A study of Academic Procrastination, academic stress and aggressions in relation to personality and some demographic variables

Abstract

More and more students are showing signs of academic stress, anger, and procrastination, all of which have negative effects on students' mental health and academic performance. The connections between aggressiveness, academic stress, and procrastination as they pertain to certain personality qualities and demographic variables like gender, age, education level, and family history. Academic procrastination, academic stress, aggressiveness, and personality traits were measured using standardized instruments, and data were collected from a sample of students utilizing a descriptive and correlational research methodology. Analysis of variance, t-tests, and correlation were among the statistical techniques used to find statistically significant relationships and differences between groups. Academic stress and aggressiveness are positively correlated with academic procrastination, according to the results, and specific personality factors are predictive of these outcomes. Aggression, tension, and procrastination were all discovered to be impacted by demographic variables like gender and educational attainment. Personality and demographic factors' impact on making sense of pupils' actions and reactions in the classroom. Educators, counselors, and institutions may be able to use the findings to create more effective interventions to help students deal with stress and procrastination in the classroom.