International Journal of Social Science Research (IJSSR)

Procrastination and the Preparation Process: A Study of Civil Service Aspirants

Academic procrastination, characterized by the intentional delay of academic tasks despite knowing its adverse consequences, is a widespread issue among students. This behavior becomes particularly concerning among civil service aspirants who face prolonged, high-stakes preparation with limited structure and external feedback. This study investigates the prevalence of academic procrastination and examines whether the duration of preparation significantly influences procrastination levels among civil service aspirants in Patna district, Bihar. To full-fill the objective of this study a sample of 400 civil service aspirants, who were actively preparing for civil service exams like UPSC and BPSC, were taken to maintain the relevance of the study. Data were collected using a standardized academic procrastination scale, Big Five Personality Inventory and a self-developed personal data sheet. To check the hypothesis of this study collected data were analyzed with the help of SPSS. Findings revealed a significantly high level of procrastination in this group M=84.283 in comparison to the hypothesized mean i.e. 74.1 , challenging the H1 that average levels are typical. Moreover, aspirants with longer preparation durations exhibited significantly higher t=5.07 at the level of p<0.001 procrastination compared to those preparing for shorter periods. Findings of this study align with Temporal Motivation Theory and burnout literature, suggesting that sustained academic pressure without short-term reinforcement contributes to emotional fatigue and task avoidance. The findings emphasize the need for structured routines, self-regulation strategies, and institutional support to mitigate procrastination among long-term aspirants. This study fills a critical gap in literature by focusing on a population that is often overlooked in academic psychology, offering both theoretical insights and practical implications for educators, policymakers, and mental health professionals supporting civil service aspirants.