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Article type :

journal-article

Author :

Zainab Afzal, Syeda Laiba Haleem, Momnah Mahrose, Syeda Samra Ghazanfer, Qudsia Zahoor, Palwasha Nasir

Volume :

4

Issue :

1

Abstract :

University students frequently demonstrate self-control problems through their tendency to procrastinate. Procrastination occurs when students put off their schoolwork despite understanding that it will lead to academic failure. Academic performance represents the assessment of student learning through their grades and academic accomplishments. Students tend to put off their work obligations which include both assignment deadlines and test preparation activities. Students experience academic pressure while their work efficiency decreases because they postpone their tasks. The present study examined the relationship between procrastination and academic performance. The researchers conducted their investigation through a quantitative study which used a cross-sectional research design. The researchers studied 100 university students who participated in their research. The researchers used convenience sampling to choose their participants. The study included female undergraduate students as participants. The researchers used the General Procrastination Questionnaire (GPQ) scale to gather their data. The researchers evaluated student academic performance by using the Academic Performance Scale (APS). Both scales demonstrate strong measurement consistency for test results. The researchers used Pearson correlation analysis to evaluate the relationship between two variables. The results showed a strong negative relationship which reached statistical significance. The correlation value shows an inverse association between the two variables. The study found that students who scored higher on procrastination tests performed worse in their academic work. The research results show that procrastination creates detrimental effects which prevent academic success. The regression results showed that procrastination acted as an important factor which predicted student academic performance decline. The t-test results showed that people from different age groups demonstrated distinct results. The research results support existing findings which show that procrastination decreases student performance. The research demonstrates that universities must address student procrastination problems because they need to be resolved. Student performance will improve through formal academic counseling combined with time-management training. Early intervention can support better self-regulation and academic productivity.