Academic Procrastination, Academic Performance and Perceived Stress among Young Adults

Jennifer Mathew Daniel and Meera Neelakantan
CHRIST (Deemed to be University), Bengaluru


In the present study an attempt has been made to explore and understand the relationship
between Academic procrastination and Perceived stress among university students
pursuing undergraduate and postgraduate courses from an Indian university. For the
purpose of this study, a sample of 145 university students studying in colleges across
India were selected. A quantitative research design was used in this study. The scales
used were Procrastination Assessment Scale (PASS) and Perceived Stress Scale 10
(PSS-10). A Spearman rank order correlation analysis was conducted using JAMOVI
statistical software. Results indicated that Frequency of Academic procrastination shows
a moderate positive correlation with Perceived stress in students. The frequency of
procrastination shows a moderate and strong positive correlation with both the factors, i.e.
Fear of failure and task aversiveness respectively. Finally, Frequency of procrastination
shows strong positive correlation with perceived helplessness however it shows a weak
negative correlation with lack of self-efficacy. This study has several implications. It can
be beneficial for students, parents, educators, mental health professionals to work and
create interventions which can not only help promote better academic outcomes but
also most importantly focus on student wellbeing so that these students can go ahead
to have successful lives and careers

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