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1 Explorations of Procrastination Through Social&Cultural Lenses Jingya Liu MACP Program, Faculty of Behavioural Sciences, Yorkville University PSYC 6104 - A Biopsychosocial Approach to Counseling Instructor: Dr. Victoria Kress Submission Date: February 18th, 2024

2 Backgrounds I’m Gina, a master’s student facing procrastination and declining grades. As the semester ends, I haven’t started my thesis, overwhelmed by its demands and turning to distractions to ease my anxiety. This avoidance pattern has deep roots, from delaying tasks like traffic ticket pay- ments to procrastinating on homework since childhood. In subsequent counseling sessions, I shared that I am an international student from China, with parents who provided a great material environment. Their only expectation was for me to study well and graduate successfully, but I feel I’ve let them down. Originally, I had three months to complete my thesis. At first, I wasn’t worried, but now the accumulating study tasks have overwhelmed me to the point where I can hardly breathe. I’m unsure if my classmates have completed their theses because I usually go to school alone. These bad habits have eroded my confidence, leaving me doubting my abilities and feeling out of control. I’ve begun to deeply doubt myself, unsure of where to start or when things will improve. After the first two counseling sessions, I began to gradually acknowledge her and establish a trustful and equal therapeutic relationship (Slay-Westbrook, 2017). I felt deeply respected, which she mentioned is very important. The counselor started to explore more factors with me, such as social and cultural factors, providing me with more perspectives to examine myself.

3 Social factors During the counseling session, the counselor encouraged me to reflect on my own procras- tination patterns and their effects on my life by asking questions such as, "Could you share de- tails about your work or educational setting?” and "How do your peers manage tasks or duties similar to yours?" This approach was aimed at fostering self-awareness and personal develop- ment, rather than offering criticism. During our discussion, the counselor and I identified that engaging with social media sig- nificantly distracts me. This distraction contributes to my tendency to lose focus in both work and study, affecting my efficiency in completing academic tasks and leading to procrastination. Research has indicated that many individuals can only remain focused for 40 seconds before fac- ing interruptions or distractions (TEDx Talks, 2019). This suggests that a key challenge for me is to diligently work on reducing my screen time. Secondly, peer influence is another factor affect- ing academic procrastination. The level of support from peers can either motivate or contribute to procrastination, fostering either a productive environment or facilitating delays. Working in groups with a sense of mutual dependency can decrease procrastination, especially among those prone to it, and enhance positive attitudes, highlighting the significance of social elements in ad- dressing procrastination (Koppenborg & Klingsieck, 2022). Lastly, long deadlines and task aver- siveness increases procrastination by making individuals more likely to delay and avoid tasks perceived as unpleasant or difficult. The latter leads to a cycle of avoidance and higher stress, as people choose immediate gratification over facing the discomfort associated with aversive tasks (Svartdal et al., 2020).

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