(PDF) Academic Procrastination and Goal Accomplishment

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ACADEMIC PROCRASTINATION AND ACHIEVEMENT GOAL ORIENTAT
PREDICTORS OF ACADEMIC PERFORMANCE OF
SELECTED COLLEGE STUDENTS
Charmaine Abegail P. Tarin and Marie Christine R. Rio
Psychology Area, Colege of Liberal Arts and Sciences
ABSTRACT
The purpose of this study was to explore Active and Passive Procrastinatio
Mastery-Avoidance, Performance-Approach, Performance-Avoidance Goal Orien
among these predict college students' academic school performance. Data
undergraduates – comprised of 17 dean's listers and 13 probationary students –
Manila. The results indicated that there is a significant relationship between Pro
Orientation.The results also indicated that Procrastination was a predictor of st
school. Implications and future recommendations of this study are discussed.
Keywords: Active Procrastination, Passive Procrastination, Mastery-Approach
Orientation,Performance-ApproachOrientation,Performance-AvoidanceOrientation,Academic
Performance of College Students of Letran
INTRODUCTION
Nowadays, college students are given a number of school requirements, w
fulfill in a short period of time. Majority of them are able to submit their requir
deadline, but some fail to submit their requirements on time due to some
procrastination, task difficulty) or external (heavy traffic) factors. This in turn, a
performance negatively.
In school, college students also fight a constant battle between procrastina
Studentswho are a chronicprocrastinatormay be at risk of underachievingacademically
Procrastination is reported to have adverse effects; putting their academic work
became an obstacle to those students who gets demotivated and off-track
undesirable event in school happens.
Academic Procrastination
One possible factor that affects students' performance in school is the Filip
(mamayana) or what we call as, Procrastination. The preponderance of procrast
common among college students, estimating as high as 80-95% (Pfister, 2002; S
2002). This phenomenon is ubiquitous for several researchers had studied its de
student who is a chronic procrastinator tends to have a low academic class stan
(Solomon & Rothblum, as cited by Lee, 2005; Tice &Baumeister, 1997), affective
(Tice & Baumeister, 1997), and may also lead to cheating and plagiarism (Roig &
cited by Beck, Koons & Milgrim, 2000).
Academic ProcrastinationAntorcha Vol.2 No.1

4140
improved competence (Mastery-Approach) (Eum& Rice, 2011) or to lose co
Avoidance). Having Mastery Goals may result in one's self-development (Bulus, 2
believe that exerting their efforts leads to success and enhancement of importa
Goals, students compare their current performance to others and try to perform
Approach) (Eum& Rice, 2011). It is also associated with avoidance of difficult ta
poorly relative to others (Performance-Avoidance) (Barzegar, 2012).
Figure 1: Conceptual Framework
The Current Study
Only few studies have investigated the relation of procrastination (malada
orientations (Howell &Buro, 2009; Howell & Watson, 2007). Corkin, Lindt and Y
of now, there are no studies or research that examines the relation between Act
the four facets of Achievement Goal Orientation. Guided by this view, this study
(Adaptive) and Passive (Maladaptive) Procrastination in relation to the fou
determined which among these predict college students' academic performance
By observing these variables, educators were better informed of their stu
succeeding or failing in school. This identifies the learning behaviours of the stu
input for the educators to create a conducive teaching and learning environmen
Research Objectives:
1. To find out which type of Academic Procrastination is evident among colle
2. To find out which type of Achievement Goal Orientation is manifested amo
3. To determine how Active and Passive Procrastination are related to
Achievement Goal Orientation.
4. To ascertain if Academic Procrastination and Achievement Goal Orientatio
Performance of college students.
Academic ProcrastinationAntorcha Vol.2 No.1
One of the most troubling and pernicious phenomena in the academic setting is Procrastination.
The study of Rabin, Fogel and Notter-Upham (2011) stated that academic procrastination is the
prevalence of a self-perceived problem that reduces academic achievement and increases stress and poor
value of life. This kind of dilatory behaviour is the students habit of delaying or postponing tasks that are
much more important and putting it off for a later time. Research also states that students who are faced
with hectic problems in school tend to procrastinate (Beck, Koons&Milgrim, 2000). Also, academic
procrastinators are notorious for self-handicapping (Brownlow &Reasinger, 2000), in which students
may attribute their failures in their exams due to their lack of studying, rather than their intellectual
capacity. However, some tend to procrastinate due to fear of failure, aversiveness of the tasks given, or to
some extent, enjoyment of spontaneity.
Procrastination is commonly conceptualized maladaptively because of its involvement in the
failure of managing or regulating one's goal. Procrastination can also be adaptive – students use it as a
coping mechanism against anxiety, whenever there is an unwanted stimulus or task approaching. Chun
Chu and Choi (2005) differentiated two types of academic procrastination: Active and Passive. Active
procrastinators are the ones who choose to delay tasks, mainly because they work effectively and
productively under pressure (Chun Chu & Choi, 2005); thus, often produce satisfactory outcomes
(Morales, 2010). Just like the non-procrastinators, active ones also demonstrated similar self-efficacy
levels, coping styles and academic performance (Chun Chu & Choi, 2005). Peak experience and
cognitive efficiency (Morales, 2010; Schraw, Wadkins&Olafson, 2007) are some of the adaptive aspects
of procrastination. However, passive procrastinators end up delaying important tasks because of their
inability to make decisions quickly (Chun Chu & Choi, 2005). They are also called the traditional ones
who put things off because of having lower grades (Tice &Baumeister, 1997), anxiety, irritation and self-
blame (Pychyl, Lee, Thibodeau& Blunt, 2000) than the non-procrastinators. These two types of
procrastinations have asignificant inverse relation wherein they differ in their ability to meet deadlines.
Theoretical Framework
The Flow Theory of MihalyCsikszentmihalyi explains how adaptive and maladaptive differs
from each other. Flow is described as “the state of total involvement in an activity that consumes one's complete
attention”. Adaptive procrastinators show a deep state of flow where they are more likely to engage in
challenging activities and work under pressure because they are more focused on achieving one goal
(Schraw et al., 2007). This is in contrast to the idea of Schraw (2007) and Lee (2005) which states that
students who experience procrastination, conceptualized maladaptively, are less likely to experience the
flow state of learning processes.
