Delaying Success: A Mixed-Method Examination Of Academic Procrastination Among College Students In Kashmir

Abstract

This study attempted to explore academic procrastination among college students in the Kashmir Valley using a mixed-methods approach, integrating both quantitative and qualitative methodologies. A simple random sampling techniques was adopted on a sample of 1,000 college students from government degree colleges across gender (male and female) and subject streams (B.A., B.Sc., and B.Com.), ensuring balanced representation across these demographic variables. Additionally, quantitative data was collected using a standardized 30-item Academic Procrastination Scale developed by Gupta and Liyaqat (2018) using mean, standard deviation, independent t-tests, one-way ANOVA, and Tukey’s HSD test. Furthermore, for qualitative insight, structured interviews were conducted with selected extreme cases to explore underlying psychological and contextual factors contributing to procrastination. Results revealed significant differences in procrastination levels based on gender and academic stream, with B.A. and B.Sc. students differing significantly from those in B.Com. On the basis of the major research findings, educators, policymakers, and other stakeholders can be provided with recommendations for implementing interventions aimed at reducing academic procrastination. These recommendations may include strategies for enhancing time management skills, motivational support, and context-sensitive strategies—to mitigate academic procrastination among students in the region.