This research paper consists of two studies that investigate the difference between happiness and academic procrastination among undergraduate students. The first study examines the differences in happiness and academic procrastination levels on the basis of gender and locale. The study found that males reported higher levels of happiness and academic procrastination. Urban students also reported higher levels of happiness and academic procrastination than rural students. These findings suggest that interventions to improve student well-being and academic engagement should consider gender and geographic location.
The second study aimed to understand undergraduate students' subjective experiences and perspectives on happiness and academic procrastination in Kashmir. Using a qualitative research design and thematic analysis, the study found that happiness is a subjective experience that is found in different ways, such as social relationships, activities, and gratitude. The study provides insights into how undergraduate students in Kashmir perceive happiness and academic procrastination, which could inform the development of strategies to promote student well-being and academic success.
Overall, the two studies emphasize the importance of individual differences in happiness and academic procrastination levels and subjective experiences when designing interventions to improve student well-being and academic engagement. By understanding how students define and pursue happiness and identifying the factors that contribute to academic procrastination, educators and policymakers can develop effective strategies to promote student well-being and academic success.