Moreover, students today have different approaches when faced with difficulties in academics
because this plays a significant role in their academic success (Hsieh, Sullivan & Guerra, 2007). The
Achievement Goal Theory explains the different goal orientations of students (Ramnarain, 2013).
Achievement Goal Theory is a motivation theory that assumes goal as cognitive representations
and a direction for students who are trying to accomplish something. This also explains their purpose for
doing such task. Achievement goals explain how people differ in terms of adapting, approaching and
responding into achieving a task. Elliot and McGregor (as cited in Eum& Rice, 2011) posited a “2x2
achievement goal framework”, in which there are four types of goal orientation. Mastery Goal is
associated with positive learning strategies and attitudes (Barzegar, 2012), acquiring knowledge and

4140
improved competence (Mastery-Approach) (Eum& Rice, 2011) or to lose co
Avoidance). Having Mastery Goals may result in one's self-development (Bulus, 2
believe that exerting their efforts leads to success and enhancement of importa
Goals, students compare their current performance to others and try to perform
Approach) (Eum& Rice, 2011). It is also associated with avoidance of difficult ta
poorly relative to others (Performance-Avoidance) (Barzegar, 2012).
Figure 1: Conceptual Framework
The Current Study
Only few studies have investigated the relation of procrastination (malada
orientations (Howell &Buro, 2009; Howell & Watson, 2007). Corkin, Lindt and Y
of now, there are no studies or research that examines the relation between Act
the four facets of Achievement Goal Orientation. Guided by this view, this study
(Adaptive) and Passive (Maladaptive) Procrastination in relation to the fou
determined which among these predict college students' academic performance
By observing these variables, educators were better informed of their stu
succeeding or failing in school. This identifies the learning behaviours of the stu
input for the educators to create a conducive teaching and learning environmen
Research Objectives:
1. To find out which type of Academic Procrastination is evident among colle
2. To find out which type of Achievement Goal Orientation is manifested amo
3. To determine how Active and Passive Procrastination are related to
Achievement Goal Orientation.
4. To ascertain if Academic Procrastination and Achievement Goal Orientatio
Performance of college students.
Academic ProcrastinationAntorcha Vol.2 No.1
One of the most troubling and pernicious phenomena in the academic setting is Procrastination.
The study of Rabin, Fogel and Notter-Upham (2011) stated that academic procrastination is the
prevalence of a self-perceived problem that reduces academic achievement and increases stress and poor
value of life. This kind of dilatory behaviour is the students habit of delaying or postponing tasks that are
much more important and putting it off for a later time. Research also states that students who are faced
with hectic problems in school tend to procrastinate (Beck, Koons&Milgrim, 2000). Also, academic
procrastinators are notorious for self-handicapping (Brownlow &Reasinger, 2000), in which students
may attribute their failures in their exams due to their lack of studying, rather than their intellectual
capacity. However, some tend to procrastinate due to fear of failure, aversiveness of the tasks given, or to
some extent, enjoyment of spontaneity.
Procrastination is commonly conceptualized maladaptively because of its involvement in the
failure of managing or regulating one's goal. Procrastination can also be adaptive – students use it as a
coping mechanism against anxiety, whenever there is an unwanted stimulus or task approaching. Chun
Chu and Choi (2005) differentiated two types of academic procrastination: Active and Passive. Active
procrastinators are the ones who choose to delay tasks, mainly because they work effectively and
productively under pressure (Chun Chu & Choi, 2005); thus, often produce satisfactory outcomes
(Morales, 2010). Just like the non-procrastinators, active ones also demonstrated similar self-efficacy
levels, coping styles and academic performance (Chun Chu & Choi, 2005). Peak experience and
cognitive efficiency (Morales, 2010; Schraw, Wadkins&Olafson, 2007) are some of the adaptive aspects
of procrastination. However, passive procrastinators end up delaying important tasks because of their
inability to make decisions quickly (Chun Chu & Choi, 2005). They are also called the traditional ones
who put things off because of having lower grades (Tice &Baumeister, 1997), anxiety, irritation and self-
blame (Pychyl, Lee, Thibodeau& Blunt, 2000) than the non-procrastinators. These two types of
procrastinations have asignificant inverse relation wherein they differ in their ability to meet deadlines.
Theoretical Framework
The Flow Theory of MihalyCsikszentmihalyi explains how adaptive and maladaptive differs
from each other. Flow is described as “the state of total involvement in an activity that consumes one's complete
attention”. Adaptive procrastinators show a deep state of flow where they are more likely to engage in
challenging activities and work under pressure because they are more focused on achieving one goal
(Schraw et al., 2007). This is in contrast to the idea of Schraw (2007) and Lee (2005) which states that
students who experience procrastination, conceptualized maladaptively, are less likely to experience the
flow state of learning processes.
Moreover, students today have different approaches when faced with difficulties in academics
because this plays a significant role in their academic success (Hsieh, Sullivan & Guerra, 2007). The
Achievement Goal Theory explains the different goal orientations of students (Ramnarain, 2013).
Achievement Goal Theory is a motivation theory that assumes goal as cognitive representations
and a direction for students who are trying to accomplish something. This also explains their purpose for
doing such task. Achievement goals explain how people differ in terms of adapting, approaching and
responding into achieving a task. Elliot and McGregor (as cited in Eum& Rice, 2011) posited a “2x2
achievement goal framework”, in which there are four types of goal orientation. Mastery Goal is
associated with positive learning strategies and attitudes (Barzegar, 2012), acquiring knowledge and

4342
subscales, namely: structured procrastination (adaptive), unstructured procrasti
non-procrastination. The new scale could distinguish structured procrastina
outcomes and unstructured procrastination with undesirable outcomes. This sca
Romel Morales in 2010. The three subscales shows good internal consistency re
procrastination (adaptive) getting a reliability coefficient of á=0.928, unstr
(maladaptive) á=0.914, and non-procrastination á=0.792. All questions are mea
Likert scale (1=strongly disagree (SD); 6=strongly agree (SA)). Sample items in
myself motivated when working near deadlines”, “I don't get things done on tim
accomplish all the things I plan to do in a day”.
