Abstract

Procrastination is a prevalent behavior among students that often carries significant consequences for academic performance and mental well-being. This abstract explores the phenomenon of procrastination in the classroom and its profound impact on students, particularly in relation to school-related stress. The study investigates the various facets of procrastination, the underlying causes, and its consequences on students' stress levels within educational settings. Procrastination, defined as the deliberate delay of task initiation despite negative consequences, is a widespread issue among students at all levels of education. The classroom environment, characterized by assignments, deadlines, and academic pressures, serves as a fertile ground for procrastinatory behaviors. This study delves into the factors contributing to procrastination, such as poor time management, self-regulation difficulties, and a lack of motivation, to provide insights into its roots. The impact of procrastination on students' school stress is a central focus of this research. Procrastination often leads to heightened stress levels as students grapple with the mounting pressure of impending deadlines and the guilt associated with postponing tasks. Chronic procrastination can create a cycle of stress, anxiety, and diminished academic performance, perpetuating the problem over time. The consequences of procrastination on students extend beyond academic stress, affecting their overall well-being. This study also explores the psychological toll of procrastination, including increased anxiety, reduced self-esteem, and decreased motivation. It underscores the need for proactive interventions to address procrastination's adverse effects on students' mental health. To mitigate the impact of procrastination on students' school stress, various strategies and interventions are discussed. These include time management techniques, setting realistic goals, enhancing self-regulation skills, and promoting a growth mindset. Additionally, fostering a supportive and understanding classroom environment that encourages open communication about procrastination-related challenges is crucial. Addressing procrastination not only improves academic outcomes but also contributes to a healthier, less stressful educational experience for students.