Academic Procrastination based on Gender and Stream of study among Higher Secondary school students

Abstract

Educational procrastination is a widespread self-regulation issue that is harmful to learning, achievement, and psychological wellbeing. This paper revisits some of the related literature, then establishes a theoretically based conceptual framework, and finally presents an investigation specifically designed to find out the procrastination among higher secondary school children. The primary aims of this investigation are to estimate the significance of academic procrastination. The present study investigated academic procrastination among secondary school students with a focus on gender and academic stream differences. The results revealed that procrastination is a moderately prevalent behavior, with more than half of the students reporting moderate levels and about one-fourth showing high levels. Gender did not emerge as a significant factor, as both male and female students exhibited comparable procrastination tendencies. This suggests that procrastination is a common academic challenge cutting across gender lines.

The research is intended to support researchers, school psychologists, and educators who are advocating evidence-based interventions for procrastination among higher secondary school students.