Achievement goal orientation
The 2x2 Achievement Goal Orientation Questionnaire is a 12-item scale th
mastery-approach, mastery-avoidance, performance-approach and performance
are rated on a scale ranging from 1 (not at all true of me) to 7 (very true of me
(2001) reported evidence attesting to the reliability of the mastery-approach (á=
(á=.89), performance-approach (á=.92) and performance-avoidance (á=.83) dim
Academic performance
The participants' general weighted average (GWA) was obtained from the
Procedure
The names and grades of the students were obtained from the concerned
Colegio. Participants were informed about their involvement in the study via tex
of the date, place and time of the testing session.
Inside the testing area, they were informed that the study entails a series
questionnaires and takes approximately 30-40 minutes. Participation in the stud
confidential. First, they completed the demographic profile, which includes their
level and their course. Participants completed the following tests in the followin
Procrastination Scale and (b) Achievement Goal Orientation. The test resu
processed. Statistical analysis ensued.
Statistical Analysis
Correlation analysis was conducted through Kendall Tau, to test the
Academic Procrastination and Achievement Goal Orientation; while Linear Regr
show if Academic procrastination and/or Achievement Goal Orientation predict
Performance in school. Mann-Whitney U test was used to determine if there are
dean's listers and probationary students in Procrastination and in Achievement G
level p < .05 was considered as the cut-off value for significance.
Academic ProcrastinationAntorcha Vol.2 No.1
5. To compare if there is a difference between high and low achievers in Procrastination and
Achievement Goal Orientation.
Research Hypothesis:
H1 – Procrastination was positively related to Achievement Goal Orientation.
H2 - Active/Adaptive Procrastination is positively related to Mastery Approach and Avoidance.
H3 - Passive/Maladaptive Procrastination is positively related to Performance Approach and
Avoidance.
H4 - Procrastination was positively related to Achievement Goal Orientation by type of respondent.
H5 - Active/Adaptive Procrastination is positively related to Mastery Approach and Avoidance by
type of respondent.
H6 - Passive/Maladaptive Procrastination is positively related to Performance Approach and
Avoidance by type of respondent.
H7 – Academic Procrastination and Achievement Goal Orientation are predictors of Academic
Performance.
H8 – Procrastination significantly differs by type of student.
H9 – Achievement Goal Orientation significantly differs by type of student.
METHOD
Research Design
The study used the Comparative-Correlational-Causal Modeling Design to determine how
Academic Procrastination was related to Achievement Goal Orientation. Moreover, it also was used to
determine if Academic Procrastination and Achievement Goal Orientation were predictors of
Academic Performance of college students.
Participants
30 student participants (mean age= 17.47, SD= 4.869) from different programs in Colegio de
San Juan de Letran – Manila took part in the survey. There were 11 male students and 19 female students.
They were divided into two groups and were categorized as high performers (dean's listers) and low
performers (probation).They had at least a load of 18 units and above during the course of the semester.
Dean's listers are those students who have at least a regular load prescribed for the semester and do not
have a grade below 85% in any academic and theology subjects; while probationary students are those
who have incurred outstanding failures (failing grades, Unauthorized Withdrawals, and Incomplete
grades) of at least 12 units at the end of a given semester (CSJL Student's Handbook Collegiate
Department, 2006-2007).
Measures
Academic Procrastination Scale
The Academic Procrastination Scale is a 65-item scale (á=0.926) that measures both adaptive
and maladaptive aspects of procrastination that is appropriate for Filipino students. It has three

4342
subscales, namely: structured procrastination (adaptive), unstructured procrasti
non-procrastination. The new scale could distinguish structured procrastina
outcomes and unstructured procrastination with undesirable outcomes. This sca
Romel Morales in 2010. The three subscales shows good internal consistency re
procrastination (adaptive) getting a reliability coefficient of á=0.928, unstr
(maladaptive) á=0.914, and non-procrastination á=0.792. All questions are mea
Likert scale (1=strongly disagree (SD); 6=strongly agree (SA)). Sample items in
myself motivated when working near deadlines”, “I don't get things done on tim
accomplish all the things I plan to do in a day”.
Achievement goal orientation
The 2x2 Achievement Goal Orientation Questionnaire is a 12-item scale th
mastery-approach, mastery-avoidance, performance-approach and performance
are rated on a scale ranging from 1 (not at all true of me) to 7 (very true of me
(2001) reported evidence attesting to the reliability of the mastery-approach (á=
(á=.89), performance-approach (á=.92) and performance-avoidance (á=.83) dim
Academic performance
The participants' general weighted average (GWA) was obtained from the
Procedure
The names and grades of the students were obtained from the concerned
Colegio. Participants were informed about their involvement in the study via tex
of the date, place and time of the testing session.
Inside the testing area, they were informed that the study entails a series
questionnaires and takes approximately 30-40 minutes. Participation in the stud
confidential. First, they completed the demographic profile, which includes their
level and their course. Participants completed the following tests in the followin
Procrastination Scale and (b) Achievement Goal Orientation. The test resu
processed. Statistical analysis ensued.
Statistical Analysis
Correlation analysis was conducted through Kendall Tau, to test the
Academic Procrastination and Achievement Goal Orientation; while Linear Regr
show if Academic procrastination and/or Achievement Goal Orientation predict
Performance in school. Mann-Whitney U test was used to determine if there are
dean's listers and probationary students in Procrastination and in Achievement G
level p < .05 was considered as the cut-off value for significance.
Academic ProcrastinationAntorcha Vol.2 No.1
5. To compare if there is a difference between high and low achievers in Procrastination and
Achievement Goal Orientation.
Research Hypothesis:
H1 – Procrastination was positively related to Achievement Goal Orientation.
H2 - Active/Adaptive Procrastination is positively related to Mastery Approach and Avoidance.
H3 - Passive/Maladaptive Procrastination is positively related to Performance Approach and
Avoidance.
