Procrastination has many faces: scrolling through a buzzing phone, clearing an extra-large space on the desk, or suddenly thinking that closet reorganization would be a great task. Despite the accompanying guilt, procrastination is rooted in complex psychological reasons like perfectionism and fear. That project due last week? Consider the interplay of different forces that may have worked against you: a little bit of perfectionism here, quite a lot of insecurity there, and the reluctance to finish your work.
The real psychology of procrastination reveals that students, teachers, and even psychologists agree we tend to delay tasks that feel important. Interviews with students such as Tomas Arrubla, Luna Cuartas, and Juan Arango, along with experts like Dr. John Perry and teacher Erika Atehortua, explore how fear, distractions, priorities, and even rare bursts of motivation fuel procrastination.
To many, procrastination reflects how they feel about themselves and their expectations for success. Students who frequently procrastinate often have low expectations, driven by a fear of not being able to succeed.
“Procrastination is often just fear wearing a mask—fear of failure, fear of judgment, even fear of change,” said Tomas Arrubla, a senior.
Sometimes, it’s starting that scares students more than failing. Teachers at TCS have observed that the hardest part for students is to begin. They tend to struggle more at the start than at the end, often leading them to avoid starting altogether.
“The first five minutes of any task are the hardest. We build it up in our minds,” said Erika Atehortua, a Spanish teacher at TCS.
Another common pattern is the lie of “doing it later.” Students often believe they’ll do better outside of school, thinking, “I’ll do it at home,” when in reality, they’re just postponing the inevitable.
“When you say ‘I’ll do it later,’ you’re betting against yourself and calling it a strategy,” said Arrubla.
Part of the procrastination problem also lies in how students perceive challenges. Feeling tired, distracted, or overwhelmed often pushes them to avoid starting altogether.
“Sometimes, if the assignment seems too hard, I avoid it until the last minute since I don’t want to waste time on something that I might not be able to do,” Arrubla said.
Dr. John Perry, a Stanford philosophy professor, notes that procrastination isn’t always harmful—if managed correctly. He coined the term “structured procrastination” to describe people who avoid one task by completing another productive one.
“A structured procrastinator maybe doesn’t do what they’re supposed to be doing all the time, so they are a procrastinator—but they don’t waste their time because they do other things. Most procrastinators are like that, and some are very creative,” Dr. Perry said.
However, he also warns against glorifying procrastination. In more severe cases, chronic procrastination may be linked to perfectionism, low self-esteem, or even depression. He encourages students not to tie their identity to the act of delaying tasks.
“You are right, that is important—it’s just a word. It doesn’t define me. It’s a combination of some habits and then my way of labeling those habits,” Dr. Perry added.
Emotions also play a major role. Depending on how a student feels, performance can vary. School can sometimes feel overwhelming, which fuels procrastination.
“We procrastinate when we don’t feel good—not because we’re lazy, but because we’re overwhelmed. When I have to do so much work at school I feel that my head will explode, making me take the choice to stop working,” said Luna Cuartas, a 12th-grade student.
Productive peers can also positively influence procrastinators. Juan Arango emphasizes that your mindset is often the real barrier.
“Instead of saying ‘I’ll write the paper,’ say ‘I’ll write the first sentence.’ It builds momentum,” said Arango, an 11th-grade student.
In today’s fast-paced world, technology is a major distraction. Social media can turn a quick glance at a screen into hours of scrolling.
“Honestly, my phone is the biggest distraction. I’ve noticed that I spend at least five hours a day on my phone, rather than doing other productive things. I know that my phone has turned into an addiction, but it seems normal among students to have it,” Cuartas said.
To combat distraction, Luna uses a strategy of working in short bursts with timed breaks. Psychological rewards help her stay on track.
“Making a to-do list and checking off things gives me a weird satisfaction, which motivates me to keep working. I sometimes include some breaks between work to clear my mind and not oversaturate my brain,” Cuartas said.
Teachers observe procrastination from a different but equally concerned perspective. Atehortua believes that insecurity over understanding often leads students to delay their work.
“La inseguridad frente al conocimiento es un factor. Los estudiantes a veces se sienten inseguros de que no hayan entendido bien y no hagan su trabajo como es, lo cual los lleva a aplazar los trabajos que se van acumulando,” Atehortua explained.
She adds that this insecurity can impact deep learning. When students rush to complete assignments, they miss opportunities to truly understand the material.
“Si yo voy postergando y hago las actividades a último momento, las voy a hacer de manera superficial. No voy a tener la oportunidad de profundizar y analizar la información necesaria para aprender,” Atehortua said.
Recognizing the problem is one thing; changing the behavior is another. For Arango, the key lesson is to approach work differently—by starting early.
“If I could just get in the habit of starting assignments earlier, I’d probably be way less stressed. I’m used to cramming all of my assignments into the day they’re due, which leads me to do like four assignments in one day,” he said.
So, how can students shift their mindset and finish their work on time? Dr. Perry recommends evaluating task importance and setting priorities to break the cycle.
“Task triage is important. When you get a task, don’t let the fantasies carry you away. How important is this?” Perry said.
Procrastination affects many students at TCS, turning major assignments into last-minute stress. Both teachers and students agree that starting early leads to better understanding, performance, and less anxiety.
“When I wait until the last minute, the work feels way harder than it probably is,” Arango concluded.