Procrastination : Delaying Tactics of Junior High School Students MOST RESEARCHERS (e.g., Bond & Feather, 1988; Ellis & Knaus, 1977; Ferrari, 2001; Knaus, 2000; Tice & Baumeister, 1997) have defined procrastination along pessimistic behavioral lines with relatively negative consequences. Procrastination is a widespread and well-known phenomenon that refers to the voluntary delay of activities which are intended, despite the delay may have negative consequences (e.g., Klingsieck, 2013). ). Procrastination as one of the biggest obstacles to human resource efficiency has an important role in reducing performance, productivity and health to students.[accessed Jan 16 2018]. METHODS DESIGN: Descriptive RESEARCH SETTINGS: The study was conducted at Misamis University BS Education Campus. RESPONDENTS: 250 Junior High School that was based on the Survey from “The Procrastination Workbook” by Dr. William Knaus. TOOLS: Procrastination Survey

1. zProcrastination : Delaying Tactics of
Junior High School Students

2. z
MOST RESEARCHERS (e.g., Bond & Feather,
1988; Ellis & Knaus, 1977; Ferrari, 2001; Knaus, 2000;
Tice & Baumeister, 1997) have defined procrastination
along pessimistic behavioral lines with relatively
negative consequences. Procrastination is a widespread
and well-known phenomenon that refers to the
voluntary delay of activities which are intended, despite
the delay may have negative consequences (e.g.,
Klingsieck, 2013). ). Procrastination as one of the biggest
obstacles to human resource efficiency has an important
role in reducing performance, productivity and health to
students.[accessed Jan 16 2018].
INTRODUCTION

3. z Individuals differ in the extent they postpone tasks
(Steel, 2007). The conducted findings from StudyMode shows
that Procrastination is widespread, with 87 percent saying they
procrastinate, and that it's affecting their performance—45
percent report procrastination negatively impacts their grades
on at least a fairly regular basis (Blaine Vess, 2014).
Procrastination is clearly prevalent. Though virtually all
of us have at least dallied with dallying, some have made it a
way of life. Specifically, procrastination has been considered as
delay in conjunction with subjective discomfort, anxiety or
emotional upset .Procrastination is also defined as
unnecessarily postponing tasks that need to be completed
(Tuckman, 2002) and is often seen in students with tasks such
as writing assignments and studying for examinations.

4. z
According to Ferrari, Johnson, and McCown,
there are some major cognitive distortions that lead
to academic procrastination. Students tend to: (1)
Overestimate how much time they have left to
perform tasks. (2) Overestimate how motivated they
will be in the future. (3) Underestimate how long
certain activities will take to complete (4)
Mistakenly assume that they need to be in the right
frame of mind to work on a project. Everyone puts
things off until the last minute sometimes, but
procrastinators chronically avoid difficult tasks and
deliberately look for distractions.

5. z
Objectives
1. Examine the JHS Students performances;
Finding:
 Most of the Junior High School students are
prone to Procrastination. The statements are
presented in both positive (3-4) and negative
(1-2) directions.

6. z
Objectives
2. Determine the JHS Students
psychological mindsets;
Finding:
 The statements are interpreted into two
categories;
1) Procrastination Triggers
2) Procrastination Patterns

7. z
Objectives
3. Explore the significant relationship between the
student’s level of motivation and the assessment
towards the delaying tactics of JHS Students;
Finding:
 Students reported high levels of guilt
from delaying and low levels of
motivation when they reported
procrastinating.

8. z
 DESIGN:
Descriptive
 RESEARCH SETTINGS:
The study was conducted at Misamis University
BS Education Campus.
 RESPONDENTS:
250 Junior High School that was based on the
Survey from “The Procrastination Workbook” by
Dr. William Knaus.
 TOOLS:
Procrastination Survey
METHODS

9. z
RESULTS
HIGHERRATE
13 To be worthy, I must meet high standards. 61 120 54 15
lower RATE
20 I’m afraid to make a mistake, so I take
time to think and plan.
99 103 41 7
 Procrastination Triggers

10. z
RESULTS
HIGHERRATE
1 I efficiently fulfill responsibilities. 81 147 16 6
lower RATE
2 I have great ideas and plans that stays on
the “drawing board”.
53 135 55 7
 Procrastination Patterns

11. z
The study undertaken concluded the
complexity underlying the general sense that a
large proportion of undergraduates
procrastinate; most students may procrastinate
but they tend to do so in different ways.
The study also concluded that students tend
to let their minds control their bodies.
Conclusion

12. z
 Gathering information from the Junior
High School Department but also include
the other levels (e.g. Senior High School).
 Will add more questions concerning why
students tend to procrastinate.
recommendation

13. z
 Halford, B. (2006). The power of procrastination. Chemical and
Engineering News, 84, 28.
 Bond, M. J., & Feather, N. T. (1988). Some correlates of
structure and purpose in the use of time. Journal of Personality
and Social Psychology, 55, 321-329.
 Ellis, A., & Knaus, W. J. (1977). Overcoming procrastination.
New York: Signet.
 Ferrari, J. R. (2001). Procrastination as self-regulation failure of
performance: Effects of cognitive load, self-awareness, and
time limits on "working best under pressure." European Journal
of Personality, 15, 391-406
reference

14. z
 Ferrari, J. R., Johnson, J. L., & McCown, W. G. (1995).
Procrastination and task avoidance: Theory, research, and
treatment. New York: Plenum Press.
 Ferrari, J. R., Parker, J. T., & Ware, C. B. (1992). Academic
procrastination: Personality correlates with Myers-Briggs types,
self-efficacy, and academic locus of control. Journal of Social
Behavior and Personality, 7, 595-602.
 Knaus, W. J. (2000). Procrastination, blame, and change.
Journal of Social Behavior and Personality, 15, 153-166.
 Steel, P., Brothen, T., & Wambach, C. (2001). Procrastination
and personality performance, and mood. Personality and
Individual Differences, 30, 95-106.
reference