Abstract
This study generally aimed to identify the demographic profile and the levels of procrastination and academic grit of selected psychology and teacher education students at the Cavite State University Imus Campus. It also aimed to examine the significant relationship between the variables among the respondents. This study was conducted during the second semester of academic year 2022-2023 until second semester of academic year 2023-2024. The researchers utilized descriptive-correlational design. Furthermore, the respondents in this study were selected three hundred twenty-seven (327) Psychology and Education major students of Cavite State University Imus Campus. The selection of the respondents was done through non-random sampling specifically quota sampling technique, where the researchers selected respondents based on their specific attribute/characteristic, which students who take board courses. The instrumentation used by the researchers was the Lay’s Procrastination Scale and Academic Grit Scale which both underwent reliability testing. Data Analysis involved Frequency, Percentage, Mean, Standard Deviation, Chi Square of Independence, Chi Square Goodness of Fit, and Spearman Rho Correlation. Findings obtained from the data collected have led to the conclusion that there is no significant relationship between the demographic profile, procrastination, and academic grit of the respondents; therefore, it signifies that procrastination and academic grit may be influenced more by various factors, including one’s motivation, habits or behaviors, personality, and time management skills. On the other hand, in terms of procrastination and academic grit, the result showed that there is a significant relationship between them, which signifies that academic grit has a crucial role in combating procrastination habits of the students. Based on the results, majority of the respondents displayed low level of procrastination which signifies that students who are enrolled in board courses tend to be effective in organizing their time and efforts. Students may also have the ability to adapt in changing situations and confident in one’s ability to perform academic tasks. Thus, students taking board courses may have clear goals such as passing the board exam which motivate them to stay on track and avoid procrastination. On the other hand, majority of the respondents displayed high level of academic grit which signifies that despite the hardships that college students faced, they still tend to work hard and stick to their long- term goals. Therefore, guidance program plan modules were proposed to mitigate procrastination tendencies and foster academic grit of the students.
