The Weight of Unfinished Tasks: Exploring the Relationship Between Procrastination and Academic Burnout
DOI:
https://doi.org/10.5281/zenodo.18845829Keywords:
Academic Procrastination, Academic Burnout, Senior High School StudentsAbstract
This study examined the relationship between academic procrastination and academic burnout among senior high school students. The purpose of the research was to determine whether students who tend to delay their academic tasks also experience higher levels of burnout in school. A quantitative correlational research design was used, and data were gathered from selected senior high school students through survey questionnaires. Academic procrastination was measured using the Academic Procrastination Scale, while academic burnout was measured using the School Burnout Inventory. The collected data were analyzed using Pearson’s r correlation coefficient. The results showed a very weak relationship between academic procrastination and academic burnout, and the correlation was not statistically significant. This indicates that students who procrastinate more do not experience higher levels of burnout, and vice versa. The findings suggested that academic burnout may be influenced by other factors aside from procrastination, such as academic pressure, personal motivation, and learning environment. Based on the results, it is recommended that schools consider other possible causes of burnout when designing intervention programs for students. Further studies may explore additional variables that could better explain students’ academic burnout and academic behaviors.
Downloads
References
Chong, L. Z., Lee, J. C., & Tan, P. S. (2025). Student burnout: A review on factors contributing to student burnout. BMC Psychology. https://pmc.ncbi.nlm.nih.gov/articles/PMC11852093/
Choudhury, S., Ali, N., & Kundu, S. (2025). Exploring the association between social media disorder and academic procrastination. Journal of International Students in Education, 15(2). https://ojed.org/jise/article/view/7056
Eckert, M., Ebert, D. D., Lehr, D., Sieland, B., & Berking, M. (2022). Overcoming procrastination: Enhancing emotion regulation skills reduce academic procrastination in students. Cognitive Behaviour Therapy, 51(1), 41–57. https://www.sciencedirect.com/science/article/pii/S1041608016302187
Farina, E., Ornaghi, V., & Pepe, A. (2025). School burnout and well-being in adolescence: Trait emotional intelligence as a protective factor. Journal of Applied Developmental Psychology. https://link.springer.com/article/10.1007/s43076-025-00465-9
Gao, X., Zhang, Y., & Chen, M. (2023). Academic stress and academic burnout in adolescents: A moderated mediating model. BMC Psychology. https://pmc.ncbi.nlm.nih.gov/articles/PMC10278958/
González-Brignardello, M., Ortega-Ferrer, M., & Sanz-Blas, D. (2023). Procrastination in adolescents: A scoping review. Children, 10(6), 1016. https://www.mdpi.com/2227-9067/10/6/1016
González-Brignardello, M. P., López-Martínez, P., & Cubillas, M. J. (2023). Academic procrastination in children and adolescents: A scoping review. BMC Psychology. https://pmc.ncbi.nlm.nih.gov/articles/PMC10297372/
Gündoğan, S. (2023). The relationship of academic procrastination behavior to school burnout, psychological well-being, and academic achievement. Hayef: Journal of Education, 20(1), 35–45. https://www.hayefjournal.org/Content/files/sayilar/121/HAYEF_May_2023-19-24.pdf
Hosseinpour Kharrazi, F., & Ghanizadeh, A. (2023). The interplay among EFL learners’ academic procrastination, learning approach, burnout, and language achievement. Asia-Pacific Education Researcher. Advance online publication. https://link.springer.com/article/10.1007/s40299-023-00791-5
Iuga, I. A., David, O. A., & Danet, M. (2023). Student burnout in children and adolescents: The role of attachment and emotion regulation. Children. https://www.mdpi.com/2227-9067/10/9/1443
Iuga, I. A., Petrescu, S., & David, D. (2024). Emotion regulation and academic burnout among youth: A meta-analysis. Educational Psychology Review. https://link.springer.com/article/10.1007/s10648-024-09930-w
Jochmann, A., Gusy, B., Lesener, T., & Wolter, C. (2024). Procrastination, depression and anxiety symptoms in university students: A three-wave longitudinal study on the mediating role of perceived stress. BMC Psychology, 12(1), 276. https://bmcpsychology.biomedcentral.com/articles/10.1186/s40359-024-01761-2
Kasiglahan Village Senior High School. (2018). Impacts of mañana habit on the academic performance of Grade 12 HUMSS students: Basis for students empowerment program. Academia.edu. https://www.academia.edu/37945692/Kasiglahan_Village_Senior_High_School_IMPACTS_OF_MA%C3%91ANA_HABIT_ON_THE_ACADEMIC_PERFORMANCE_OF_GRADE_12_HUMSS_STUDENTS_AT_KASIGLAHAN_VILLAGE_SENIOR_HIGH_SCHOOL_BASIS_FOR_STUDENTS_EMPOWERMENT_PROGRAM
Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26–33. https://daneshyari.com/article/preview/890076.pdf
Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2008). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33(4), 915–931. https://www.sciencedirect.com/science/article/pii/S0361476X07000264
Lacson, A., Dimacali, C., Mora, D., Magos, M., & Salmorin, J. (2023). The Relationship Between Academic Burnout and Academic Procrastination Among Grade 12 Senior High School Students in a Private School. Psychology and Education: A Multidisciplinary Journal, 11(5), 1–7. https://www.researchgate.net/publication/372951125_The_Relationship_Between_Academic_Burnout_and_Academic_Procrastination_Among_Grade_12_Senior_High_School_Students_in_a_Private_School
Puig-Lagunes, Á. A., Ramírez, E. C., & Reyes, J. M. (2025). Resilience as a protective factor to academic burnout in Mexican high school adolescents during COVID-19. Journal of Adolescence. https://www.sciencedirect.com/science/article/pii/S2666915325000290
Ragusa, G., et al. (2023). Effects of academic self-regulation on procrastination, academic anxiety and stress, academic resilience and academic performance. Frontiers in Psychology. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1073529/full
Salmela-Aro, K., Savolainen, H., & Holopainen, L. (2008). Depressive symptoms and school burnout during adolescence: Evidence from two cross-lagged longitudinal studies. Journal of Youth and Adolescence, 38(10), 1316–1327. https://link.springer.com/article/10.1007/s10964-008-9334-3
Schaufeli, W. B., Martínez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464–481. https://www.isonderhouden.nl/doc/pdf/arnoldbakker/articles/articles_arnold_bakker_78.pdf
Shaked, L. (2022). Exploring academic procrastination: Perceptions, self-regulation, and task features. Journal of Educational Research and Practice. https://files.eric.ed.gov/fulltext/EJ1361713.pdf
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. https://studypedia.au.dk/fileadmin/www.studiemetro.au.dk/Procrastination_2.pdf
Sun, X., Li, J., & Zhang, W. (2024). Shyness and academic procrastination among Chinese adolescents: The mediation role of self-regulation and moderation by self-focused attention. Frontiers in Psychology. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2024.1352342/full
Ye, Y., Lin, L., & Zhang, Y. (2021). Social support and academic burnout among university students. BMC Psychology. https://pmc.ncbi.nlm.nih.gov/articles/PMC7987309/
Yue, X., Zhang, Y., & Wang, M. (2024). Mindfulness and academic procrastination among Chinese adolescents. BMC Psychology. https://pmc.ncbi.nlm.nih.gov/articles/PMC11402743/
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
