Chaitanya Samvad Interdisciplinary Journal of Research

Abstract

Academic procrastination has become a major concern in education because it negatively affects students’ learning, mental health, and academic achievement. It refers to the intentional delay of academic tasks despite knowing that such delay may lead to negative outcomes. In India, procrastination is shaped by a complex educational environment marked by examination pressure, parental expectations, socioeconomic inequalities, digital distractions, and institutional constraints. Therefore, it requires context-specific theoretical understanding.

The purpose of this article is to analyse the relationship between procrastination and academic achievement among students in India. It examines major psychological determinants such as low self-efficacy, fear of failure, poor time management, weak self-regulation, low motivation, and test anxiety. It also explores socio-cultural influences including family environment, peer pressure, gender norms, and socioeconomic status. In addition, the paper discusses educational factors such as curriculum overload, examination-oriented teaching, lack of counselling services, and limited learner-cantered practices. The article argues that procrastination is not only an individual behavioural issue but also a result of interconnected personal, social, and institutional conditions. These factors reduce academic performance, increase stress, and lower student engagement. The study suggests reforms such as counselling support, time-management training, self-regulated learning strategies, and assessment reform to improve student outcomes.

Keywords: Academic Procrastination, Academic Achievement, Indian Students, Self-Regulation, Educational Stress, Socio-Cultural Factors.

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