination is the habit of intentional delay or avoidance of starting or
completing a task with a deadline even though the person knows that it could lead
to negative consequences. It is something that mostly everyone does in his or her
day to day lives and there is hardly anyone who has not experienced this.
Although procrastination is not a sign of any serious problem, it can have a major
impact on a person’s job, grades and quality of life.
SELF ESTEEM
Self esteem can be defined as the overall sense of one’s personal value or self-
worth. In simple words, it involves the diversity of beliefs that we hold about
ourselves and how much we appreciate and like ourselves. For example:
appraisal of our own beliefs, behaviors, appearance, and emotions.
REVIEW OF LITERATURE
Priya Babu, K. Mahesh Chandra, M. K. Vanishree and N. Amritha (2020) studied the relationship between academic procrastination and self esteem among
dental students in Bengaluru city. Sample of 255 students from three different institutions in the city were asked to fill the Tuckman Academic Procrastination
Scale and Rosenberg Self-Esteem Scale. From the data collected, the student's independent t-test, ANOVA, and Pearson’s correlation was calculated. The
results showed a significant weak positive correlation which was r = 0.25 and P < 0.001 existing between the scores of academic procrastination and self-
esteem. Another interesting observation of the results showed that a significant difference in the mean score of academic procrastination between males (40.81
± 6.87) and females (42.80 ± 7.25) (P = 0.03) exist. It was concluded that students with high self-esteem procrastinate less, whereas those with comparatively
lower self-esteem, procrastinate more.

Ibiam Dike and Stephen Oluwaseun Emmanuel (2019) studied the effect of conscientiousness, academic self efficacy and self-esteem predictive on academic
procrastination among counselling students. Three hundred students selected through a simple random method, studying counselling in College of Education
in Nigeria, West Africa participated in the study. The study’s results showed that all the independent variables played a significant predictor role in academic
procrastination among the students. Another observation made from the model was that all the predictor variables contributed 54% of the total variance in
academic procrastination. It was concluded that students’ self esteem is very crucial in respect to their academic life.

Nathan C. Hall, So Yeon Lee and Sonia Rahimi (2019) did an international longitudinal analysis on self-efficacy, procrastination, and burnout seen in post-
secondary faculty. The study used an associative latent growth model to longitudinally examine the relationships between variables in 3,071 faculty participants
(70% female) in 69 countries over three time points with around 5–6 month lags. Results showed that greater self-efficacy was seen at baseline which was
directly corresponding to lower procrastination and burnout, and procrastination is positively related to burnout. With the help of growth analysis, it was
revealed stronger relations are seen between increase in self-efficacy, procrastination, and burnout over time making the slope steeper. Supplementary cross-
lagged analysis gave causal evidence of burnout being an antecedent of self-efficacy and procrastination.
Olaniyi Bojuwoye (2019) assessed the causes of academic procrastination among high school students
with learning disabilities. A sample of 150 students with learning disabilities (80 males and 70 females) in
Kwara State, Nigeria participated in the test. Data was collected using a structured questionnaire which
consisted of statements about different factors responsible for procrastination. Results showed that
indecision, time management, lack of motivation, fear of failure, poor organizational skills, high stress,
poor coping strategies and peer influence (in the same descending order of importance) were
considered as the causes for academic procrastination by participants. Results also indicated that
gender differences can also be seen in procrastination among the participants. In the end, suggestions
for intervention to lower academic procrastination were suggested.
Robert Warshaw (2018) studied how procrastination can affect self-compassion and creativity. A sample
of over 400 participants was randomly assigned into four groups: group with self kindness intervention,
group with a common humanity intervention, a group with combined self-kindness and common
humanity group and lastly a control group. First the participants completed pre-survey measures in
which self-compassion, guilt and shame proneness were measured. Then they were asked to reflect
when they procrastinated which made them feel bad about themselves. After this participants completed
a self-compassion or control writing task in which emotional affect and state of self-compassion were
measured. At the end, they completed a written business proposal which measured creativity. Results
showed that creativity scores were not higher for those receiving a self-compassion intervention but
were highest in case of the control group.
RATIONALE

Procrastination is a more common phenomenon among students than ever.

