PAPER ID:IJIM/Vol. 10 (III)/ /July/1-12/1

AUTHOR: Nitin Kumar^[i] Prof. Jitender Kumar^[ii]

TITLE : IMPACT OF ACADEMIC PROCRASTINATION ON EDUCATIONAL OUTCOMES AND SELF-EFFICACY AMONG SECONDARY SCHOOL STUDENTS

ABSTRACT: Academic procrastination has emerged as a significant psychological and behavioural concern among secondary school students, affecting both their academic performance and personal development. This study investigates the impact of academic procrastination on educational outcomes and self-efficacy among secondary school students, aiming to uncover the underlying patterns, causes, and consequences of this pervasive habit. Drawing upon data collected from a sample of students aged 13–17 through surveys, interviews, and performance assessments, the research explores the extent to which procrastinatory behaviours correlate with diminished academic achievement and reduced belief in personal academic capabilities.

The findings reveal a strong negative correlation between high levels of procrastination and educational outcomes, as evidenced by declining grades, poor time management, and increased academic stress. Moreover, students who consistently delay academic tasks reported lower levels of self-efficacy, often expressing feelings of incompetence, helplessness, and fear of failure. These psychological barriers create a vicious cycle in which procrastination further undermines motivation and performance, leading to long-term academic and emotional repercussions.

The study also highlights the role of external and internal factors such as peer influence, parental expectations, cognitive distortions, and lack of goal-setting skills. Importantly, students with higher self-regulatory skills and structured study routines were found to be less prone to procrastination and performed better academically. The paper emphasizes the urgent need for educational institutions, counsellors, and parents to develop targeted interventions, including time management training, cognitive-behavioural strategies, and personalized academic support systems to help students build resilience and confidence.

By shedding light on the detrimental impact of procrastination on both academic success and psychological well-being, this research calls for a holistic, student-cantered approach to fostering academic responsibility and self-efficacy during the formative years of secondary education.

KEYWORDS : Academic Procrastination, Educational Outcomes, Self-Efficacy, Secondary School Students

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