Stop Academic Procrastination During Covid 19: Academic Procrastination Reduces Subjective Well-Being

Abstract


 
 
 Happiness is the life goal of everyone, including students. But in fact, some student behavior is not in line with the effort to get happiness. Academic Procrastination is one of them. The Covid-19 pandemic, which requires learning to be carried out online, appears to have increased academic procrastination, although there is no definite data about it. This study aims to determine the impact of academic procrastination on Subjective Well-Being. The design of this research is literature review. Researchers conducted a literature search regarding the academic procrastination and subjective well-being through Google Scholar and ScienceDirect. Hermeneutic techniques are used to analyze the literature according to the research objectives. The literature review results show that academic procrastination reduces Subjective Well-Being. The results of this literature review can be a warning to students not to do academic procrastination.
 Keywords: Academic procrastination; Subjective well-being; Academic Procrastination During Covid-19
 
 

The Influence of Locus of Control and Academic Stress on Academic Procrastination of Class XI Students at SMK Negeri 50 Jakarta

“…In the implementation of distance learning it is still considered less effective, and an evaluation is needed. Suhadianto, Arifiana, Rahmawati, Hanurawan, & Eva (2021) stated that distance learning was enforced due to the Covid-19 pandemic causing many students to be unprepared to take part in online learning, to feel bored due to monotonous learning activities, to have difficulty understanding learning material, to be unable to manage time, and even to be unable to organize themselves in learning , and often feel anxious.…”

Mixed-Method Report Into Chinese Postgraduates’ Procrastination Behavior, Academic Engagement and Self-Confidence

“…This apparently harmless act of putting off activities, whether they could be considered as professional projects, domestic duties, or personal pursuits, may raise stress levels and induce a severe sensation of lethargy (Allen et al, 2022;Admin, 2020). In addition, the persistent expression of procrastinating behavior may have negative consequences, eroding self-efficacy and impeding personal development (Suhadianto et al, 2021;Argiropoulou et al, 2016;Balkis & Duru, 2015). Consequently, it would be in our best interest to examine this pattern of behavior and deconstruct its repercussions in order to design effective measures for reducing its negative impacts.…”

“…Consequently, it would be in our best interest to examine this pattern of behavior and deconstruct its repercussions in order to design effective measures for reducing its negative impacts. Also, in the realm of education, procrastinating behavior is especially damaging since it reduces academic engagement dramatically (Suhadianto et al, 2021;Dike & Emmanuel, 2019). Academic success may be jeopardized for students who delay chronically due to their inability to fulfill due dates (Derakhshan et al, 2022;Dike & Emmanuel, 2019;Argiropoulou et al, 2016).…”

“…The negative impact of procrastination on academic engagement and students' self-confidence requires concentrated efforts to design techniques that successfully address this unproductive behavioral tendency (García-Ros et al, 2022;Herdian, 2021;González-Geraldo et al, 2019). By increasing awareness of the underlying factors that contribute to procrastination and promoting the development of strong time management and self-regulatory skills (Suhadianto et al, 2021;González-Geraldo et al, 2019;Argiropoulou et al, 2016), we can mitigate the negative effects of this pervasive behavior and enhance future generations' chances of academic success and personal satisfaction.…”