SILENCED AND CENSORED: TESTIMONIES OF THE PREJUDICED SEXUALITIES

A Phenomenological Research Proposal Presented to the

Faculty of the Psychology Office

In Fullfilment of the Requirements

Psy 222 FIELD METHODS IN PSYCHOLOGY

Vipinosa, Charles Joseph

 CHAPTER I

THE PROBLEM AND ITS SETTINGS

Background of the Study

Lesbian, gay, bisexual, transgender, and queer (LGBTQ) people inthe United States have

experienced a long history of discrimina-tion, including criminalization and classifications as

mentally ill, at-tempts to forcibly change LGBTQ people's sexual orientation and/or gender

identity, hate crimes and violence, and exclusion fromemployment, housing, public spaces, and

social institutions. And yet, despite this history and despite research examining beliefsabout

discrimination generally and the consequences of experiencing discrimination. Despite this

history and despite research examining beliefs about discrimination generally and the

consequences of experiencing discrimination (discussed below), relatively few national efforts

have been made to systematically study LGBTQ people's reported personal experiences of

discrimination. While such efforts are hindered by the inherent challenge of surveying a small,

dispersed, difficult-to-define, and internally diverse population it is nonetheless critically

important to study experiences of discrimination because of the established impact of

discrimination on health and well-being. Just over 50 years ago, most Lesbian, Gay, Bisexual

and Trans (LGBT) individuals were criminalised in the vast majority of countries around the

world and were socially excluded from their societies because of their sexual orientation and/or

gender identity. Recent decades have witnessed an arguably impressive advancement in LGBT

rights, albeit mostly in more developed countries (Mendos, 2019). LGBT individuals in these

countries have gained more recognition, as well as varying degrees of rights and forms of legal

protection, which have aimed to eliminate discrimination and inequality against them. While

these developments have significantly improved the lives of LGBT individuals, research

continues to document that LGBT people still experience hostility and discrimination in their

everyday lives (FRA, 2014).

General Objectives

To study how laziness, procrastination, and social media use affect students' actions and

well-being in educational settings, aiming to understand their individual and combined impacts.

Specific Objectives

1. To investigate the psychological and behavioral effects of laziness and procrastination

on students, by examining their emotions, motivation, and mental health.

2. Assess how laziness and procrastination affects relationships with relatives, friends,

partners, and classmates.

3. Analyze the impact of laziness and procrastination on behaviour, learning and well-

being.

4. To explore the effects of laziness and procrastination on human behavior and academic

performance.

Statement of the Problem

The research aims to address the pressing problem of laziness and procrastination among

students, particularly in academic settings. Laziness refers to inactivity resulting from a dislike of

work, Procrastination refers to keep delaying something that must be done, often because it is

unpleasant or boring. Both of which has been shown to have negative effects on students' well-

being, motivation, and academic performance. Despite evidence of the adverse effects of

Laziness and Procrastination little is known about the underlying mechanisms that contribute to

this phenomenon. Therefore, the goal of this research is to examine the impact of Laziness and

Procrastination on students' behavior and learning, as well as to identify strategies for

preventing and minimizing the negative consequences of laziness and procrastination among
students.

This study aims to answer the following questions:

1. How does Laziness, Procrastination and Social Media affect the behaviour, learning and

well-being of the students?

2. What are the overall impact of Laziness, Procrastination and Social Media among the

students in various grade levels?

3. How do students cope up or look for a way to deal with the negative effects of Laziness,

Procrastination and Social Media?

Null Hypothesis

There is no significant relationship between Laziness, Procrastination, and Social Media Effects

on Student Behavior and Well-being.

Theoretical Framework

Various lines of research suggest that certain uses of digital media and Internet applications

(e.g., social media) are associated with impaired psychological functioning among adolescents

(e.g., Tsitsika et al., 2014; van der Schuur et al., 2015; Müller et al., 2018). Specifically, a

number of recent studies observed that Internet applications are frequently used as a means for

dysfunctional procrastination (e.g., Lavoie and Pychyl, 2001; Meier et al., 2016). While the

negative influence of procrastination on psychological functioning has been consistently

documented in numerous studies (van Eerde, 2003; Steel, 2007; Sirois, 2016), the role of

Internet use as an activity that contributes to the negative association between trait

procrastination and mental health has only recently been demonstrated in a representative

sample of adult Internet users (Reinecke et al., 2018). The present study aims to build on and
extend this research by investigating, whether Internet multitasking and insufficiently controlled

Internet use link trait procrastination to impaired psychological functioning among adolescents, a

group of particularly avid Internet users (Lenhart, 2015). Every once in a while people postpone

the tasks and assignments they are supposed to perform. Although this is often experienced as

stressful, delaying a given course of action seldom results in any major psychological suffering.