Because they have lots of things to do but they have limited time. When the
literature concerning procrastination is reviewed, it can be easily made out that
reasons for procrastination behaviours are various. Because of these reasons,
sometimes, we do not go into action until the very last minute, sometimes, we go
into action after the scheduled time is over or we never go into action.

The rationale of the study is to find out if academic procrastination has an effect on
the self esteem on young adults and also to see if there is a correlation between
the two.
METHODOLOGY
Aim
To study the relationship between procrastination and self esteem among young adults..

Objective
● To study the effects of procrastination on self- esteem
● To study the impact procrastination has on self -esteem among young adults.

Hypothesis
There is a significant correlation between procrastination and self-esteem
Sample

A sample of 100 young adults (50 males and 50 females) studying at college level with age range 18 to 25 years
were selected through the convenience sampling method, a non-probability sampling method.

Inclusion Extrusion Criteria Sample

Inclusion Criteria

For the purpose of the study, a sample of 100 adolescents between the age group of 13 to 19 was taken. It was
required for the subjects to meet the following criteria to be a part of this study:

a) P​ articipants with valid informed consent prior to the further procedure were a part of this study.
b) ​Only young adults between the ages of 18 to 25 years were allowed to be a part of this study.
c) ​Adolescents going to registered government/private schools or colleges were taken to be a part of this study.

Exclusion Criteria

​Physically disabled adolescents were excluded from being a part of this study.
Tools

A questionnaire designed with the help of General Procrastination Scale (1986) by Lay and Self Esteem Scale (1965) by Rosenberg was made in
Google forms. The form was used to collect demographic information and the information related to academic procrastination and self esteem level
through different sections of the form.

Rosenberg Self Esteem Scale

It is a 10-item scale that measures global self-worth by measuring both positive and negative feelings about the self. The scale is believed to be
unidimensional. All items are answered using a 4-point Likert Scale format ranging from strongly agree to strongly disagree.

Lay's Procrastination scale

The Lay’s Scale is a 5 point Likert scale, consisting of 20 items, wherein for each item, response alternatives range from extremely uncharacteristic to
extremely characteristic.19,20 Scores of each item are calculated according to the following order:

1 = Extremely Uncharacteristic

2 = Moderately Uncharacteristic

3 = Neutral

4 = Moderately Characteristic

5 = Extremely Characteristic
Statistical Analysis

After the collection of data all the responses were scored according to the
respective standard procedures. The data collected from the questionnaire was
analyzed using the results shown by Google Forms were made of the responses
for each statement respectively. To interpret the data further Pearson product
moment correlation was used to find the type of correlation between academic
procrastination and self esteem.
PROCEDURE

The data was collected using a survey method. The participants were briefed
about the purpose of the study and explained the content of the questionnaire.
Subjects were assured that their identity will not be disclosed and all the
information will be kept confidential. The questionnaire was sent via e-mail and
instructions were given before every section of the questionnaire. Any doubt that
came up was resolved at the same time. The data was analyzed by descriptive
statistics like Pearson correlation coefficient was calculated.
REFERENCES

Aydoğan, D., & Özbay, Y. (2012). Explanation of academic procrastination from self-esteem, state anxiety, self-
efficacy. Pegem Eğitim Ve Öğretim Dergisi, 2(3), 1-10.

Babu, P., Chandra, K. M., Vanishree, M. K.,& Amritha, N. (2020). Relationship between academic
procrastination and self-esteem among dental students in Bengaluru City. J Indian Assoc Public Health Dent,
17, 146-151.

Batool, S. S., Khursheed, S., & Jahangi, H. (2017). Academic Procrastination as a Product of Low Self-
Esteem: A Mediational Role of Academic Self-efficacy. Pakistan Journal of Psychological Research, 32(1),
195-211.

Bojuwoye, O. (2019). Causes of Academic Procrastination among High School Pupils with Learning Disabilities
in Ilorin, Kwara State, Nigeria. International Journal of Technology and Inclusive Education, 8(1), 1404-1409.

Chen, B. B., Shi, Z. & Wang, Y. (2016). Do Peers Matter? Resistance to Peer Influence as a Mediator between
Self-Esteem and Procrastination among Undergraduates. Front. Psychol. 7(1529), 1-6.