Abiturientų akademinio atidėliojimo ir mokymosi pasiekimų sąsajos / ; The relationship between academic procrastination and academic achievement in last-grade students.

Academic procrastination is an increasingly prevalent phenomenon among high school students. For graduating students, whose academic workload is substantial and who are preparing for crucial examinations, academic achievement is of paramount importance. Unfortunately, most research on academic procrastination has focused on university students rather than high school students. Therefore, the aim of this study is to examine the relationship between academic procrastination and academic performance among senior high school students. Additionally, the study investigates potential gender differences in academic procrastination scores. The study involved 54 twelfth-grade students, all aged 18, comprising 24 males and 30 females. To achieve the research objectives, the Academic Procrastination Scale (APS) was employed. The total score on this scale reflects the extent of academic procrastination. Academic performance was measured using the students' cumulative grade point averages (GPA) from the previous academic year (11th grade), rounded to the nearest whole number. Data analysis included calculating Spearman correlation and performing independent samples t-test. The main finding of the study was a significant negative relationship between academic procrastination and academic achievement among twelfth-grade students. Specifically, higher levels of procrastination were associated with lower academic achievement. Furthermore, no significant gender differences were found in levels of academic procrastination. The primary conclusion of this study is that academic procrastination among high school seniors negatively correlates with academic performance, and this relationship is independent of gender. Procrastination in completing academic tasks represents a serious issue that warrants intervention. This research serves as an important foundation for further investigations into academic procrastination, particularly among students preparing for critical examinations, for whom academic outcomes are especially relevant. ...