Procrastination is one of the main impediments preventing students from learning successfully. Since the development of specific knowledge or skills requires repetition, the failure to perform assigned tasks on time disrupts the learning pattern (Wypych et al. 891.). Studying the nature of procrastination, one will realize that key bad habits making learners delay the completion of their assignments and learning key information include the absence of time management skills, propensity to be distracted, low self-value, low self-efficacy, and high impulsiveness.
The issues of self-value, self-worth, and related self-efficacy appear to be rooted deeper than the mere inability to manage school assignments. However, on closer inspection, the described issues are closely related since the failure to meet set academic standards reduces learners’ self-image and motivation significantly (Duhigg 5). Therefore, by revisiting one’s learning goals, the strategy of learning, and the key priorities to be met during the academic process, one will be able to arrange one’s learning more effectively. As a result, students will become more motivated and will not delay completing their tasks.
The propensity toward distraction is linked closely to motivation and, therefore, could also be attributed to the issue of self-worth. However, in more straightforward scenarios, the tendency to get distracted can be managed by creating a better learning environment, where the presence of outside factors is reduced to a minimum. For example, a learner may select a room with proper sound insulation and a very low-key environment to minimize the impact of key irritants. Finally, high levels of impulsivity also affect one’s tendency to procrastinate. With an increase in impulsivity, one is likely to become more prone to undertaking new activities without completing previously started ones first. Due to the development of low self-value and self-efficacy, as well as being easily distracted and impulsive, a significant number of students tend to procrastinate with their assignments and learning, in general. To reduce the levels of procrastination, students should improve their self-value and self-efficacy by rearranging their priorities and accepting themselves and their goals. As a result, learners will develop the motivation to gain new skills, which will reduce their impulsiveness and introduce them to productive learning, simultaneously allowing them to manage their distraction levels. As a result, students will be able to grasp the key knowledge and gain the needed skills in time.
Works Cited
Duhigg, Charles. The Power of Habit: Why We Do What We Do in Life and Business. Random House, 2012.
Wypych, Marek, et al. “Roles of Impulsivity, Motivation, and Emotion Regulation in Procrastination – Path Analysis and Comparison between Students and Non-Students.” Frontiers in Psychology, vol. 9, 2018, p. 891.