However, for some individuals, deferring what needs to be done can become a persistent

behavioral pattern that interferes with daily life. Referred to as procrastination—that is,

voluntarily delaying an intended course of action despite the negative consequences of that

delay (Klingsieck, 2013). (Duru & Bakis 2014) in their research revealed that passive attitudes

such as lazy or procrastination affect self regulation with relation to academic performance.

By postponing academic tasks, students would fail to control themselves which then leads to

stress, low academic performance and anxiety. However, by controlling their habits and routine

in any given task, it would lead to the implementation of action in oneself.

Conceptual Framework

 Academic
Social Media Procrastination
Usage
 Student Laziness

Dependent Independent

Figure 1. Conceptual Framework

 REVIEW OF THE RELATED LITERATURE

This review of the literature provides relevant knowledge and supporting statements

from well-known authors and researchers. This section includes related sources from articles,

the internet, books, and other related reviews to back up the research.

Academic Procrastination

Academic procrastination is most defined as actively delaying or deferring work that

must be performed in an academic setting (Schraw et al., 2007). It is becoming an increasing

source of concern in the educational sector, especially in light of the present pandemic (Hong et

al., 2021). It may be worsened in a digital learning environment because students’ behavior is

not expected (Elvers et al., 2003). Additionally, a previous study discovered that students who

procrastinate are more likely to use social media during lectures, which could be a factor in

problematic digital use (Rozgonjuk et al., 2018). This is because learners choose to spend their

time interacting online and making new acquaintances on social media platforms during their

distance learning sessions rather than reading instructional materials.

According to previous research, low self-efficacy, disorganization, low intrinsic motivation,

inadequate effort control, and ineffective time management are all significant predictors of

academic procrastination among students (Howell & Watson, 2007; Wolters et al., 2017, as

cited by Melgaard et al., 2022). Students who struggle with these indicators are significantly

more likely to be identified, particularly in this time of distance education. Academic

procrastinators exhibit a diminished capacity for self-regulation, which impairs their success in

distance education. Students’ self-regulation and time management skills are inferior in remote

education, and they demonstrate lower levels of motivation and self-regulation than in traditional
education (Klingsieck, 2013; GarciaPerez et al., 2020). It is because self-regulation becomes

even more critical in this situation, and one of the primary concerns of students is inadequate

time management. Lack of a timetable, excessive distractions, and multitasking during

homeschooling can contribute to ineffective time management. Hence, academic

procrastinators have a lower capacity for self-regulation, which has a detrimental effect on

performance in online courses (Rasheed et al., 2020).

Also, many studies reported that academic procrastination has been associated with

poor learning outcomes and psychological difficulties (Hussain & Sultan, 2010; Klingsieck et al.,

2012; Dikmen & Bahadir, 2021; Rajapakshe, 2021) and may also affect assignment completion

times and dropout rates from distance learning courses (Grunschel et al., 2012). Furthermore,

when academic procrastinators are learning at a distance, they are often inspired to begin but

then want to quit after some time (Michinov et al.,2011).

Researchers note that procrastination is widespread among students, approximately 70–

90% of students procrastinate (Chehrzad et al., 2017). In this regard, academic procrastination

is widely disseminated, implying a delay in the implementation of tasks, disorganization, absent-

mindedness and general behavioral rigidity. Procrastination is associated with the type of task.

For example, research shows that boring and difficult tasks are more likely to be postponed.

The irrational distribution of time and resources by students leads to the fact that they

experience serious difficulties in organizing their own learning process: it is hard for them to

control the intermediate and final learning outcomes at the university, which significantly

worsens the quality of education, thereby complicating personal and professional self-

realization.
 According to the research data of A.V. Miklyaeva et al. (2018), the prevalence of

academic procrastination in the student environment is associated with a lack of interest in

completing academic assignments, which is especially typical for humanists (in comparison with

students of technical and natural science universities) as well as with impulsiveness, provoking

the ease of switching from educational tasks to extracurricular ones, which is more

characteristic of students of humanitarian specialties (Miklyaeva et al., 2018). Symptoms of

academic procrastination include poor sleep, high levels of stress, delayed work due to lack of

time, improper completion of homework, confusion, self-blame, feelings of guilt and inadequacy,

low self-esteem, anxiety, and depression (Custer, 2018).

In the view of A.M. Ilchenko, an increased level of procrastination among students is

manifested in connection with the fact that adolescents choose the activity that brings them

more pleasure at a given point in time and does not cause any inconvenience or stress.

According to the author, the fear of estimation, low motivation for achievement does not allow

the student to engage in activities in more detail, "bring" the object of activity to "perfection"

(Ilchenko, 2017). There are some studies devoted to the creation of a conceptual model of

procrastination (Garanyan et al., 2009).

