Factors Contributing to Procrastination Behaviors Among University Students in Jalalabad: A Quality Assurance Perspective

Abstract

fostering autonomy-supportive learning environments, enhancing time management skills, and strengthening student support services to reduce procrastination. Integrating SDT Procrastination is a common issue among university students, negatively impacting academic performance, wellbeing, and the effectiveness of Quality Assurance (QA) mechanisms. In Jalalabad, Afghanistan, research on factors driving student procrastination and its implications for educational quality remains limited. This study investigates personal, academic, and institutional determinants of procrastination and their effects on QA processes. A descriptive crosssectional survey was conducted with 130 students from diverse programs. Data were collected using structured questionnaires based on SelfDetermination Theory (SDT), which highlights autonomy, competence, and relatedness as drivers of intrinsic motivation. Quantitative analyses identified key contributors to procrastination, including poor time management, excessive social media use, low self-efficacy, limited motivational support from educators and family, and feelings of lethargy. Students recognized the adverse effects of procrastination on academic outcomes. From a QA perspective, these behaviors threaten academic standards, increase attrition risk, and hinder institutional objectives. The study recommends -informed interventions into QA frameworks can improve timely academic progression, boost student engagement, and sustain educational quality. These findings offer evidence-based insights into behavioral factors affecting higher education in Afghanistan and suggest practical strategies to enhance institutional effectiveness and student outcomes.