4140improved competence (Mastery-Approach) (Eum& Rice, 2011) or to lose competence (Mastery-Avoidance). Having Mastery Goals may result in one's self-development (Bulus, 2011), in which they believe that exerting their efforts leads to success and enhancement of important skills. In Performance Goals, students compare their current performance to others and try to perform better (Performance-Approach) (Eum& Rice, 2011). It is also associated with avoidance of difficult task, where they perform poorly relative to others (Performance-Avoidance) (Barzegar, 2012). Figure 1: Conceptual FrameworkThe Current StudyOnly few studies have investigated the relation of procrastination (maladaptive) to the four goal orientations (Howell &Buro, 2009; Howell & Watson, 2007). Corkin, Lindt and Yu (2009) stated that, as of now, there are no studies or research that examines the relation between Active Procrastination and the four facets of Achievement Goal Orientation. Guided by this view, this study explored Active (Adaptive) and Passive (Maladaptive) Procrastination in relation to the four goal orientations. It determined which among these predict college students' academic performance. By observing these variables, educators were better informed of their student's reasons for succeeding or failing in school. This identifies the learning behaviours of the students, which serves as an input for the educators to create a conducive teaching and learning environment (Yahaya et al., 2010).Research Objectives:1.To find out which type of Academic Procrastination is evident among college students. 2.To find out which type of Achievement Goal Orientation is manifested among college students. 3.To determine how Active and Passive Procrastination are related to the four (4) types of Achievement Goal Orientation.4.To ascertain if Academic Procrastination and Achievement Goal Orientation predict Academic Performance of college students.Academic Procrastination and...Antorcha Vol.2 No.1One 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 FrameworkThe 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

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