Thus, the authors consider procrastination as a result of the interaction of personality

factors, task factors and time factors (mood, ego resources, and the presence of other more

interesting activities). Studies have shown that people who procrastinate experience more

stress than those who do not procrastinate, and their performance is lower (Seaward, 2011). It

has been noted that procrastination is associated with decision making and unease, depression

and anxiety (Goff, 2011). Stress is the feeling that a person experiences when they estimate

that the situation demands exceed their personal and social resources. Stress is a natural
reaction in case of real or imagined danger, intended to protect a person. Stress can be useful

up to a certain point because it motivates people to overcome obstacles and develop.

At the same time, after a certain point, stress becomes harmful to health, relationships,

and quality of life (Clinciu, Cazan, 2014). The impact of stress on learning is important in

education because it potentially interferes with student learning (Kuftyak, Samokhvalova, 2015).

It has been established that students tend to experience stress due to the following factors:

heavy academic workload, poor grades, insufficient preparation for classes, inability to properly

organize their daily routine, lack of time, disappointment in the future profession, combining

work and study, financial problems, fear of the future (Seaward, 2011). So, for example,

pursuing a degree (such as medical) can be stressful for students and can negatively affect their

emotional well-being and academic performance (Goff, 2011).

Akgun and Ciarrochi (2013) showed that academic stress is negatively associated with

academic performance. Moreover, higher perceived stress was significantly correlated with

lower performance. Another study has shown that stress causes a high student dropout rate

(Clinciu, Cazan, 2014). Although a number of studies have found a limited linkage between

stress and academic performance, the conventional wisdom is that stress does have an

unfavorable effect on academic performance (Goff, 2011). A cross-cultural study of academic

stress found differences in the level of stress experienced by students from four countries –

China, Japan, Korea, and the USA (Zhao et al., 2009). It was found that almost the majority

(86.6%) of Chinese students experience high levels of stress, while only two-thirds (67%) of

American students are exposed to this level of stress. According to the researchers, Chinese

cultural characteristics and mentality have a dominant influence on students in regard to

determining the future employment and social status. However, many authors emphasize that

stress also has a positive effect on the subject (Seaward, 2011), providing a stimulating,
mobilizing and inspiring effect. C. Aldwin (1994) believes that stress can serve as a boon for the

psychosocial development of the subject. Thus, the study of the effects of academic

procrastination on the mental state and academic performance of students evidently requires

additional study.

According to surveys, 70-95% of people in Eurasia and North America admit feeling a

desire to postpone completion of scheduled tasks, and almost 25% of them see this tendency

as chronic. It should be mentioned that students, who cannot overcome academic

procrastination, experience more organizational and psychological problems than working

people. About 70-75% of students tend to postpone the beginning of performing some

academic activities, such as completing supplementary tasks, writing course papers and

preparing for seminars. Despite such tendencies, Psychology of Organization has developed

more advanced procrastination and laziness control technologies than Psychology of Education.

Most psychological researches on the learning process neglect the necessity to correlate the

phenomena of procrastination and laziness among students. With minor exceptions, they are

viewed as independent and not related to each other. At the same time, the widespread apathy

of students during the learning process has become one of the major problems of education.

A number of studies show the negative effect of academic procrastination on students’

physical well-being as it leads to psychosomatic diseases, sleeping and eating disorders, and

grave emotional problems, such as affective states, chronic anxiety, guilt, and depression. The

majority of students admit being afraid to fail when they have to complete tasks, which results in

limiting the goals they set and achieve. Such intention often leads to the loss of productivity and

decrease in general efficiency. It should be noted that such state has a significant destructive

impact on students’ social interaction within the academic environment, and undermines

relations with teachers and people outside the educational establishment.

 Moreover, some researches state that academic procrastination and laziness affect

students’ academic achievements in the process of learning. According to researches by P.

Steel, in most cases procrastination causes a steady decline in academic performance. B.

Bukhori emphasizes the fact that procrastination instigates students to achieve academic goals

by fraud, as they plagiarize when writing papers and cheat on exams ]. However, the influence

of procrastination is not considered to be purely negative.( G. Schraw et al.) emphasize that fear

of failure can not only limit students’ ambitions, but can also stimulate a more diligent activity,

which can improve the quality of education.

Relationship between Laziness and Procrastination

Originally, the phenomena of procrastination and laziness were viewed as inseparable.

Both laziness and procrastination used to be defined as a mental state of not wanting to do

something, whenever any significant effort of will is required. A. Binet was one of the first

researchers, who attempted to distinct these notions. He believed laziness to be a certain inborn

human trait, while procrastination was seen as a form of situational behavior, which appeared

under definite circumstances. As he developed a cognitive abilities test, the author got

concerned whether the terms “laziness” and “lack of will” were used correctly when interpreting

the results of task solving.

According to A. Binet, procrastination can be explained by a temporary loss of

motivation, after regaining of which a person resumes active work. Laziness, however, is

considered to be a much rarer phenomenon, which can be explained by such trait as “inertia”.

