Academic Procrastination

Academic procrastination, defined as the intentional delay of academic tasks despite potential negative consequences, is increasingly observed among school-aged children. This study aims to investigate the prevalence, underlying causes, and consequences of academic procrastination among upper primary students, with a special focus on its association with students' happiness and overall well-being. Drawing from theoretical perspectives such as Temporal Motivation Theory and Self-Regulated Learning Theory, the research explores how procrastinated behavior is influenced by intrinsic motivation, emotional regulation, task aversiveness, family expectations, and digital distractions. The study also considers the socio-emotional implications of procrastination, including reduced academic performance, emotional distress, and diminished life satisfaction. The findings underscore the need for timely interventions, both at the school and home level, to foster a supportive, motivating, and stress-free academic environment. The study recommends the development of policies and pedagogical practices that minimize procrastination and promote student engagement, time management, and emotional resilience. The results have significant implications for educators, policymakers, and parents striving to enhance the academic experience and holistic development of children.
The present study aimed to analyze the academic procrastination behavior of upper primary school learners, particularly about demographic factors such as age and gender. Percentage analysis was conducted to classify students across three levels of academic procrastination: High, Moderate, and Low.