Abstract

Academic procrastination is a widespread issue among secondary school students that adversely affects their academic performance and overall well-being. This study aims to examine the relationship between academic procrastination and academic achievement, and to explore the influence of demographic factors such as gender, number of siblings, and socioeconomic status on procrastination tendencies among secondary school students. Employing a descriptive survey design, data were collected from 100 students (50 males and 50 females) enrolled in classes 8 to 12 of CBSE-affiliated schools in Varanasi district. A proportionate stratified random sampling technique was utilized to ensure representative participation. The study used two instruments: a Personal Information Questionnaire (PIQ) for demographic data and academic records, and the Tuckman Procrastination Scale (TPS) to measure students’ procrastination levels. Data analysis was conducted using Pearson’s correlation, independent samples t-tests, and one-way ANOVA. Findings revealed a strong negative correlation between academic achievement and procrastination, indicating that higher-performing students tend to procrastinate less. No significant gender differences in procrastination were observed, suggesting similar tendencies among male and female students. The number of siblings was also found to have no significant effect on procrastination levels. However, socioeconomic status significantly influenced procrastination, with students from different economic backgrounds displaying varying tendencies to delay academic tasks. These results underscore the importance of considering economic factors in designing interventions to reduce academic procrastination and improve student outcomes. The study recommends integrating self-regulation strategies and targeted support for economically disadvantaged students to foster academic success.