The first researches on procrastination proper were conducted by foreign psychologists S. Lay,

N. Milgram, P. Steel, W. Simpson and J. Ferrari. S. Lay introduced a significantly wider notion

by defining procrastination as a voluntary irrational intention to postpone planned actions

without realizing the negative consequences the procrastinator will have to face. Later on, the
definition underwent numerous amendments and changes. For example, N. Milgram’s research

distinguished several types of procrastination (academic, daily, compulsive and neurotic). R.

Tenne then divided all the types into two main categories: putting off task solving, and putting off

decision making. P. Steel sees procrastination as a specific strategy of avoiding work, which

triggers negative emotions. W. Simpson and J. Ferrari have a different understanding of the

phenomenon and believe that people try to force themselves to solve tasks as quickly as

possible by means of evoking intense emotion.

Russian psychologists (A. Gorbunova, S. Mokhova, A. Nevzorov and partly Y.

Varvaricheva [19]) tend to view the phenomenon of procrastination as a set of personality traits,

thereby making it similar to laziness. V. Vorobyova, E. Ilyin and S. Posokhova consider that,

despite objective differences between laziness and procrastination, both phenomena are based

on similar or even identical mechanisms, which directly depend on low motivation and will . Few

foreign researches have been devoted to the problem of laziness. In one of them, L. Tomasevic

and Z. Kresimir prove the purely social character of the phenomenon. They believe that, as the

definition of laziness depends on social and cultural context, it can be described as a specific

form of an individual’s social interaction, or, to be more precise, the lack of such. Interaction

Furthermore, despite the significant contradictions in the understanding of procrastination and

laziness, researchers notice a tendency for a strong correlation between these phenomena.

Moreover, the causes of academic procrastination and laziness during studying seem

to be almost identical. Among numerous causes, researchers single out the difficulty of the task

as the major factor of academic procrastination and laziness. The difficulty can be understood

as the clarity of the problem, its volume (defined by the time input) as well as the information

and knowledge, required to solve it. If the task is too difficult, students will have trouble trying to

apply their skills and will most likely refuse to make efforts at all, as solving the task will seem to
be a waste of energy. On the contrary, a task that is too easy reduces motivation and results in

the loss of interest.

Another cause, which triggers laziness and academic procrastination, is the importance

of the task. As the deadline comes due, it gets harder for a student to refuse to work, hence

many students get down to solving tasks just before the deadline. As can be seen, general

causes of academic procrastination and laziness have organizational nature. Students’

consistency in education can be achieved by changing the way in which training materials are

delivered, such as dividing large tasks into smaller, but interconnected components. Moreover,

it can decrease mental workload and facilitate higher quality of task solving.

However, without distinction between specific characteristics of academic

procrastination and laziness, introducing organizational changes alone to the educational

process will not be sufficient. The research outcomes allow us to conclude that the main

difference between these phenomena lies in the starting point of their appearance. Laziness

makes students postpone the decision on starting to work, while procrastination leads to putting

off the work itself, as the decision on its necessity has already been made. Thus, the nature of

laziness is strategic, as it determines whether there is an intention to perform the activity. In

contrast, procrastination can be considered tactical, as it defines the beginning of such action,

but not the necessity of performing it. Consequently, to introduce efficient organizational

changes to the educational process, it is vital to define what exactly hinders students from

learning – academic procrastination or laziness. Furthermore, it should be taken into account

that displays of such phenomena may differ for students with high and low academic

performance rates.
Social Media Addiction

Social media addiction has been a growing issue, with a notably high prevalence

among learners (Yakut & Kuru, 2020; Marengo et al., 2022). A variety of advantages are

provided by social media, such as making it easy for undergraduates to communicate

information and supporting collaborative learning (Adjin-Tettey et al., 2022). Likewise, previous

research indicates that social media allows learners to share instructional resources more

quickly. When utilized properly, this can assist the learning process of learners (Okeke &

Anierobi, 2020; Adjin-Tettey et al., 2022). According to a previous study, social media and the

internet positively affect students’ learning outcomes and social well-being (Sandeep et al.,

2019).

Social media addiction could also result in bad eating habits, insomnia, brain drain,

despondency, and academic failure (Haand & Shuwang, 2020). Besides, during this new normal

education, students perceived an inability to manage their time spent on social media platforms

and the amount of time spent on platforms for academic purposes.

Furthermore, internet addiction was connected with academic procrastination among

learners (Karatas, 2015; Azizi et al., 2019; Nwosu et al., 2020). Meanwhile, Hayat et al. (2020)

also discovered a significant association between internet addiction and academic

procrastination among Shiraz University medical students. Male students use the internet at a

higher rate than female students. Uztermur (2020) study discovered that social media addiction

is negatively associated with academic achievement but positively associated with academic

procrastination.

Significant of the Study

1. For Students: Understanding how laziness, procrastination, and social media affect

them can help students improve their study habits, do better in school, and feel happier.
 2. For School Administration: Studying laziness, procrastination, and social media

effects can help schools create better support systems and policies to help students

succeed academically and emotionally.

