{"id":24836,"date":"2026-03-20T09:52:07","date_gmt":"2026-03-20T04:22:07","guid":{"rendered":"http:\/\/www.sachdevajk.in\/?p=24836"},"modified":"2026-03-20T09:52:07","modified_gmt":"2026-03-20T04:22:07","slug":"impact-of-procrastination-in-student-life","status":"publish","type":"post","link":"http:\/\/www.sachdevajk.in\/?p=24836","title":{"rendered":"Impact of Procrastination in Student Life"},"content":{"rendered":"

Impact of Procrastination in Student Life <\/span><\/p>\n

\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Authors :<\/span><\/p>\n

Vedant Gandhe<\/span><\/p>\n

Utsav Singh <\/span><\/p>\n

Yatin Patil <\/span><\/p>\n

Vidhan Rawat <\/span><\/p>\n

Mrunalini Vanakudari<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Introduction<\/span><\/p>\n

Procrastination is a common behavioral issue among students and has become an important area of study in education and psychology. It refers to the tendency to delay or postpone academic tasks such as studying for examinations, completing assignments, and preparing class work, even when students are aware of the negative consequences. In student life, procrastination can lead to stress, anxiety, guilt, low productivity, and poor academic performance. The uploaded data shows that students responded to statements related to delaying assignments, postponing exam preparation, stress caused by unfinished work, social media distraction, guilt, and reduced productivity. This indicates that procrastination affects both the academic and personal life of students. Therefore, this study aims to understand how procrastination influences students and to examine the major factors associated with it.<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Objectives of the Study<\/span><\/b><\/p>\n

1.\u00a0\u00a0\u00a0 <\/span><\/span><\/span>To study the level of procrastination among students.<\/span><\/p>\n

2.\u00a0\u00a0\u00a0 <\/span><\/span><\/span>To examine the impact of procrastination on students\u2019 academic performance.<\/span><\/p>\n

3.\u00a0\u00a0\u00a0 <\/span><\/span><\/span>To identify the relationship between procrastination and stress or anxiety among students.<\/span><\/p>\n

4.\u00a0\u00a0\u00a0 <\/span><\/span><\/span>To analyse whether social media acts as a major distraction leading to procrastination.<\/span><\/p>\n

5.\u00a0\u00a0\u00a0 <\/span><\/span><\/span>To understand students\u2019 feelings of guilt and reduced productivity caused by delaying important academic tasks.<\/span><\/p>\n

6.\u00a0\u00a0\u00a0 <\/span><\/span><\/span>To explore students\u2019 perception of working under pressure near deadlines.<\/span><\/p>\n

\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Data Collection Method<\/span><\/b><\/p>\n

The data for this study was collected through a structured questionnaire survey<\/b> using a form. The uploaded file contains responses from 31 students<\/b>. The questionnaire included demographic questions such as age<\/b> and gender<\/b>, along with statements related to procrastination behaviour and its effects on student life. Most of the responses were collected using a Likert-scale format<\/b> such as Strongly Agree, Agree, Neutral, Disagree,<\/i> and Strongly Disagree<\/i>, while a few questions used rating values.<\/span><\/p>\n

The survey method was used to gather primary data directly from students. This method is suitable because it helps in understanding students\u2019 attitudes, experiences, and perceptions regarding procrastination. The collected data was then organized in spreadsheet form for analysis and interpretation.<\/span><\/p>\n

\u00a0<\/span><\/p>\n

<\/p>\n

KMO And Bartlet\u2019s Test<\/span><\/h1>\n

\u00a0<\/span><\/p>\n

The KMO value<\/b> shows whether the sample is adequate for factor analysis. A KMO value above 0.60<\/b> indicates that the variables share enough common variance and factor analysis can be applied.<\/span><\/p>\n

Bartlett\u2019s Test of Sphericity<\/span><\/b> checks whether the variables are significantly correlated with each other. Since the significance value is less than 0.05<\/b>, the null hypothesis is rejected. This means the correlation matrix is not an identity matrix, and the variables are related enough to proceed with factor analysis.<\/span><\/p>\n

The KMO measure indicates acceptable sampling adequacy, and Bartlett\u2019s Test of Sphericity is significant. Therefore, the data is suitable for factor analysis.<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Total Variance<\/span><\/h1>\n

<\/p>\n

<\/span><\/p>\n

Interpretation<\/span><\/b><\/p>\n

This table shows how much of the total variance is explained by each extracted component.<\/span><\/p>\n

From your output:<\/span><\/p>\n