No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Task aversiveness and procrastination: A multi-dimensional approach to task aversiveness across stages of personal projects
Abstract
The purpose of this research was to explore notions of task aversiveness across stages of personal projects. 95 female and 66 male undergraduate students enrolled in an introductory psychology class completed Personal Projects Analysis (PPA; Little, 1983 [Personal projects: a rationale and method for investigation. Environment and Behaviour, 15, 273–309]). Based on theories of action proposed by and [Gollwitzer, P. M. (1990). The volitional benefits from planning. In P. M. Gollwitzer & J. A. Bargh, The psychology of action: linking cognition and motivation to behaviour (pp. 287–312). New York: Guilford Press], respondents’ projects were sorted into four broad stages: inception, planning, action and termination. Principal components analysis (PCA) revealed that boredom, frustration and resentment emerge as PPA dimensions associated with task aversiveness at each stage of project development. Personal meaning, autonomy, structure, stress and negative emotions were also found to be related to task aversiveness, but these aspects of aversiveness varied across the stages of project development. As hypothesized, each principal component identified with task aversiveness was found to be positively related with procrastination. These findings are discussed in terms of previous research in the area of procrastination and Kuhl's theory of action [Kuhl, J. (1987). Action control: the maintenance of motivational states. In F. Halisch & J. Kuhl, Motivation, intention and volition (pp. 279–291). New York: Springer-Verlag.; Kuhl, J. (1994). A theory of action and state orientations. In J. Kuhl & J. Beckman, Volition and personality: action versus state orientation (pp. 9–46). Toronto: Hogrefe & Huber].
... The main task factors that affect procrastination include task value (i.e., personal significance), task structure, task utility, task delay, task aversion, frustration, and autonomy motivation. When a task is poorly structured and difficult to integrate, individuals will procrastinate more (Blunt et al., 2000). The research results of Zhang et al. (2020) found that if there is a discrepancy between the actual utility of a task and its future expected utility, that is, if the process utility (negative experience of the task process) of performing the task is greater than the current outcome utility (expectation of the task outcome), individuals will delay the task. ...
... Personal importance is the subjective value of the task to the individual. The lower the personal significance, the lower the desire to complete the task and the more likely it is to lead to procrastination (Blunt et al., 2000). Autonomy motivation is a combination of an individual's internal motivation. ...
... Anxiety is expressed only when procrastination is recognized and a behavioral motivation is generated and some scholars believe that procrastination can make people feel a strong sense of guilt, but the correlation with negative emotions is not significant (Blunt et al., 2000). It can be seen that there is still debate about the relationship between emotions and procrastination. ...
... This causes students to lose interest in their studies and put off tasks to avoid them. They procrastinate not just because they are not interested, but also because they think their efforts will not make a difference (Blunt & Pychyl, 2000). To deal with such feelings of hopelessness becomes really important for students to avoid its negative consequences, one of which includes delaying tasks or procrastination. ...
... Past studies have found that feeling hopeless greatly affects motivation and how well students do in school. This causes students to lose interest in their studies and put off tasks to avoid them (Blunt & Pychyl, 2000). Hopeless students might procrastinate not just because they are not interested, but also because they think their efforts will not make a difference. ...
... This suggests that people who experience higher levels of hopelessness are prone to procrastination. This is in line with conceptual models of academic procrastination that define procrastination as a maladaptive coping strategy commonly used by people to avoid or escape difficult tasks with an emotional charge for them (Blunt & Pychyl, 2000). Hopeless students will overcome by the forces of their academic environment without seeing the point in active engagement with their studies. ...
... Procrastination is common especially in university context, where students typically experience a high level of autonomy, need to independently manage various academic requirements, and receive less external feedback (Dresel et al., 2015). Instead of engaging in their planned academic tasks such as working on assignments, preparing for exams, or handling weekly reading tasks (Prohaska et al., 2000;Simpson & Pychyl, 2009), students often report engaging in other interesting non-study-related activities such as watching television, spending time on their smartphones, sleeping, or interacting with friends or family members (Pychyl et al., 2000;Yang et al., 2019). ...