3. For Future Researchers: Researching these topics further can lead to new strategies

and interventions to improve student well-being and academic performance, benefiting

schools and students worldwide.

Definition of Terms

1. Mental Health - a state of mental well-being that enables people to cope with the

stresses of life, realize their abilities, learn well and work well, and contribute to their

community.

2. Laziness – the quality of being unwilling to work or use energy idleness.

3. Procrastination - To be slow or late about doing something that should be done : to

delay doing something until a later time because you do not want to do it,

4. Motivation - the reason or reasons why a person behaves or acts in a certain way.

Generally, a person's desire to do something is fueled by their motivation. This is a

crucial element in attaining goals in one's life. These goals can be personal, competitive,

and based on society.

 CHAPTER 2

METHODS

Research Design

Our research focuses on the impact Laziness, Procrastination and Social Media in the

students’ behavior and well-being In this study, we used Qualitative descriptive

correlation method of research for this is the most appropriate means of evaluating the

impact of laziness, procrastination and social media.

Qualitative descriptive correlation method brings together subtle details to create more

provable assumptions, while descriptive research classifies, describes, compares, and

measures data. Qualitative research is a type of research that explores and provides

deeper insights into real-world problems. Instead of collecting numerical data points or

intervene or introduce treatments just like in quantitative research, qualitative research

helps generate hypotheses as well as further investigate and understand quantitative

data. Qualitative research gathers participants' experiences, perceptions, and behavior.

It answers the hows and whys instead of how many or how much. It could be structured

as a stand-alone study, purely relying on qualitative data or it could be part of mixed-

methods research that combines qualitative and quantitative data. This review

introduces the readers to some basic concepts, definitions, terminology, and application

of qualitative research.

Research Respondent

The respondents of the study is composed of random students within Kidapawan City

whether it be college or senior high school students. One of the vital processes to
keep this study successful. All of these participants was selected through

random sampling. This sampling method is conducted where each member has a

capability to become part of the sample. The chosen respondents are containing of one

hundred (50) respondents from random schools varying in different grade levels both

Senior High School and College students.

Research Instrument

In this study, the researcher used the survey questionnaire, using a survey

questionnaire enables the researcher to reach a significant portion of the student

population and collect data in a relatively short amount of time. The survey

questionnaire is a set of orderly arranged questions carefully prepared to answer by a

group of people designed to collect facts and information.

We used Nominal Scale Method in the survey questionnaires to specify the level of

agreement of the respondents to the statement. By employing the nominal scale

method in the survey questionnaires, the researcher can specify the level of agreement

of the respondents to the statements. This method categorizes responses into discrete

categories, such as "always", "often", "sometimes", "rarely", "never" allowing for easy

interpretation and analysis of respondents' attitudes and perceptions.

Data Gathering Procedure

The data acquired in the provided survey questionnaire used by the researchers to have

accurate information for the study. In order to gather information about how academic

procrastination and pro-activeness affects the student of Central Mindanao Colleges or

any other schools the researchers adhered to the following protocols.

1. Informed Consent and Confidentiality: Prior to participating in the study, students will

be provided with information consent forms detailing the purpose, procedures, and

potential risks and benefits of the research. By obtaining students' permission, the

researcher ensures ethical conduct and respects their autonomy. Additionally, the

information consent assures participants that their identities and responses will be kept

confidential, fostering trust and encouraging honest participation. This adherence to

ethical principles safeguards the rights and well-being of the respondents.

2. Simple Random Sampling and Data Collection: The use of simple random sampling

ensures that every student in the population has an equal chance of being selected as a

respondent, minimizing bias and increasing the generalizability of the findings.

Distributing the questionnaire to the selected respondents and allowing them adequate

time to complete it enhances the quality of responses and reduces potential response

bias. Collecting the questionnaires immediately upon completion ensures a 100%

retrieval rate, minimizing data loss and maximizing the representativeness of the

sample.

3. After gathering the data, the researcher will analyze the results using descriptive

statistical techniques such as frequency, percentage, and mean. These methods

provide a clear and concise summary of the data, allowing the researcher to identify

patterns, trends, and central tendencies within the dataset. Descriptive statistics

facilitate the interpretation of the findings and help to answer the research questions by

quantitatively describing the characteristics of the variables under investigation.

Statistical Treatment of Data

As soon as the researchers gathered the data, they were compiled, sorted, organized

and tabulated. They were subjected to qualitative treatment in order to answer the

questions proposed in this study. The tools that will be employed are survey

questionaires and In-depth interviews.

