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SJ GRADUATE SCHOOL RESEARCH FORM

St. Joseph’s College

GRADUATE SCHOOL

RESEARCH PROPOSAL

CONCEPT PAPER

________________ APPLICATION NUMBER

RESEARCH TITLE: (the distinctive name given to the research proposal which describes the scope of work in
specific, clear, and concise terms.)

OJT Ready: Procrastination Tendency and Motivational Mechanisms

of CBA Students of NU Manila for Online Internship

BACKGROUND OF THE STUDY (An overview of the research proposal pointing out the factors that lead to the
conceptualization of the problem, a short review of the literature supporting the proposed study as well as the
rationale or objectives in doing the study)

In compliance with the physical distancing measures to mitigate the rapid spread of the
COVID-19 virus, academic institutions were forced to close and temporarily shift to online
learning through synchronous and asynchronous classes. Student learning experiences such as
internships or on-the-job training have been significantly impacted by these changes to
academic curricula at higher educational institutions. Employers and colleges scrambled to find
alternatives as the functions and plans for student internships were drastically disrupted. While
some companies eliminated their internship programs, others began to create online possibilities
for students to participate remotely. Numerous universities and colleges sprang into action to
address this issue and some companies entered into agreements and partnerships with schools.
It is expected that both work-from-home and online internships will continue to be prominent in
the world of the workplace. Therefore, these programs could affect the lives of college students,
as well as the businesses where they intern and the universities that are ultimately in charge of
their education (Hora et al., 2020; Braga, 2020; Lumpkin, 2020).
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SJ GRADUATE SCHOOL RESEARCH FORM

With the unprecedented challenges and changes brought by the pandemic to academic curricula,
empirical studies on virtual internships are necessary to assess the readiness of OJT students.
Technical problems, time management issues, loss of in-person engagement, adjusting to
foreign technology, and worry about the future are some of the most frequent difficulties
college students are currently having with online setup (Friedman, 2020). In a study by
Aristovnik et. al (2020), it was found that students studying from home were more likely to
experience interruptions in their studies and felt more socially isolated in comparison to
students getting traditional education. The nature of learning from home also increases
procrastination because students need greater levels of self-control to handle remote studying
and its challenges of it in addition to needing to fend off distractions at home. Together, these
findings showed that the pandemic was accompanied by higher-than-usual levels of
procrastination (Hong et. al 2020; Rasheed et al., 2020; Aucejo et al., 2020).

Procrastination, defined as the deliberate delay of a planned course of action, was found to be
associated with negative emotional states such as anxiety and stress (Steel et al. 2007).
Ironically, these negative emotions can increase procrastination by amplifying it. In a study by
Yang (2021), results showed that college students bear more pressure and have more serious
physical and mental health problems due to academic demands particularly mastering skills and
knowledge in an internship from a remote place in a short time. Procrastination is a motivation-
based problem that requires taking action to initiate or accomplish a work task (Wypych et.al,
2018; Dishop, 2019). It is important to evaluate the motivational mechanisms underlying
procrastination to develop approaches and interventions. Without understanding the
motivational mechanisms that influence procrastination, it will still likely persist while students
adjust to "the new normal" following COVID-19 (Lim & Javadpour, 2021).

Attention has been called to manage and mitigate the increased procrastination seen in students'
academic performance (Park et al., 2021; Arifiana et al., 2020). However, there is limited
research on this topic and this paper aims to fill current gaps in the literature by exploring how
motivational mechanisms contribute to OJT students' procrastination tendency. The NU
Guidance Unit aims to ensure that CBA OJT students are
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SJ GRADUATE SCHOOL RESEARCH FORM

well-prepared to make the

most out of their virtual CONCEPTUAL FRAMEWORK: (Discussion of the different theories or
internship experience and models that provide the conceptual underpinning of the study or the legitimate
bases for defining its parameters, including the variables of the study)
ready to acquire the
necessary skills and
Temporal Motivation Theory
experience they need to
succeed
The most in their
recent future in motivational research may be found in Steel and Konig's (2006)
advances
careers.
TemporalInMotivation
line with Theory
this (also known as The Procrastination Equation), an integrated
goal,
theory this
frompaper
whichaims
most to
other motivational theories can be derived. According to this theory,
shed
three light on CBAfactors
motivational OJT can increase the likelihood of procrastination: a) expectancy to
students' readiness
succeed (lower for of success can result in higher degrees of procrastination; b) value
expectancies
remote
of work working,
(tasks that and
havethe
lower from an individual’s perspective are usually postponed to a later
findings
time and will be useful totodelay (higher levels of impulsivity can make the person tend to put
c) impulsivity
further improve policies
off a task).
and practices surrounding
Moreover,
online Wypych et al. (2018) used TMT (Temporal Motivation Theory) as a framework for
internship
their study and
programs. the results
Moreover, therevealed that procrastination was most strongly influenced by a lack
of value,
results delay
of this discounting,
study will be and a lack of perseverance, indicating that motivation and
impulsivityfor
beneficial were involved. Siaputra (2010) contrasted four theories that are often used to
counselors,
explain
teachers, procrastination:
and school temporal motivation theory, behavioristic, cognitive, and
psychoanalytic andtailoring
administrators in psychodynamic. TMT was believed to encompass the other three earlier
theories because
appropriate of its contemporary and comprehensive approach.
interventions
for students affected by
the online mode of
education.
Self-Regulated Learning
Model METHOD: (the detailed technical/scientific activities which include: the
research design, sampling plan, instrumentation, statistical tool, and treatment
of data)
This model proposed by
Zimmerman et al., (2001)
Research Design
is a core conceptual
The researcher will use a descriptive correlational method in determining the relationship
framework that has been
between procrastination tendency and motivational mechanisms among the OJT students of
used consistently to
NU Manila. The correlation coefficient will be used for the statistical treatment of the two
support students in
variables: 1) Procrastination Tendency and 2) Motivational Mechanisms of OJT students. The
learning to work
findings of this study aim to 1) shed light on the preparedness of students for the online
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SJ GRADUATE SCHOOL RESEARCH FORM