H4 - Procrastination was positively related to Achievement Goal Orientation by type of respondent.
H5 - Active/Adaptive Procrastination is positively related to Mastery Approach and Avoidance by
type of respondent.
H6 - Passive/Maladaptive Procrastination is positively related to Performance Approach and
Avoidance by type of respondent.
H7 – Academic Procrastination and Achievement Goal Orientation are predictors of Academic
Performance.
H8 – Procrastination significantly differs by type of student.
H9 – Achievement Goal Orientation significantly differs by type of student.
METHOD
Research Design
The study used the Comparative-Correlational-Causal Modeling Design to determine how
Academic Procrastination was related to Achievement Goal Orientation. Moreover, it also was used to
determine if Academic Procrastination and Achievement Goal Orientation were predictors of
Academic Performance of college students.
Participants
30 student participants (mean age= 17.47, SD= 4.869) from different programs in Colegio de
San Juan de Letran – Manila took part in the survey. There were 11 male students and 19 female students.
They were divided into two groups and were categorized as high performers (dean's listers) and low
performers (probation).They had at least a load of 18 units and above during the course of the semester.
Dean's listers are those students who have at least a regular load prescribed for the semester and do not
have a grade below 85% in any academic and theology subjects; while probationary students are those
who have incurred outstanding failures (failing grades, Unauthorized Withdrawals, and Incomplete
grades) of at least 12 units at the end of a given semester (CSJL Student's Handbook Collegiate
Department, 2006-2007).
Measures
Academic Procrastination Scale
The Academic Procrastination Scale is a 65-item scale (á=0.926) that measures both adaptive
and maladaptive aspects of procrastination that is appropriate for Filipino students. It has three

4544
Kendall Tau, a non-parametric measure of correlation, was used to test th
two measured variables. Correlational analyses were used to examine the r
following variables:
¤ Procrastination and Achievement Goal Orientation
¤ Procrastination and Achievement Goal Orientation by type of student
¤ Structural Procrastination and Mastery-approach and avoidance
¤ Unstructured Procrastination and Performance-approach and avoidance
¤ Structural Procrastination and Mastery-approach and avoidance by type of
¤ Unstructured Procrastination and Unstructured Procrastination to Perform
avoidance by type of student
Table 2 Presents the correlations among the variables used in this s
Procrastination and Achievement Goal Orientation was not statistically significa
Likewise, the association between Procrastination and Achievement Goal Orient
was also not significant, having a p-value of .967 and a correlational coefficient
found that there was a significant relationship between Procrastination an
Academic ProcrastinationAntorcha Vol.2 No.1
Significance of the Research
Since there are limited researches about procrastination and achievement goal orientation in the
Philippines, the study contributes to the procrastination and goal orientation literature in the field of
educational psychology. Specifically, the study will benefit the following:
For the students. This study will help them to cope and to learn more about procrastination. They
will be more aware of their goal and their procrastination level. It will help them to adjust in their studies.
For the professors. This study will help them identify who among their students are using active
and/or passive procrastination, in line with how they achieve one's goal. They may also construct a
program about procrastinators. Educators will be better informed of their student's reasons for
succeeding or failing in school.
For future researchers. This study might be able to help them in their respective researches and serve
as a reference. They may also gain knowledge and effective ways or approach about the problems that the
students are facing today.
In the field of Educational Psychology. The study will add to the growing literature of procrastination
and achievement goal orientation in the Philippine setting.
RESULTS
Table 1 reports of the descriptive statistics for all the measures. Probationary students were non
–procrastinators (M= 4.26, SD= .608), whereas deans listers fall under the structured procrastination
category (M= 3.60, SD= .624). Chu & Choi (2005) suggested that Active and Non-procrastinators have
the samepersonalcharacteristicsand outcomes.Theyjust differon the degreeor levelof
procrastination.However,both sets ofrespondents; deanslisters (M=6.00, SD=.799) and
probationary students (M= 5.85, SD= .835), possessed a mastery-approach goal orientation.

4544
Kendall Tau, a non-parametric measure of correlation, was used to test th
two measured variables. Correlational analyses were used to examine the r
following variables:
¤ Procrastination and Achievement Goal Orientation
¤ Procrastination and Achievement Goal Orientation by type of student
¤ Structural Procrastination and Mastery-approach and avoidance
¤ Unstructured Procrastination and Performance-approach and avoidance
¤ Structural Procrastination and Mastery-approach and avoidance by type of
¤ Unstructured Procrastination and Unstructured Procrastination to Perform
avoidance by type of student
Table 2 Presents the correlations among the variables used in this s
Procrastination and Achievement Goal Orientation was not statistically significa
Likewise, the association between Procrastination and Achievement Goal Orient
was also not significant, having a p-value of .967 and a correlational coefficient
found that there was a significant relationship between Procrastination an
Academic ProcrastinationAntorcha Vol.2 No.1
Significance of the Research
Since there are limited researches about procrastination and achievement goal orientation in the
Philippines, the study contributes to the procrastination and goal orientation literature in the field of
educational psychology. Specifically, the study will benefit the following:
For the students. This study will help them to cope and to learn more about procrastination. They
will be more aware of their goal and their procrastination level. It will help them to adjust in their studies.
For the professors. This study will help them identify who among their students are using active
and/or passive procrastination, in line with how they achieve one's goal. They may also construct a
program about procrastinators. Educators will be better informed of their student's reasons for
succeeding or failing in school.
For future researchers. This study might be able to help them in their respective researches and serve
as a reference. They may also gain knowledge and effective ways or approach about the problems that the
students are facing today.
In the field of Educational Psychology. The study will add to the growing literature of procrastination
and achievement goal orientation in the Philippine setting.
RESULTS
Table 1 reports of the descriptive statistics for all the measures. Probationary students were non
–procrastinators (M= 4.26, SD= .608), whereas deans listers fall under the structured procrastination
category (M= 3.60, SD= .624). Chu & Choi (2005) suggested that Active and Non-procrastinators have
the samepersonalcharacteristicsand outcomes.Theyjust differon the degreeor levelof
procrastination.However,both sets ofrespondents; deanslisters (M=6.00, SD=.799) and
probationary students (M= 5.85, SD= .835), possessed a mastery-approach goal orientation.

