In the recent generation, procrastination is a significant challenge that undermines performance. Procrastination describes the habit of voluntarily or unnecessarily postponing or delaying activities despite consciously knowing it would result in negative consequences. In the education sector, procrastination is evident when students and teachers postpone completing assignments, projects, and activities unnecessarily. This kind of procrastination creates anxiety, stress, guilt, and frustration, leading to severe depression and low self-esteem. Besides, procrastination can be decisional or behavioral, allowing individuals to avoid action. Therefore, this paper would feature strategies teachers and students implement to avoid procrastination.
Firstly, teachers and students set goals to overcome procrastination habits. The condition of postponing activities can be caused by laziness or overwhelming things. However, students strategize by setting attainable goals rather than facing vague plans alone (Penn, 2019). The goals are specific since they highlight what, where, and how they achieve the target. Additionally, they are attainable and can be measured by evaluating how the goal has been completed. The objectives help individuals narrow focus, giving a more manageable approach to success.
Secondly, the learning environment is another rationale used to overcome procrastination. According to studies, poor environment or distractions lowers the ability to concentrate since they make people focus on unhelpful activities. Moreover, by having an appropriate setting, students can work comfortably and concentrate on a significant task (Penn, 2019). Students create an excellent atmosphere by avoiding possible distractions such as noise or phones. Also, eating a snack listening to music can prompt procrastination. A good environment can on the library or outside environment where one can be more productive.
Furthermore, self-regulation is a unique way of overcoming procrastination. Typically, self-regulation describes the thoughts, feelings, and behaviors that help people attain goals. Both teachers and students achieve this by having a positive mind that impacts attitude when working. Rather than having stressful deadlines and focusing on the end goals, they aim to have a step-by-step protocol (Bäulke et al., 2018). Besides, self-regulation has three phases; fore-thinking the end goal. Secondly, the performance phase involves maintaining self-control since procrastinators are vulnerable to a lack of perseverance. Also, self-reflecting helps identify the strategies embraced to stop procrastination.
Besides, in educational institutions, individuals tend to hold themselves accountable for studying, completing assignments, and getting good performance. It is usually easy to find excuses not to perform assigned tasks. For instance, extra-long breaks can distract individuals (Zacks & Hen, 2018). Nevertheless, students and teachers know that they are responsible for their actions, tests, the assignments completed, and grades. In addition, students achieve this by telling their friends to check up or reminding them of set goals and deadlines.
Consequently, planning out is a vital rationale that students and teachers embrace to prevent procrastination. Having a timely plan that shows all the deadline highlights the assignments that should be prioritized (Zacks & Hen, 2018). Also, planning reduces anxiety, especially when having several assignments. A teacher can visualize activities in a calendar and spread them out throughout the month rather than figure out all the tasks at once.
To conclude, procrastination is a regular habit that everyone experiences at one point in life. However, surpassing assignment anxiety can lead to more pressure when meeting deadlines. Therefore, students and teachers should embrace strategies such as planning, learning the environment, setting goals, and helping combat procrastination.
References
Bäulke, L., Eckerlein, N., & Dresel, M. (2018). Interrelations between motivational regulation, procrastination and college dropout intentions. Unterrichtswissenschaft, 46(4), 461-479. https://doi.org/10.1007/s42010-018-0029-5
Penn, P. (2019). Conquering procrastination. The Psychology of Effective Studying, 15-48. https://doi.org/10.4324/9780203703113-2
Zacks, S., & Hen, M. (2018). Academic interventions for academic procrastination: A review of the literature. Journal of Prevention & Intervention in the Community, 46(2), 117-130. https://doi.org/10.1080/10852352.2016.1198154
