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Procrastination in Young Adults Due to the Use of Artificial Intelligence #procrastination #ai

Procrastination in Young Adults Due to the Use of Artificial Intelligence

Introduction

Procrastination is commonly defined as the intentional delay of tasks despite being aware of potential negative outcomes (Steel, 2007). Young adults, especially students and early professionals, are particularly vulnerable to procrastination because of the competing demands of academic, professional, and personal life. With the widespread integration of Artificial Intelligence (AI) into education, workplaces, and daily routines, the nature of procrastination is shifting. AI tools, while beneficial for efficiency and creativity, can unintentionally foster procrastination by encouraging dependency, distraction, and perfectionism.

This paper explores how the use of AI contributes to procrastination among young adults, highlights real-world examples, and considers strategies to counter these effects.

AI as a Source of Procrastination

Overreliance on AI for Quick Solutions
AI tools such as ChatGPT and QuillBot can produce essays, reports, and summaries within seconds. While these tools save time, they also make young adults more likely to postpone beginning tasks, knowing that AI can complete them quickly. Research suggests that easy access to shortcuts can encourage delay, since the perceived effort to complete tasks is reduced (Klingsieck, 2013).

  • Example: A university student may delay working on a research paper until the night before submission because they assume AI can generate the draft in minutes.

False Sense of Productivity
AI interactions often create the illusion of productivity. Students and professionals may spend hours asking AI to generate multiple drafts, outlines, or designs, yet fail to finalize their work. This aligns with findings that procrastination is sometimes linked to “pseudo-efficiency,” where individuals stay busy without producing meaningful outcomes (Schraw et al., 2007).

  • Example: A design student might generate endless AI-based prototypes with MidJourney but avoid refining or submitting a final piece.

Distraction Through AI Entertainment
AI also powers entertainment systems—recommendation algorithms on platforms such as TikTok and YouTube. These AI-driven distractions encourage procrastination by keeping young adults engaged in irrelevant content. Research indicates that digital media consumption is a major predictor of academic procrastination among students (Meier et al., 2016).

  • Example: A young adult may start using AI for research but end up scrolling through AI-curated videos, losing hours meant for focused work.

Reduced Skill-Building and Confidence
Frequent use of AI can reduce confidence in one’s abilities. When individuals believe AI can always perform better, they may hesitate to begin tasks, leading to avoidance. This reflects the “self-efficacy gap” often associated with procrastination (Bandura, 1997).

  • Example: An aspiring writer may delay personal projects out of fear that their writing cannot match AI-generated content.

Perfectionism Fueled by AI
AI offers endless revisions and “improvements,” which can fuel perfectionism. Instead of completing tasks, young adults may repeatedly seek “better” outputs from AI, resulting in procrastination. Studies show that perfectionism is closely related to procrastination, particularly in academic settings (Sirois, 2014).

  • Example: A student working on a thesis introduction might keep regenerating drafts with AI in search of perfection, rather than finalizing their work.

Positive Role of AI in Reducing Procrastination

While AI contributes to procrastination, it can also act as a solution if used responsibly:

  • Task Structuring: AI tools can break large projects into smaller steps, reducing the overwhelm that often leads to delay.
  • Brainstorming Support: AI reduces “blank page syndrome” by providing initial ideas, motivating students to begin.
  • Time Management Apps: AI-based productivity apps (e.g., Notion AI, Trello with automation) can send reminders and track progress effectively (Junco & Cotten, 2012).

Conclusion

AI has reshaped how young adults work, learn, and entertain themselves. While it offers unprecedented support in task completion and creativity, it also contributes to procrastination by encouraging overreliance, distraction, and perfectionism. The key lies not in rejecting AI but in developing self-discipline and structured strategies for its use. By balancing independence with technological support, young adults can transform AI from a tool of delay into a catalyst for productivity and growth.

References

  • Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
  • Junco, R., & Cotten, S. R. (2012). No A 4 U: The relationship between multitasking and academic performance. Computers & Education, 59(2), 505–514. https://doi.org/10.1016/j.compedu.2011.12.023
  • Klingsieck, K. B. (2013). Procrastination: When good things don’t come to those who wait. European Psychologist, 18(1), 24–34. https://doi.org/10.1027/1016-9040/a000138
  • Meier, A., Reinecke, L., & Meltzer, C. E. (2016). “Facebocrastination”? Predictors of using Facebook for procrastination and its effects on students’ well-being. Computers in Human Behavior, 64, 65–76. https://doi.org/10.1016/j.chb.2016.06.011
  • Schraw, G., Wadkins, T., & Olafson, L. (2007). Doing the things we do: A grounded theory of academic procrastination. Journal of Educational Psychology, 99(1), 12–25. https://doi.org/10.1037/0022-0663.99.1.12
  • Sirois, F. M. (2014). Procrastination and stress: Exploring the role of self-compassion. Self and Identity, 13(2), 128–145. https://doi.org/10.1080/15298868.2013.763404
  • Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65


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