4746
Mann Whitney U test was used to determine the differences betwee
probationary students in Procrastination and in Achievement Goal Orientation.
There were significant (p< .05) differences between dean's lister and prob
Procrastination, having a p-value of .002. Furthermore, there were no significan
between dean's lister and probationary students in Achievement Goal Orientatio
.322.
DISCUSSION
Initially, it was proposed that there is a positive relationship betwee
Achievement goal orientation; having students, who habitually procrastinates, a
achievement goals. There seems to be a discrepancy between student's goals or
was supported with the present study. Based on the results, there is a significan
Procrastination and Achievement goal orientation, but it was only evident to pro
finding of the study was consistent with Kennedy (2009), who asserted that “go
whereas plans reflect implementation of those intentions” (p.147). It suggested
of these goals is affected by a person's tendency to procrastinate, whether it is
nature. Furthermore, there is a possibility for a procrastinating student to
achievement goals.
As predicted, Active/Structured Procrastination was positively related to M
goal orientation. This finding is consistent with previous researches (Wolters, 20
2007; Seo, EunHee, 2009) that mastery avoidance goal determines students' pro
whole. In the study of Van Yperen (2006), mostly 33.6% of the students preferr
goals. This goal was largely neglected in the achievement goal research (Elliot &
often labeled as work avoidance orientation (Wolters, 2003). Cao (2012) a
procrastinators tend to have a low mastery-approach goal and intrinsic motivati
avoidance goal. The positive association between the two variables was only evid
were on academic probation. This finding contradicts the study of Hsieh, Sulliva
stating that students who were on academic probation tend not to endorse mast
goals that debilitate their learning in school, unlike those students who were in
(achievers). Mastery-avoidance may seem to be negative, but it is malleable and
person' well-being and performance (Wissing, 2013). However, Mastery-approac
Active/Structured Procrastination as opposed to previous researches.
Procrastination was found to be a predictor of student's general weighted
is, the less that the student procrastinate, the higher the GWA is. Tice and Baum
students' that have a high level of procrastination receives low grades an
Achievement Goal Orientation, however was not a significant predictor of GWA.
previous studies have shown that self-efficacy was one of the strongest p
achievement (Lane & Lane, 2001; Hsieh, Sullivan & Guerra, 2007).
The analysis also reveals that there is a significant difference betwe
respondents – dean's listers and probationary students – in Procrastination. Firs
listers are active procrastinators. This supports the Flow Theory of MihalyCsiks
Academic ProcrastinationAntorcha Vol.2 No.1
Orientation of probationary students, having a p-value of .037 and a correlational coefficient of .442.
This reveals that there is a direct and moderate relationship between the probationary students'
Procrastination level and Achievement Goal Orientation.
Resultsalso revealedthat therewas no significantrelationshipbetweenStructural
Procrastination in relation to Mastery-approach (r= .663, p> 0.05) and avoidance (r= .773, p> 0.05);
Unstructured Procrastination in relation to Performance-approach (r= .280, p> 0.05) and avoidance (r=
.601, p> 0.05); Structural Procrastination in relation to Mastery-approach (r= .314, p> 0.05) and
avoidance (r= .111, p> 0.05) of dean's listers; Unstructured Procrastination in relation to Performance-
approach (r= .738, p> 0.05) and avoidance (r= .151, p> 0.05); Structural Procrastination in relation to
Mastery-approach (r= .090, p> 0.05); and Unstructured Procrastination in relation to Performance-
approach (r= .242, p> 0.05) and avoidance (r= .349, p> 0.05). However, it was found that there was a
significant relationship between Structural Procrastination and Mastery-avoidance of probationary
students, having a p-value of 0.048 and a correlational coefficient of .427, showing a direct and moderate
relationship between probationary students Structural Procrastination and Mastery-avoidance.
Linear regression was carried out to explore the cause and effect relationship between the
independent variables (Procrastination, AGO) and the dependent variable (GWA). Table 3 shows that
Achievement Goal Orientation is not a predictor of students General Weighted Average (GWA), with a
p-value of .708. However, Procrastination, having a p-value of 0.11, was found to be a significant (p<
.05) predictor of students General Weighted Average (GWA), with an obtained t of -2.731.
Furthermore, statistical results revealed that there was a weak effect size yielded between the predictor
(procrastination) and the dependent variable (GWA), which corresponded to a 16.3% of explained
variance.

4746
Mann Whitney U test was used to determine the differences betwee
probationary students in Procrastination and in Achievement Goal Orientation.
There were significant (p< .05) differences between dean's lister and prob
Procrastination, having a p-value of .002. Furthermore, there were no significan
between dean's lister and probationary students in Achievement Goal Orientatio
.322.
DISCUSSION
Initially, it was proposed that there is a positive relationship betwee
Achievement goal orientation; having students, who habitually procrastinates, a
achievement goals. There seems to be a discrepancy between student's goals or
was supported with the present study. Based on the results, there is a significan
Procrastination and Achievement goal orientation, but it was only evident to pro
finding of the study was consistent with Kennedy (2009), who asserted that “go
whereas plans reflect implementation of those intentions” (p.147). It suggested
of these goals is affected by a person's tendency to procrastinate, whether it is
nature. Furthermore, there is a possibility for a procrastinating student to
achievement goals.
As predicted, Active/Structured Procrastination was positively related to M
goal orientation. This finding is consistent with previous researches (Wolters, 20
2007; Seo, EunHee, 2009) that mastery avoidance goal determines students' pro
whole. In the study of Van Yperen (2006), mostly 33.6% of the students preferr
goals. This goal was largely neglected in the achievement goal research (Elliot &
often labeled as work avoidance orientation (Wolters, 2003). Cao (2012) a
procrastinators tend to have a low mastery-approach goal and intrinsic motivati
avoidance goal. The positive association between the two variables was only evid
were on academic probation. This finding contradicts the study of Hsieh, Sulliva
stating that students who were on academic probation tend not to endorse mast
goals that debilitate their learning in school, unlike those students who were in
(achievers). Mastery-avoidance may seem to be negative, but it is malleable and
person' well-being and performance (Wissing, 2013). However, Mastery-approac
Active/Structured Procrastination as opposed to previous researches.
