Abstract
Before the pandemic, several pervasive academic issues were identified as impediments to student progress in a physical environment, with academic procrastination as a notable example. This research study focused on first-year college students attending a local state college in Aklan, aiming to evaluate the association between self-motivation and academic procrastination. Employing a descriptive and causal-comparative research design, the study sought to uncover the dynamics between these two variables. The results indicated a significant correlation between the respondents' academic procrastination and self-motivation practices. Specifically, students who exhibited higher levels of self-motivation were less likely to procrastinate on academic tasks, while those with lower self-motivation were more prone to procrastination. This suggests that self-motivation is critical in managing academic procrastination among first-year college students. Understanding this relationship is essential for developing effective strategies to enhance student performance. Educators can help students reduce procrastination and improve their academic outcomes by fostering self-motivation. The study's findings underscore the need for self-motivation interventions, such as goal-setting workshops, motivational seminars, and personalized coaching. In conclusion, the study highlights the importance of addressing self-motivation to mitigate academic procrastination. As educational environments evolve, especially in post-pandemic learning, these insights can guide the development of support systems that promote better academic habits and success. Future research could further explore additional factors influencing this relationship and test the effectiveness of various motivational interventions in diverse educational settings.