... Until date, research have mostly investigated academic procrastination with trait measures, which do not account for the state variability of this construct (e.g., Steel et al., 2018, Tice & Baumeister, 1997. There are only limited studies that are using state-of-the-art methods such as ambulatory assessments, experience sampling methods and daily logs to examine state procrastination as it occurs in real life (e.g., Ferrari & Scher, 2000;Gort et al., 2020;Pychyl et al., 2000). Yet, the state perspective is central to understand immediate causes and intraindividual experiences associated with procrastinatory behavior. ...
... Consistent with emotion regulation theories, the temporal mood-repair theory (Pychyl et al., 2000;Sirois & Pychyl, 2013) considers procrastination as essentially an avoidance strategy, individuals use to regulate negative emotions at least in the short-term when they are faced with tasks that they perceive as aversive (Pychyl & Sirois, 2016;Tice et al., 2001). This perspective assumes that perceived aversive tasks usually spawn negative emotions such as frustration, boredom, resentment, and anxiety and individuals avoid the task (procrastination) in favour of an interesting alternative in an attempt to escape from these negative task-related emotions (Blunt & Pychyl, 2000;Pychyl & Sirois, 2016). ...
Academic procrastination involves individuals voluntarily delaying study-related tasks despite anticipating negative consequences (Steel & Klingsieck, 2016). Theoretically, although this behavior can be attributed to various factors, procrastination can be understood as a result of unsuccessful regulation of negative emotions (Sirois & Pychyl, 2013). Accordingly, the role that negative emotions play concerning academic procrastination has received extensive research attention amidst inconsistent findings (Behnagh & Ferrari, 2022). In contrast, research on the role of positive emotions concerning academic procrastination is lacking although they can equally play key role concerning procrastination (Pollack & Herres, 2020; Rahimi et al., 2023). Furthermore, even though emotions are considered as both antecedents and consequences of academic procrastination (Sirois & Pychyl, 2013), empirical studies to explore possible reciprocal relationships between emotions and procrastination are lacking (Behnagh & Ferrari, 2022). Yet, these insights taken together are essential not only to understand the complex mechanisms underlying the procrastination-emotion relationship but also to drive tailored prevention and intervention programs to reduce academic procrastination.
The current dissertation, consisting of three empirical studies, aimed to illuminate the procrastination-emotion research by concurrently investigating the relationship between academic procrastination and both negative (anxiety) and positive (hope) achievement emotions from trait and state perspectives. To begin with, Study 1 explored co-occurrence of exam-related anxiety and hope at the intraindividual level in relation to state procrastination using data from N = 93 students who participated in an experience sampling procedure for 10 days prior to a given relevant end-of-semester exam. The results showed that not only do exam-related anxiety and hope co-occur but also, they interact in relation to state procrastination. Further analyses showed no significant relationships between the exam-related emotions and mere observed delay. To deepen understanding of the intraindividual interplay of exam-related anxiety and hope in relation to the differentiated dimensions of trait academic procrastination (i.e., behavioral and emotional; Bobe et al., 2022), Study 2 took a person-centered approach and analyzed two cross-sectional data (Nstudy 2a = 265, Nstudy2b = 468). Latent profile analyses (LPA) identified three profiles stable across both studies—High Anxiety–Low Hope, Low Anxiety–High Hope and Moderate Anxiety–Moderate Hope— and two study-specific profiles —Low Anxiety–Moderate Hope (Study 2a) and High Anxiety–Moderate Hope (Study 2b). Overall, students belonging to the anxiety-dominated profiles reported significantly higher, whereas those belonging to the hope-dominated profiles reported lower scores on both behavioral and emotional dimensions of trait academic procrastination. Finally, Study 3 examined reciprocal associations between trait academic procrastination on one hand and learning-related anxiety and hope on the other hand in a three-wave online longitudinal study over one semester. A latent cross-lagged panel analyses with N = 789 university students showed negative reciprocal relationship between trait academic procrastination and learning-related hope whereas the expected positive reciprocal relationship between trait academic procrastination and learning-related anxiety was not supported.
