Procrastination, stress and academic performance in students

As postponing action strategy, for the last moment the procrastination is one of the factors causing the problems in study. The objective of the study is identification of links between indicators of academic procrastination, stressors, responses to stressors and academic achievements. The research was implemented on the base of sample which amounted 435 from 17 to 25 years old (М age = 19,03). The comparative procrastination analysis among groups of students with different levels of academic performance has shown that student with low level of achievement are inclined to more often suffer from procrastination, be lazy impulsively make a decision during the establishing of their personal time, care frustration, stress and anger. The correlation analysis data allow for the conclusion that a high level of procrastination is related to stress and academic failure. The analyse of links between procrastinations and stressors, and also reactions on it among students has shown that the higher the social anxiety, failure avoidance, procrastination frequency, lazy, worse perfectionism and impulsive, the higher he values all stressors and impressive of reactions on it. In this way, academic procrastination impedes the effectiveness of student study, effects on performance, contributes to stress, that undoubtedly impacts on professional development of future specialists.