Procrastination was found to be a predictor of student's general weighted
is, the less that the student procrastinate, the higher the GWA is. Tice and Baum
students' that have a high level of procrastination receives low grades an
Achievement Goal Orientation, however was not a significant predictor of GWA.
previous studies have shown that self-efficacy was one of the strongest p
achievement (Lane & Lane, 2001; Hsieh, Sullivan & Guerra, 2007).
The analysis also reveals that there is a significant difference betwe
respondents – dean's listers and probationary students – in Procrastination. Firs
listers are active procrastinators. This supports the Flow Theory of MihalyCsiks
Academic ProcrastinationAntorcha Vol.2 No.1
Orientation of probationary students, having a p-value of .037 and a correlational coefficient of .442.
This reveals that there is a direct and moderate relationship between the probationary students'
Procrastination level and Achievement Goal Orientation.
Resultsalso revealedthat therewas no significantrelationshipbetweenStructural
Procrastination in relation to Mastery-approach (r= .663, p> 0.05) and avoidance (r= .773, p> 0.05);
Unstructured Procrastination in relation to Performance-approach (r= .280, p> 0.05) and avoidance (r=
.601, p> 0.05); Structural Procrastination in relation to Mastery-approach (r= .314, p> 0.05) and
avoidance (r= .111, p> 0.05) of dean's listers; Unstructured Procrastination in relation to Performance-
approach (r= .738, p> 0.05) and avoidance (r= .151, p> 0.05); Structural Procrastination in relation to
Mastery-approach (r= .090, p> 0.05); and Unstructured Procrastination in relation to Performance-
approach (r= .242, p> 0.05) and avoidance (r= .349, p> 0.05). However, it was found that there was a
significant relationship between Structural Procrastination and Mastery-avoidance of probationary
students, having a p-value of 0.048 and a correlational coefficient of .427, showing a direct and moderate
relationship between probationary students Structural Procrastination and Mastery-avoidance.
Linear regression was carried out to explore the cause and effect relationship between the
independent variables (Procrastination, AGO) and the dependent variable (GWA). Table 3 shows that
Achievement Goal Orientation is not a predictor of students General Weighted Average (GWA), with a
p-value of .708. However, Procrastination, having a p-value of 0.11, was found to be a significant (p<
.05) predictor of students General Weighted Average (GWA), with an obtained t of -2.731.
Furthermore, statistical results revealed that there was a weak effect size yielded between the predictor
(procrastination) and the dependent variable (GWA), which corresponded to a 16.3% of explained
variance.

4948
Csikszentmihalyi, M. (1997).Finding Flow: The Psychology of Engagement with
Books.
Elliot, A. J. & McGregor, H. A. (2001).A 2x2 Achievement Goal Framework. Jour
Social Psychology
Ellis, A., &Knaus, W. J. (1977).Overcoming procrastination. NY: Signet Books.
Eum, K., & Rice, K. G. (2011). Testanxiety, perfectionism, goal orientation, and a
Anxiety, Stress, & Coping, 24 (2), 167-178.
Howell, A. J., &Buro, K. (2009). Implicitbeliefs, achievement goals, and procrast
analysis. Learning and Individual Differences, 19, 151-154.
Howell, A. J., & Watson, D. C. (2007).Procrastination: Associations with achievem
and learning strategies. Personality and Individual Differences, 43, 167-17
Hsieh, P., Sullivan, J. R., & Guerra, N. S. (2007). A closer look at college student
orientation. Journal of Advanced Academics, 18 (3), 454-476.
Kennedy, G.J. (2009). The Influence of Academic Values and Belongingness Con
Goals, Self-efficacy, and Perceived Stress in First Quarter Freshmen: Rela
Performance and the Mediating Role of Procrastination. Dissertation.Grad
Educational Policy & Leadership. The Ohio State University
Lane, J., & Lane, A. (2001).Self-efficacy and academic performance.Social Behav
687-693.
Lee, E. (2005). The relationship of motivation and flow experience toacade
university students.Journal of Genetic Psychology,166, 5–14.
Morales, R. A. (2010).Development of an academic procrastination scale.T
Researcher, 515-524.
Pfister, T. L. (2002). The effects of self-monitoring on academic procrastin
achievement.[Unpublished doctoral/dissertation],Florida State University,
Pychyl, T. A., Lee, J. M., Thibodeau, R.,& Blunt, A. (2000). Five daysof emotion:
study of undergraduate studentprocrastination. Journal of Social Beh
239–254.
Rabin, L. A., Fogel, J., &Nutter-Upham, K. E. (2011). Academic procrastination i
role of self-reported executive function. Journal of Clinical and Experimen
344-357.
Ramnarain, U. (2013). The achievement goal orientation of disadvantaged phys
from South Africa.Journal of Baltic Science Education, 12 (2), 139-151.
Seo, E. (2009). The relationship of procrastination with a mastery goal versus a
Behavior & Personality: An International Journal, 37(7), 911-919.
Seo, E. (2011). The relationship among procrastination, flow, and academic achi
& Personality: An International Journal, 39(2), 209-217.
Schraw, G., Wadkins, T., &Olafson, L.(2007). Doing the things we do: A grounde
procrastination. Journal of Educational Psychology, 99(1), 12-25.
Steel, P. (2007).The nature of procrastination.Psychological Bulletin, 133, 65–9
Tice, D.M., &Baumeister, R.F. (1997).Longitudinal study of procrastination, per
health: The costs and benefits of dawdling.Psychological Science, 8, 454-4
Van Yperen, N. W. (2006). A novel approach to assessing achievement goals in t
framework: Identifying distinct profiles of individuals with different domin
goals. Personality and Social Psychology Bulletin, 32, 1432-1445.