In summary, the findings of this dissertation reveal a dynamic intraindividual interplay between negative and positive achievement emotions in relation to academic procrastination, thereby underscoring the significance of simultaneously examining both negative and positive emotions in understanding procrastination (Eckert et al., 2016). Although negative emotions appear as risk factors for procrastination, their relationship with procrastination remains nuanced and requires further research (cf. Behnagh & Ferrari, 2022). The dissertation stands out for providing first insights into the role of positive emotions as potential protective factors against procrastination (Tice et al., 2004). Moreover, the studies in this dissertation do not only exude major strength from the use of trait- and state-based measurement approaches but also reinforces the critical call to conceptualize and assess academic procrastination as a multifaceted construct to achieve a holistic understanding (Wieland et al., 2018).
Theoretically, the findings of this dissertation generate a novel perspective of viewing the emotional causes and consequences of procrastination through a dynamic intraindividual interplay of both negative and positive emotions. Practically, the results imply that prevention and interventions to reduce academic procrastination should address opportunities for adaptive regulation of emotions. Efforts should not only go into adaptive ways of coping with negative emotions but also simultaneously boosting positive emotions to reduce academic procrastination. Overall, the research articles in this dissertation complement and extend previous research as differentiated insights into the mechanisms by which academic procrastination and both negative and positive achievement emotions are related could be gained.
... For instance, when dental patients must schedule dental appointments or when given preventive advice about the maintenance of oral hygiene, e.g., flossing. In addition, task aversiveness has been identified as a relatively strong predictor for procrastination [14], meaning that health-promoting behaviors seen as unpleasant in one way or another might be more prone to delay. Dental patients might tend to delay dental treatment for conditions that are perceived as not very serious, acute, or with low-intensity symptoms because seeking help or undergoing clinical examinations might be unpleasant in itself. ...
... MDAS includes five items where participants respond using a Likert scale (1)(2)(3)(4)(5) and is used by summarizing the scores of the items. MDAS scores are commonly used for differentiating between low (5-10), moderate (11)(12)(13)(14)(15)(16)(17)(18), and severe dental anxiety (>18), usually interpreted as a dental phobia (7 participants, 0.05%). The MDAS had a Cronbach's alpha level of 0.88. ...
... Furthermore, even though this study found no significant correlation between procrastination and delay of dental care, some of the reasons for the delay are associated with procrastination. For instance, the statements regarding stress, discomfort, and cost correlated positively with procrastination tendencies, indicating that when dental treatment or examinations are perceived as stressful, unpleasant, and costly, they can be prone to procrastination driven by task aversiveness [14]. ...
Delay of dental care is a problem for dental public health. The present study explored the relationship between procrastination and dental attendance, focusing on delay in seeking dental care. This hypothetical relation was compared to other avoidance-related factors affecting dental attendance. In addition, an inquiry into the reasons for delaying dental care was conducted. Students (n = 164) answered an internet-based questionnaire on socio-demographic factors, dental health, dental attendance, delay of dental care, reasons for the delay, procrastination (IPS), dental anxiety (MDAS), perceived stress (PSS) and oral health self-efficacy (OHSES). The study found no significant relation between procrastination and delay in dental care. However, procrastination was related differently to past, present, and future dental attendance and seemed to relate to oral health behavior. Delay of dental care was associated with higher dental anxiety and lower oral health self-efficacy. The cost of dental care was the most frequently given reason for the delay of dental care. Further research on the delay of dental care and dental attendance is warranted in understanding the behavior, implementing interventions, and improving the utilization of public dental care.
... The data collection method used is a scale method in the form of a Likert scale. The scale of task aversiveness of researchers is based on the theory of task aversiveness according to Blunt & Pychyl (2000) and the academic scale of academic procrastination is based on the theory of procrastination according to Ferrari, et al. (1995). The hypothesis test used is the product moment correlation. ...
