ANALYSIS OF FACTORS IN ACADEMIC PROCRASTINATION BEHAVIOR: A CASE STUDY OF GENERATION Z STUDENTS

Abstract

Higher education institutions play a vital role as centers for knowledge development and the shaping of student character. In addition to providing academic material, universities are expected to mold students into critical and responsive individuals who can address social challenges. Students, especially Generation Z, born between 1995 and 2012, have unique characteristics as they grew up in an environment heavily influenced by internet technology. While easy access to information should facilitate learning, many students face challenges in managing their time and priorities, often leading to academic procrastination. This study aims to analyze the factors influencing academic procrastination behavior among Generation Z students, particularly Islamic students in Surakarta. The research method is a qualitative approach with interviews. The research informants are Generation Z students selected through purposive sampling, with the qualifications of being Islamic students at private universities in Surakarta, born between 2000 and 2003. The research results show that internal factors such as distractions from social media use, lack of self-confidence, anxiety, and difficulty starting tasks are the main causes of procrastination behavior. Additionally, external factors such as domestic tasks, social activities, and organizational responsibilities also contribute to this behavior. This research provides practical recommendations for educational institutions to reduce academic procrastination and improve student academic success, as well as offers further insights into the behavior of Generation Z students in an academic context.