Academic ProcrastinationAntorcha Vol.2 No.1
why achievers (dean's listers) are active procrastinators. Students intend to delay or to procrastinate
because they work best under pressure. Whenever they prepare for a test for a later of time, they are more
likely to experience a deep state of flow in the learning process (Seo, 2011) and will now increase the level
of challenge that they are encountering (Csikszentmihalyi, 1997) and become more motivated. Active
procrastination improves efficiency, challenge and flow (Morales, 2010), and it does not have a negative
impact when it comes to the effectiveness of performing a task (Chu & Choi, 2005). Second, students
under probation are non-procrastinators. Active Procrastinators and Non-procrastinators have the
same personal characteristics and outcomes. Both have higher levels of purposive use of time, time
control, and self-efficacy. They just differ on the degree or level of procrastination (Chu & Choi, 2005).
If they are non-procrastinators, why do they have low grades? Self-efficacy and social support come into
play. Previous researches suggested that these strongly influence student's academic performance in
school. Cutrona and colleagues (1994), as cited by Yasin&Dzulkifli (2011), said that social support from
family and peers may increase the perception and belief of the student to do better in their academics.
Moreover, all respondents possessed a mastery approach goal orientation.
The scope of the study involved students coming from different programs in Colegio de San
Juan de Letran – Manila. The participants were divided into two groups - 17 high performers (dean's
lister) and 13 low performers (probation) - having at least a load of 18 units and above. The research
finding generalize that all students, particularly dean'slisters and students under probation, possess some
in the study. The study was only limited to the student's GWA during the past semester and it did not
cover their intellectual capacity and/or the whole academic performance during their stay in the Colegio.
Findings of the study offer additional insights in understanding the difference between students
who are on academic probation and those who are academically successful (achievers). It also provides
information for researchers and educators on student's individual differences. Possible intervention to
students who are under academic probation may help them in their academic performance in school.
REFERENCES
Barzegar,M. (2012).The relationshipbetweengoal orientationand academicachievement
–Themediation role of self-regulated learning strategies - A path analysis. International Conference
on Management, Humanity and Economics (ICMHE'2012),112-115.
Beck, B. L., Koons, S. R., &Milgrim, D.L. (2000). Correlates and Consequencesof Behavioral
Procrastination: The Effects of Academic Procrastination,Self-Consciousness, Self-Esteem
and Self-Handicapping. Journal of Social Behavior & Personality, 15 (5), 3-13.
Brownlow, S., &Reasinger, R. D.(2000). Putting off until tomorrow what isbetter done today: Academic
procrastination as a function of motivation toward college work. Journal of Social Behavior and
Personality, 15(5), 15-34.
Bulus, M. (2011). Goal orientations,locus of control and academic achievement in prospective teachers:
An individual differences perspective. Educational Sciences: Theory & Practice, 11 (2),540-546.
Cao, L. (2012, July). Examining 'active' procrastination from a self-regulated learning perspective.
Educational Psychology, 32(4), 515-545.
Chun Chu, A. H., & Choi, J. N. (2005).Rethinking procrastination: Positive effects of "active"
procrastination behavior on attitudes and performance.The Journal of Social Psychology, 145
(3),245-264.

4948
Csikszentmihalyi, M. (1997).Finding Flow: The Psychology of Engagement with
Books.
Elliot, A. J. & McGregor, H. A. (2001).A 2x2 Achievement Goal Framework. Jour
Social Psychology
Ellis, A., &Knaus, W. J. (1977).Overcoming procrastination. NY: Signet Books.
Eum, K., & Rice, K. G. (2011). Testanxiety, perfectionism, goal orientation, and a
Anxiety, Stress, & Coping, 24 (2), 167-178.
Howell, A. J., &Buro, K. (2009). Implicitbeliefs, achievement goals, and procrast
analysis. Learning and Individual Differences, 19, 151-154.
Howell, A. J., & Watson, D. C. (2007).Procrastination: Associations with achievem
and learning strategies. Personality and Individual Differences, 43, 167-17
Hsieh, P., Sullivan, J. R., & Guerra, N. S. (2007). A closer look at college student
orientation. Journal of Advanced Academics, 18 (3), 454-476.
Kennedy, G.J. (2009). The Influence of Academic Values and Belongingness Con
Goals, Self-efficacy, and Perceived Stress in First Quarter Freshmen: Rela
Performance and the Mediating Role of Procrastination. Dissertation.Grad
Educational Policy & Leadership. The Ohio State University
Lane, J., & Lane, A. (2001).Self-efficacy and academic performance.Social Behav
687-693.
Lee, E. (2005). The relationship of motivation and flow experience toacade
university students.Journal of Genetic Psychology,166, 5–14.
Morales, R. A. (2010).Development of an academic procrastination scale.T
Researcher, 515-524.
Pfister, T. L. (2002). The effects of self-monitoring on academic procrastin
achievement.[Unpublished doctoral/dissertation],Florida State University,
Pychyl, T. A., Lee, J. M., Thibodeau, R.,& Blunt, A. (2000). Five daysof emotion:
study of undergraduate studentprocrastination. Journal of Social Beh
239–254.
Rabin, L. A., Fogel, J., &Nutter-Upham, K. E. (2011). Academic procrastination i
role of self-reported executive function. Journal of Clinical and Experimen
344-357.
Ramnarain, U. (2013). The achievement goal orientation of disadvantaged phys
from South Africa.Journal of Baltic Science Education, 12 (2), 139-151.
Seo, E. (2009). The relationship of procrastination with a mastery goal versus a
Behavior & Personality: An International Journal, 37(7), 911-919.
Seo, E. (2011). The relationship among procrastination, flow, and academic achi
& Personality: An International Journal, 39(2), 209-217.
Schraw, G., Wadkins, T., &Olafson, L.(2007). Doing the things we do: A grounde
procrastination. Journal of Educational Psychology, 99(1), 12-25.
Steel, P. (2007).The nature of procrastination.Psychological Bulletin, 133, 65–9
Tice, D.M., &Baumeister, R.F. (1997).Longitudinal study of procrastination, per
health: The costs and benefits of dawdling.Psychological Science, 8, 454-4
Van Yperen, N. W. (2006). A novel approach to assessing achievement goals in t
framework: Identifying distinct profiles of individuals with different domin
goals. Personality and Social Psychology Bulletin, 32, 1432-1445.
