PSYCHOLOGICAL FACTORS THAT INFLUENCE ACADEMIC PROCRASTINATION AMONG FIRST YEAR CASE DEPARTMENT STUDENTS AT BESTLINK COLLEGE OF THE PHILIPPINES

Abstract

Academic procrastination significantly impairs college students' academic performance and overall well-being. A study conducted at Bestlink College of the Philippines investigated the psychological factors contributing to academic procrastination among first-year students in the CASE Department.​  Psychological Factors Influencing Academic Procrastination:  Perfectionism: Students with perfectionistic tendencies often delay tasks due to fear of not achieving flawless results. This fear can lead to heightened anxiety and procrastination. ​  Fear of Failure: Anxiety about potential poor performance can lead students to postpone tasks, attempting to avoid confronting their perceived inadequacies. ​   Time Management Difficulties: Challenges in organizing and allocating time effectively can result in procrastination. The availability of constant internet access can introduce distractions, further hindering task initiation and completion. ​  Task Aversion: Tasks perceived as unpleasant or overwhelming can lead to avoidance. Breaking down large assignments into smaller, manageable steps can reduce anxiety and make tasks feel more approachable. ​ The study employs a descriptive, non-experimental correlational research design to examine the relationships between various psychological and behavioral factors and academic procrastination among first-year students in the CASE Department at Bestlink College of the Philippines. This design is appropriate for identifying and understanding patterns and associations without manipulating variables.​  Participants:  A total of 94 first-year students from the BS Psychology, BS Computer Engineering, and BL Information Science programs participated in the study. This diverse sample allows for a comprehensive analysis across different academic disciplines. The study conducted at Bestlink College of the Philippines reveals that self-efficacy and emotional regulation are significantly associated with academic procrastination tendencies among first-year students in the CASE Department. These findings suggest that enhancing these factors could be key to reducing procrastination and improving academic performance.​ A high mean score of 3.96 for self-efficacy indicates that students possess a strong belief in their ability to overcome academic challenges. This perception is crucial, as studies have shown a significant negative correlation between self-efficacy and academic procrastination. Students with higher self-efficacy are more likely to initiate and complete tasks efficiently, thereby reducing procrastination tendencies.​ Emotional regulation, with a mean score of 4.05, plays a vital role in managing procrastination. Effective emotional regulation helps students cope with negative emotions that may lead to task avoidance. Research indicates that difficulties in emotional regulation are positively correlated with procrastination, suggesting that students who struggle to manage their emotions may be more prone to procrastination. This study emphasizes the importance of addressing self-efficacy, emotional regulation, and task value to mitigate academic procrastination among first-year students in the CASE Department at Bestlink College of the Philippines. By implementing targeted interventions and adopting effective study strategies, students can enhance their academic performance and overall well-being.