Introduction
James Heckman, Angela Duckworth, Carol Dweck and other researchers have emphasized the vital role of meta-cognition in learning success. It is likely that procrastination is also deeply intertwined with other traits such as self-regulation, grit, and mindset.
There have been numerous studies of the impact of procrastination on academic performance. Most studies rely on self-reported measures such as PASS (Procrastination Assessment Scale for Students). Our strategy is to take a non-subjective approach. Two reasons. Not that self-reporting is flawed. First, can we provide independent confirmation through another route. Second, our primary goal is to understand the cost of delay, regardless of the psychological state of the individual. Optimize decision making.
P Procrastination is a widespread problem related to self-regulation, which is realized as deferral of the beginning and completing the important, necessary tasks. Procrastination may produce important negative consequences such as anxiety and depression, regarding the personality (\cite{pychyl2003}). Park and Sperling [\cite{sperling2012}] studied motives and reasons for academic procrastination from a self-regulated learning perspective using several survey instruments and interviews etc.. They found that academic procrastination was related to poor self-regulatory skills. The effect of procrastination on academic performance was studied by Rotenstein et al. [\cite{tatum2009}] and they found a negative correlation between academic procrastination and academic performance. Even after controlling for student quality, both measures of procrastination yielded significant results. However, the study was conducted only on 297 students in one accounting class. Kim and Seo [\cite{seo2015}] present a meta-analysis of papers on the relationship of procrastination and academic performance and find that mostly procrastination is negatively correlated to academic performance. However, the survey instrument choice and the measure of academic performance has a huge impact on the size of the correlation. In the past most of the studies have been on self-reported procrastination measures (Procrastination Assessment Scale for Students (PASS) [\cite{rothblum1984}] and also self reported GPAs etc. Some of these studies are possibly flawed because we tend to underestimate our short comings and overstate our achievements. Also, the work so far has been on a population from 40 to 400 or so. With one exception of a study of 9000 secondary school students in The Netherlands [\cite{hendriks2010}] who used data from a longitudinal study where students were asked the Five-Factor Personality Inventory test and self report on their homework related behavior patterns and times. They concluded that personality trait of Emotional Stability (which is correlated with procrastination) had a negative effect on homework behavior, and that both personality (Emotional Stability had significant positive effect on the final grade) and homework behavior were related to end-of-year grades in math and Dutch language with more procrastination resulting in a lower grade. Agnihotri et al. looked at the issue of delaying getting access to course material [\cite{baker2017}] and found that delaying access resulted in a lower course grade.