Abstract

Procrastination, particularly academic procrastination, has emerged as a significant concern in educational settings, especially among undergraduate students. This study examines the relationship between academic procrastination and academic achievement among undergraduate students in South 24 Parganas district of West Bengal, with a sample of 210 third-year students. Using a quantitative approach, data were collected through a questionnaire that included demographic details, an academic procrastination scale, and students' grade point averages as a measure of academic achievement. Results revealed a significant negative correlation between academic procrastination and academic achievement, indicating that higher procrastination leads to lower academic performance. Gender-based differences were observed, with males procrastinating more than females. Science students and urban students exhibited higher procrastination levels compared to their arts and rural counterparts. The findings highlight the need for interventions to address procrastination and improve academic outcomes.