Sampling Plan
Two sampling methods
will be employed in the
study. The first method
will be cluster sampling
where certain programs of
CBA will be selected to be
included in the study. The
second method will be REFERENCES: (At least 10 journal articles supporting the proposed study)
purposive sampling where
the participants from the
Arifiana,
chosen I.programs
Y., Rahmawati,
will beH., Hanurawan, F., and Eva, N. (2020). Stop academic procrastination
during Covid 19: academic procrastination reduces subjective well-being. KnE Soc. Sci. 4, 312–325.
picked based on the
Aristovnik, A.,judgment.
researcher’s Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID-
19 Pandemic on Life of Higher Education Students: A Global Perspective. Sustainability, 12(20),
Research Instruments
8438. doi:10.3390/su12208438 
The instruments that will
Aucejo, E. M., French, J., Araya, M. P. U., and Zafar, B. (2020). The impact of COVID-19 on
be used
student in the study
experiences are
and expectations: evidence from a survey. J. Public Econ. 191:104271. doi:
10.1016/j.jpubeco.2020.104271
the: 1) Irrational
Procrastination
Barnard, L., Lan, W. Y.,Scale
To, Y. M., Paton, V. O., & Lai, S.-L. (2009). Measuring self-regulation in
online
(IPS); and 2) Motivational environments. The Internet and Higher Education, 12(1), 1–
and blended learning
6. doi:10.1016/j.iheduc.2008.10.005 
Diagnostic Test (MDT)
Braga,
both M. (Mayby
written 3, the
2020). Summer internship canceled? Not at these companies embracing virtual
same
versions. USA Today. https://www.usatoday.com/story/money/2020/05/03/coronavirus-companies-
author, Dr. Piers Steel
offeringvirtual-internships-humana-goldman/3045256001/
from the University of
Bylieva, D.; Hong, J.-C.; Lobatyuk, V.; Nam, T. Self-Regulation in E-Learning Environment. Educ.
Calgary.
Sci. The https://doi.org/
2021,11,785. Irrational 10.3390/educsci11120785
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SJ GRADUATE SCHOOL RESEARCH FORM

Lumpkin, L. (May 3, 2020). Coronavirus blew up summer internships, forcing students and
employers to get creative. The Washington Post.
https://www.washingtonpost.com/local/education/coronavirus-blew-up-summerinternships-forcing-
students-and-employers-to-get-creative/2020/05/03/7f2708ae-83dd11ea-a3eb-
e9fc93160703_story.html

Park M & Jones T., (2021). Going Virtual: The Impact of COVID-19 on Internships in Tourism,
Events, and Hospitality Education. Journal of Hospitality & Tourism Education, (), –.
doi:10.1080/10963758.2021.1907198 

Rasheed, R. A., Kamsin, A., and Abdullah, N. A. (2020). Challenges in the online component of
blended learning: a systematic review. Comput. Educ. 144:103701. doi:
10.1016/j.compedu.2019.103701

Siaputra, I.. (2010). Temporal Motivation Theory: Best Theory (yet) to Explain Procrastination.
Anima Indonesian Psychological Journal. 25(3). 206-214.
http://repository.ubaya.ac.id/23844/1/V_025_N_003_A_007.pdf
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of
quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. doi:10.1037/0033-
2909.133.1.65 

Steel, P., & König, C. J. (2006). Integrating theories of motivation. Academy of

Management Review, 31(4), 889-913.

Steel, P., Brothen, T., & Wambach, C. (2001). Procrastination and personality, performance, and
mood. Personality and Individual Differences, 30(1), 95–106. doi:10.1016/s0191-8869(00)00013-1 

Wypych, M., Matuszewski, J., & Dragan, W. Ł. (2018). Roles of Impulsivity, Motivation, and
Emotion Regulation in Procrastination – Path Analysis and Comparison Between Students and
Non-students. Frontiers in Psychology, 9. doi:10.3389/fpsyg.2018.00891 

Yang C, Chen A, Chen Y (2021) College students’ stress and health in the COVID-19 pandemic:
The role of academic workload, separation from school, and fears of contagion. PLoS ONE 16(2):
e0246676. https://doi.org/10.1371/journal.pone.0246676

Yapo, F., Tabiliran, J., Dagami, A., & Navales, K. (2021). The Self-Efficacy and Academic
Motivation of the Graduating College Students during the COVID-19 Pandemic in the Philippines.
International Journal of Advance Research and Innovative Ideas in Education. 7(3). 2395-4396.
doi: 10.6084/m9.figshare.14784885.v1

Zimmerman, B. J., & Schunk, D. H. (Eds.). (2001). Self-regulated learning and academic
achievement: Theoretical perspectives. Routledge.
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Submitted By:

JUSTINE JAMELLA T. PECASALES

_____________________________
NAME & SIGNATURE

Master of Arts in Education major in

Guidance and Counseling
_____________________________ _____________________________

ACADEMIC PROGRAM MASTER’S/DOCTORATE

gspecjus01@sjcqc.edu.ph
+639215537633 jampecasales@gmail.com
_______________________________________ _______________________________________

TEL. NO./ MOBILE NUMBER EMAIL ADDRESS

RESEARCH DIRECTOR’S ENDORSEMENT

APPROVED: ________________ Research Director’s Signature: ______________

NEEDS REVISION: ________________ Date: _______________

DEAN’S ENDORSEMENT

Dean’s Signature: ____________________

Date: ______________________________