Ethical Consideration

In studying how laziness, procrastination, and social media influence students, it's

crucial to consider ethics. Firstly, we will make sure students understand what the study

is about and agree to participate willingly. Secondly, keep their personal information

private to maintain trust. Thirdly, strive to help the students in the study while avoiding

causing any harm, such as stress or anxiety. Fourthly, allow students to leave the study

if they wish, without facing any consequences. Also, we will ensure fairness in selecting

students to participate. Following these ethical guidelines helps researchers better

understand how laziness, procrastination, and social media impact students' lives in a

safe and respectful manner without breaching their potential interests and lives.
 CHAPTER 3

RESULTS AND INTERPRETATIONS

 Lastly, the third part, presents how procrastination and pro-activeness influences the

Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
IndependentVariable 100 1.88 4.25 2.8491 .48577
AGE 100 1.00 5.00 2.5500 1.09521
Laziness 100 1.27 4.27 2.9887 .58466
A1 100 1.00 5.00 3.3100 .88415
A2 100 1.00 5.00 2.7000 1.08711
A3 100 1.00 5.00 3.7300 1.03333
A4 100 1.00 5.00 2.8300 1.23954
A5 100 1.00 5.00 3.2300 .88597
A6 100 1.00 5.00 1.9600 1.12744
A7 100 1.00 5.00 2.6300 1.02154
A8 100 1.00 5.00 3.5800 .98658
A9 100 1.00 5.00 3.1900 1.01200
A10 100 1.00 5.00 3.4500 1.07661
A11 100 1.00 5.00 2.9800 1.21423
A12 100 1.00 5.00 3.6200 1.00282
A13 100 1.00 5.00 3.0100 1.05883
A14 100 1.00 5.00 2.1300 1.10696
A15 100 1.00 5.00 2.4800 1.15014
Procrastination 100 1.31 4.50 3.0088 .56582
B1 100 1.00 5.00 3.4000 .99494
B2 100 1.00 5.00 2.6600 .98699
B3 100 1.00 5.00 2.9600 .86363
B4 100 1.00 5.00 2.7800 .98041
B5 100 1.00 5.00 3.1500 .99874
B6 100 1.00 5.00 3.0100 1.01000
B7 100 1.00 5.00 3.0300 .96875
B8 100 1.00 5.00 3.1900 .95023
B9 100 1.00 5.00 3.3500 1.08595
B10 100 1.00 5.00 2.8500 1.02863
B11 100 1.00 5.00 3.0100 1.16771
B12 100 1.00 5.00 3.3600 1.01025
B13 100 1.00 5.00 2.6200 1.05198
B14 100 1.00 5.00 3.1200 .87939
B15 100 1.00 5.00 3.0600 1.26187
B16 100 1.00 5.00 2.5900 .95447
DependentVariable 100 1.00 4.88 3.2162 .73208
SocialMediaUsage 100 1.00 4.88 3.2162 .73208
C1 100 1.00 5.00 3.1100 1.04345
C2 100 1.00 5.00 3.5000 1.09637
C3 100 1.00 5.00 3.2900 .89098
C4 100 1.00 5.00 3.6400 1.06856
 Correlations
IndependentVaria DependentVariabl
ble e
IndependentVariable Pearson Correlation 1 .424**
Sig. (2-tailed) .000
N 100 100
**
DependentVariable Pearson Correlation .424 1
Sig. (2-tailed) .000
N 100 100
**. Correlation is significant at the 0.01 level (2-tailed).

LAZINESS

Laziness 100 1.27 4.27 2.9887 .58466

A1 100 1.00 5.00 3.3100 .88415
A2 100 1.00 5.00 2.7000 1.08711
A3 100 1.00 5.00 3.7300 1.03333
A4 100 1.00 5.00 2.8300 1.23954
A5 100 1.00 5.00 3.2300 .88597
A6 100 1.00 5.00 1.9600 1.12744
A7 100 1.00 5.00 2.6300 1.02154
A8 100 1.00 5.00 3.5800 .98658
A9 100 1.00 5.00 3.1900 1.01200
A10 100 1.00 5.00 3.4500 1.07661
A11 100 1.00 5.00 2.9800 1.21423
A12 100 1.00 5.00 3.6200 1.00282
A13 100 1.00 5.00 3.0100 1.05883
A14 100 1.00 5.00 2.1300 1.10696
A15 100 1.00 5.00 2.4800 1.15014
The study underscores the significant influence of Laziness on students' well-being and

behavior. Analysis of the data reveals that many students encounter laziness in their

academic journeys, often attributed to factors like lack of motivation, distractions, fear of

failure and poor time management, among others. Among the statements from of

Laziness the statement that is chosen a lot is “ I relax as much as I can “ which has the

highest mean of 3.62 which means that the study is highly significant that students do

find most of their time spending themselves relaxing regardless of what day,time or

setting. According to Originally, the phenomena of procrastination and laziness were

viewed as inseparable. Both laziness and procrastination used to be defined as a

mental state of not wanting to do something, whenever any significant effort of will is

required. A. Binet was one of the first researchers, who attempted to distinct these

notions. He believed laziness to be a certain inborn human trait, while procrastination

was seen as a form of situational behavior, which appeared under definite

circumstances. As he developed a cognitive abilities test, the author got concerned

whether the terms “laziness” and “lack of will” were used correctly when interpreting the

results of task solving.

