The Weight of Unfinished Tasks: Exploring the Relationship Between Procrastination and Academic Burnout

This study examined the relationship between academic procrastination and academic burnout among senior high school students. The purpose of the research was to determine whether students who tend to delay their academic tasks also experience higher levels of burnout in school. A quantitative correlational research design was used, and data were gathered from selected senior high school students through survey questionnaires. Academic procrastination was measured using the Academic Procrastination Scale, while academic burnout was measured using the School Burnout Inventory. The collected data were analyzed using Pearson’s r correlation coefficient. The results showed a very weak relationship between academic procrastination and academic burnout, and the correlation was not statistically significant. This indicates that students who procrastinate more do not experience higher levels of burnout, and vice versa. The findings suggested that academic burnout may be influenced by other factors aside from procrastination, such as academic pressure, personal motivation, and learning environment. Based on the results, it is recommended that schools consider other possible causes of burnout when designing intervention programs for students. Further studies may explore additional variables that could better explain students’ academic burnout and academic behaviors.