... Boredom diartikan sebagai penilaian seseorang terhadap sejauh mana individu merasa tugasnya tersebut begitu membosankan. Individu yang menganggap tugas yang dihadapinya membosankan untuk dikerjakan mungkin tidak akan dapat mempertahankan kegiatan ini dan akan memilih untuk mengerjakan hal-hal lain yang dirasa kurang membosankan (Blunt and Pychyl, 2000). Seseorang akan memilih untuk sengaja tidak menyelesaikan tugasnya dan menggunakan waktu yang dimiliki untuk melakukan hal lain yang lebih menyenangkan dan mendatangkan hiburan, seperti membaca (Koran, majalah atau buku cerita lainnya), menonton, mengobrol, jalan-jalan, mendengarkan musik dan sebagainya (Ghufron dan Risnawita, 2012). ...
... Frustration terhadap tugas menyebabkan seseorang cenderung untuk menunda dalam memulai ataupun menyelesaikan tugas yang dimilikinya. Perasaan frustrasi yang dirasakan terus-menerus dapat menyebabkan seringnya perenungan atas emosi yang tidak relevan dengan tugas atau kognisi yang tidak terkendali (Kuhl dalam Blunt and Pychyl, 2000). Ketika disibukkan oleh emosi yang tidak relevan dengan tugas atau kognisi yang tidak terkendali, individu tidak akan dapat fokus pada kegiatan yang dimaksudkan, sehingga individu akan melakukan penundaan. ...
This study was designed to investigate the relationship between task aversiveness and academic procrastination in Postgraduate students at Mercu Buana University, Yogyakarta. The population of this study consists of three study programs, namely Masters in Psychology, Masters in Professional Psychology and Masters in Food Sciences, totaling 301 students. The sampling technique used was disproportionate stratified random sampling. The number of samples used in this study 172 students. The data collection method used is a scale method in the form of a Likert scale. The scale of task aversiveness of researchers is based on the theory of task aversiveness according to Blunt & Pychyl (2000) and the academic scale of academic procrastination is based on the theory of procrastination according to Ferrari, et al. (1995). The hypothesis test used is the product moment correlation. The hypothesis of this study is that there is a positive relationship between task aversiveness and academic procrastination in students. The purpose of this research is expected to make a scientific contribution to the development of the world of psychology, especially educational psychology by looking at the factors that contribute to academic procrastination.
... Little (1999) then showed that having projects relatively high on meaning, structure, community, and efficacy (but low in stress), are related to well-being. Past studies emerging from his research program has linked project enjoyment to time adequacy, value, likelihood of success, absorption, progress (Blunt & Pychyl, 2000;Christiansen, 2000) and negatively linked to project difficulty (Christiansen, 2000). Taken together, the literature on personal projects highlights the varied dimensions in which projects are experienced and how they are enjoyed. ...
... However, the qualities of certain activities may be particularly important for enjoying that activity; it remains unclear which project characteristics provide a sense of enjoyment. Moreover, relevant literature on project enjoyment has largely been stagnant in the past two decades (Blunt & Pychyl, 2000), Considering the ways in which everyday life changes over time, there is room for refreshing knowledge on the way in which people spend their time and what it means for their well-being. ...
Many positive psychology interventions aim to improve happiness through engagement in simple and intentional everyday activities that offer intrinsic rewards. Personal projects are personally relevant goal-directed activities that take place over an extended period of time, and are a way to study the intentional pursuit of happiness. This exploratory study identifies the types of projects that people engage in and which project dimensions predict hedonic well-being (enjoyment). Students (N = 327) and community participants completed the Personal Project Analysis in a cross-sectional survey. Two coders thematically coded projects into seven types. We used linear mixed models to identify which project types and dimensions uniquely predict enjoyment. People engaged in various types of activities (7 project types) which were enjoyed to different extents (relationship projects were most enjoyable while household maintenance were least enjoyable) and tend to experience greater enjoyment when projects encourage autonomy, control, likelihood of success, progress, absorption, low difficulty, and low challenge. Knowledge on which activity characteristics are linked to well-being can inform tailored positive psychology programming. Overall, people tend to find activities which are relatively easy and where they make a lot of progress more enjoyable, indicating simple daily activities are one way to intentionally prioritize daily well-being.