PROCRASTINATION
Procrastination 100 1.31 4.50 3.0088 .56582
B1 100 1.00 5.00 3.4000 .99494
B2 100 1.00 5.00 2.6600 .98699
B3 100 1.00 5.00 2.9600 .86363
B4 100 1.00 5.00 2.7800 .98041
B5 100 1.00 5.00 3.1500 .99874
B6 100 1.00 5.00 3.0100 1.01000
B7 100 1.00 5.00 3.0300 .96875
B8 100 1.00 5.00 3.1900 .95023
B9 100 1.00 5.00 3.3500 1.08595
B10 100 1.00 5.00 2.8500 1.02863
B11 100 1.00 5.00 3.0100 1.16771
B12 100 1.00 5.00 3.3600 1.01025
B13 100 1.00 5.00 2.6200 1.05198
B14 100 1.00 5.00 3.1200 .87939
B15 100 1.00 5.00 3.0600 1.26187
B16 100 1.00 5.00 2.5900 .95447

The study underscores the significant influence of Procrastination on students' well-

being and behavior. Analysis of the data reveals that many students encounter

procrastination in many ways such as in their academic journeys, often attributed to

factors like lack of motivation, distractions, fear of failure and poor time management,

among others. Out of all the statements in Procrastination, The statement “ I wait until

the last minute to do things.” Which has the highest mean of 3.40, showed that majority

of students tend to do activities in the last minute such as quizzes, projects and

assignments for the sake of small relaxation. According to previous research, low self-

efficacy, disorganization, low intrinsic motivation, inadequate effort control, and

ineffective time management are all significant predictors of academic procrastination

among students (Howell & Watson, 2007; Wolters et al., 2017, as cited by Melgaard et

al., 2022). Students who struggle with these indicators are significantly more likely to be
identified, particularly in this time of distance education. Academic procrastinators

exhibit a diminished capacity for self-regulation, which impairs their success in distance

education. Students’ self-regulation and time management skills are inferior in remote

education, and they demonstrate lower levels of motivation and self-regulation than in

traditional education (Klingsieck, 2013; Garcia, Perez et al., 2020). Futhermore

Also, many studies reported that academic procrastination has been associated with

poor learning outcomes and psychological difficulties (Hussain & Sultan, 2010;

Klingsieck et al., 2012; Dikmen & Bahadir, 2021; Rajapakshe, 2021) and may also

affect assignment completion times and dropout rates from distance learning courses

(Grunschel et al., 2012). Furthermore, when academic procrastinators are learning at a

distance, they are often inspired to begin but then want to quit after some time

(Michinov et al.,2011).

RELATIONSHIP BETWEEN LAZINESS AND PROCRASTINATINATION

Correlations
IndependentVaria DependentVariabl
ble e
IndependentVariable Pearson Correlation 1 .424**
Sig. (2-tailed) .000
N 100 100
DependentVariable Pearson Correlation .424** 1
Sig. (2-tailed) .000
N 100 100
**. Correlation is significant at the 0.01 level (2-tailed).

The results revealed that there is a significant relationship between Laziness and
procrastination (pc=.424**,p<000). The positive coefficient suggests that Laziness,

Social Media Usage and Procrastination have on students in Central Mindanao

Colleges, The result is further supported by Social media addiction could also result in

bad eating habits, insomnia, brain drain, despondency, and academic failure (Haand &

Shuwang, 2020). Besides, during this new normal education, students perceived an

inability to manage their time spent on social media platforms and the amount of time

spent on platforms for academic purposes. Furthermore, internet addiction was

connected with academic procrastination among learners (Karatas, 2015; Azizi et al.,

2019; Nwosu et al., 2020). Meanwhile, Hayat et al. (2020) also discovered a significant

association between internet addiction and academic procrastination among Shiraz

University medical students.

CHAPTER 4

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter contains the summary of findings, conclusions, and

recommendations.

The study shows that Laziness, Procrastination and Social Media have an effect

on their students’ well-being and behaviour. The study revealed that many students

have procrastinated in their lives which involves their studies but for certain reasons
such as burnout, tiredness or to simply do something else to switch their attention

somewhere such as gaming or other hobbies. Alongside this many students also are

plainly lazy to do anything as the results shows “Always” which shows to be the

maximum outcome in the data gathered from the surveys followed by 1 as the bare

minimum which shows that students never consider doing anything such as studying

which is either being Lazy, Procrastination and Social Media.

In summary students are factored by laziness, procrastination and social media

which makes their life turn into a stagnant this is also factored by students being plainly

lazy themselves. Recommendations, Many students should manage their time more

efficiently and people that are chronically lazy should learn how not to live their lives in a

stagnant way in which they see everything as impossible to do, Social Media as well

takes a toll in the lives of students as many students can’t seem to live without touching

their phones and scrolling to social media which many people in 20 th century as many

people are more focused in their social medias updating their profiles in order to gain a

social media celebrity status making them feel like their in an exaggerated feeling of

glamour, Also minimizing time in Social Media can be a huge step in minimizing

procrastination as well as minor effect in laziness to make them have better outlook

than just scrolling through social media.