Academic ProcrastinationAntorcha Vol.2 No.1
why achievers (dean's listers) are active procrastinators. Students intend to delay or to procrastinate
because they work best under pressure. Whenever they prepare for a test for a later of time, they are more
likely to experience a deep state of flow in the learning process (Seo, 2011) and will now increase the level
of challenge that they are encountering (Csikszentmihalyi, 1997) and become more motivated. Active
procrastination improves efficiency, challenge and flow (Morales, 2010), and it does not have a negative
impact when it comes to the effectiveness of performing a task (Chu & Choi, 2005). Second, students
under probation are non-procrastinators. Active Procrastinators and Non-procrastinators have the
same personal characteristics and outcomes. Both have higher levels of purposive use of time, time
control, and self-efficacy. They just differ on the degree or level of procrastination (Chu & Choi, 2005).
If they are non-procrastinators, why do they have low grades? Self-efficacy and social support come into
play. Previous researches suggested that these strongly influence student's academic performance in
school. Cutrona and colleagues (1994), as cited by Yasin&Dzulkifli (2011), said that social support from
family and peers may increase the perception and belief of the student to do better in their academics.
Moreover, all respondents possessed a mastery approach goal orientation.
The scope of the study involved students coming from different programs in Colegio de San
Juan de Letran – Manila. The participants were divided into two groups - 17 high performers (dean's
lister) and 13 low performers (probation) - having at least a load of 18 units and above. The research
finding generalize that all students, particularly dean'slisters and students under probation, possess some
in the study. The study was only limited to the student's GWA during the past semester and it did not
cover their intellectual capacity and/or the whole academic performance during their stay in the Colegio.
Findings of the study offer additional insights in understanding the difference between students
who are on academic probation and those who are academically successful (achievers). It also provides
information for researchers and educators on student's individual differences. Possible intervention to
students who are under academic probation may help them in their academic performance in school.
REFERENCES
Barzegar,M. (2012).The relationshipbetweengoal orientationand academicachievement
–Themediation role of self-regulated learning strategies - A path analysis. International Conference
on Management, Humanity and Economics (ICMHE'2012),112-115.
Beck, B. L., Koons, S. R., &Milgrim, D.L. (2000). Correlates and Consequencesof Behavioral
Procrastination: The Effects of Academic Procrastination,Self-Consciousness, Self-Esteem
and Self-Handicapping. Journal of Social Behavior & Personality, 15 (5), 3-13.
Brownlow, S., &Reasinger, R. D.(2000). Putting off until tomorrow what isbetter done today: Academic
procrastination as a function of motivation toward college work. Journal of Social Behavior and
Personality, 15(5), 15-34.
Bulus, M. (2011). Goal orientations,locus of control and academic achievement in prospective teachers:
An individual differences perspective. Educational Sciences: Theory & Practice, 11 (2),540-546.
Cao, L. (2012, July). Examining 'active' procrastination from a self-regulated learning perspective.
Educational Psychology, 32(4), 515-545.
Chun Chu, A. H., & Choi, J. N. (2005).Rethinking procrastination: Positive effects of "active"
procrastination behavior on attitudes and performance.The Journal of Social Psychology, 145
(3),245-264.

5150
YOUTH IN NATION-BUILDING ACT: POLICY DEVELOPMENT AS INFLUE
BY THE YOUNG THROUGH THE KABATAAN PARTY-LIST
Darryl Louise Sarmiento and Louie Benedict Ignacio, MA
Political Science Area, College of Liberal Arts and Sciences
ABSTRACT
Youth policy serves as a tool in promoting greater participation of young p
government. The Kabataan Party-list is a youth in the Philippine Congress that c
of holistic development and genuine youth empowerment. It supports youth and
and political change.
Utilizing interviews and group discussions, this study focuses on how the K
chance to be involved in the government processes; and how in turn, the youth a
policies affecting them. With the use of Typology of Youth Policy Regime, this s
participation, and youth movements.
Keywords: Youth Movements, Youth Activist, Youth in Nation Building, Policy De
Kabataan Party-list, & Youth Policy
INTRODUCTION
Youth policy is an important instrument in promoting greater participation
determining the direction of development in their societies. The creation of you
youth in every country depends on the needs of the youth and is the necessary r
Identification of the current situation on the needs of the youth which includes
and programs that directly and indirectly affect them is an essential prerequisite
and implementation of policy in which the youth can play a positive and
empowering the young more and increasing their participation in the governme
acceptance of their purposeful plans for society. If young people know how to p
if they are given more opportunities to be politically active then they can contri
building and development of the country.
The problem comes in when young people do not normally view themselve
influence policy. This is even made worse when adults do not view them as centr
Furthermore, youth participation in public policy is neither an established field o
of study, although it has promise in both realms (Schuster 2010). Aside from yo
good examples of municipal agencies that involve the youth and their political s
Young people to organize around policy issues that affects them and to collabora
intergenerational policy partnerships (Zeilig & Ansell 2008, Schuster 2010). Wit
movements and municipal agencies, the idea and view of young people that the
for the society and for them can be diminished.
Kabataan Party-list is the only youth party-list group in the Philippine Con
composed of a large network of energized and pro-active young people from fif
Youth in Nation-Building Act: Policy DevAntorcha Vol.2 No.1
Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective.Journal
of Educational Psychology, 95(1), 179-187.
Wissing, Marie P. (2013). Well-being research in South Africa.Cross Cultural advancements in Positive
Psychology, Vol. 4.
Yahaya, A., Yahaya, N., Ramli, J., Hashim, S., &Zakariya, Z. (2010). The effects of various modes of
school formality culture and student learning style with secondary school students academics
achievements. InternationalJournal of Psychological Studies, 2 (1), 96-106.
Yasin, M. A. S. MD., &Dzulkifli, M. A. (2011).The Relationship between Social Support and Academic
Achievement. International Journal of Humanities and Social Science, 1(5), 277-281.