 CENTRAL MINDANAO COLLEGES

OSMEÑA DRIVE, KIDAPAWAN CITY

Informed Consent Form

Tittle of the Research Study: Examining The Relationship: Laziness, Procrastination,

and Social Media Effects on Student Behavior and Well-being

Affiliation: Psychology Department

Introduction

We are second year Psychology student of Central Mindanao Colleges

conducting a study entitled “Examining The Relationship: Laziness, Procrastination, and

Social Media Effects on Student Behavior and Well-being”. This research study will

determine how laziness, academic procrastination and social media affect the students

behaviour and well-being. Understanding the purpose of the research and what

participating would entail is crucial before making a choice. Before making a choice,

please take the time to thoroughly read this informed consent form and ask any

questions you may have.

Purpose

The purpose of this study entitled "Examining The Relationship: Laziness,

Procrastination, and Social Media Effects on Student Behavior and Well-being” is to

gain a comprehensive understanding of how laziness, academic procrastination and

social media affect the students behaviour and well-being. We believe that you can help

us by answering the survey questionnaire correctly and appropriately.

Confidentiality

Your identity will be kept confidential to the extent permitted by law. Data collected

during this study will be identified by a code rather than your name.

Only the research team will have access to the data.

Voluntary Participation
Your participation in this study is entirely voluntary. You may refuse to participate or

withdraw at any time without any negative consequences. Your decision will not affect

any current or future services or relationships with Psychology Department.

Consent
I have read and understood the information provided in this informed consent form. I
have had the opportunity to ask questions and have received satisfactory answers. I
voluntarily agree to participate in this research study.

Name (optional): Signature:

Date: Age:

QUESTIONNAIRE

Examining The Relationship: Laziness, Procrastination, and Social Media Effects on

Student Behavior and Well-being

Name: ______________________________ Date: _______

(optional)

Age: _______

Grade/yr: __________
Signature:__________

Direction: Please check (✔️) and rate yourself honestly based on what you actually do given the

statement using the following scales:

5- always 4- often 3- sometimes 2- rarely 1- never

Laziness 5 4 3 2 1

1. I don't end up doing things, even when I feel like I

want to.

2. I don't put much effort into taking care of myself.

3. I just want a life of pleasure, entertainment and fun.

4. I spend a lot of time playing video games.

5. I always take the easy path.

6. I don't have many goals for my future.

7. I often fail to keep up with the work assigned to me.

8. I always look for the easiest way to do things.

9. It's hard to get stuff done even when I feel like I

want to.

10. I spend a lot of time consuming media (movies /

shows / videogames).

11. I have little motivation in life.

12. I relax as much as I can.

13. After my daily responsibilities have been

completed, I never do anything of my own volition.

14. I don't care about very much in life

15. I just dump my stuff wherever without properly

organising it (clothes, files, etc).

Procrastination 5 4 3 2 1

1. I wait until the last minute to do things.

2. I often do things quickly, but incorrectly, and then have

to redo them.

3. I spend a lot of time on routine and trivial things.

4. I avoid setting a daily schedule for how I want to use my

time.

5. I have a hard time saying no to requests or invitations.

6. I am bad at establishing priorities. I treat everything as

if it were equally important.

7. I often spend time socializing instead of working.

8. I often get distracted and read things that aren’t

essential to finishing the work at hand.

9. I spend too much time on the phone or texting.

10. I wait until a crisis arises or the semester has started

before taking action.
11. I am guilty of not having clear goals or objectives for

what I want to do.

12. I rarely ask other people for help.

13. I have trouble listening to or reading instructions on

how to do things.

14. I often find it difficult to begin a paper or project

15. I start a task, put it aside, start another, put it aside, and

continue doing this so that I rarely finish any one

project

16. I pack my schedule so full that I don’t have time if an

emergency arises.

Social Media 5 4 3 2 1

1. I often think about social media when I am not

using it

2. I often use social media for no particular

reason.

3. I interrupt whatever else I am doing when I feel

the need to access social media
4. I feel connected to others when I use social
media.

5. I lose track of how much I am using social

media

6. The thought of not being able to access social

media makes me feel distressed.

7. I have been unable to reduce my social media

use
8. Arguments have arisen with others because of
my social media use.
References:

https://www.reddit.com/r/SampleSize/comments/18i7lqi/laziness_survey_part_2_everyone/?

rdt=52699

https://www.pittstate.edu/office/student-success-programs/_files/documents/academic-911/time-

management/procrastination-survey.pdf

https://blocksurvey.io/calculator/social-media-addiction-questionnaire

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