... Additionally, Steel's (2007) meta-analysis found that task aversiveness is positively related to task procrastination in between-effect studies. Lack of autonomy, which is a component of task aversiveness, has also been found to be positively related to procrastination (Blunt and Pychyl, 2000). A recent study conducted during the COVID-19 pandemic found procrastination to be one of the key remote work challenges mentioned in semi-structured interviews with Chinese employees, with workload being related to lower procrastination in a subsequent cross-sectional survey study (Wang et al., 2021). ...
... That is, piling up work tasks due to procrastination may create actual work intensification, and being cognitively or affectively irritated may lead to perceptions of insufficient (cognitive or emotional) resources given the amount of work. While fostering recovery may be the crucial mean for decreasing irritation, measures against procrastination focus on task characteristics (e.g., autonomy and job enrichment, task aversiveness, Blunt and Pychyl, 2000;Lonergan and Maher, 2000;Van Eerde, 2000), occupational selfefficacy (e.g., Prem et al., 2018), personal resources like selfregulation (e.g., Steel, 2007;Tice et al., 2007), or attribution styles (e.g., locus of control, Lonergan and Maher, 2000). Daily goal setting, thus fostering a sense of achievement, may be especially helpful in situations lacking external task feedback like work from home contexts. ...
The use of information and communication technologies while working from home during the COVID-19 pandemic may have increased flexibility and compatibility of different life domains, but may have also increased work intensification – which in turn may jeopardize wellbeing and task performance. While work intensification is assumed to relate positively to procrastination as well as irritation, the extent of work from home was expected to strengthen these relationships. Social support may attenuate these moderations. The assumptions were tested in two independent, comparable samples (S1, N = 347; S2, N = 1,066) during two stages of the COVID-19 pandemic (November 2020, 2021). Data were collected via online questionnaires using established scales (preregistered before analyses). Work intensification was significantly positively related to procrastination as well as cognitive and affective irritation in both samples. The extent of work from home strengthened the relationship between work intensification and procrastination (S2), while in S1 this held true only when persons reported not having their own study at home. Social support did not moderate the moderations. By replicating results in two different samples, this study contributes by being the first to examine the relationship between work intensification and procrastination, while further confirming the positive relationship between work intensification and irritation. The extent of work from home seems to pose an additional risk for procrastination. Our research extends the research on remote work by showing the downsides, such as work intensification, which is positively related to irritation and procrastination, which are precursors to impaired wellbeing and task performance. This highlights the different negative outcomes that can result from non-ideal working conditions when working from home during the COVID-19 pandemic. Especially given that the pandemic paved the way for a high prevalence of work from home, future research should investigate beneficial contextual factors to provide the evidence base for the design of healthy and productive working conditions.
... First, people are more likely to procrastinate on tasks which they find aversive, boring, effortful, anxiety inducing or otherwise causing negative affect, than on tasks which they find pleasant and engaging. A variety of task characteristics related to aversiveness has been measured to investigate this effect, including: boredom, frustration, resentment (Blunt and Pychyl, 2000), effort, and anxiety (Ferrari and Scher, 2000), among others. Additionally, task ambiguity (lack of clarity of how the task should be performed) and lack of control over the task completion method and goal-setting can predict lower engagement in the task and thus increase the likelihood of procrastination (Hoppe et al., 2018). ...
... Additionally, task ambiguity (lack of clarity of how the task should be performed) and lack of control over the task completion method and goal-setting can predict lower engagement in the task and thus increase the likelihood of procrastination (Hoppe et al., 2018). Regardless of the specific reason for disliking the tasks, it has been repeatedly shown in research that the more they are described as unpleasant, the more likely they are to be postponed (Ackerman and Gross, 2005;Blunt and Pychyl, 2000;Ferrari and Scher, 2000), meanwhile enjoyment of the tasks is related to taking fewer breaks while completing them (Strongman and Burt, 2000). However, as Steel (2007) points out, task aversiveness itself is more responsible for task avoidancesimply abandoning the unpleasant task. ...
Procrastination, the voluntary delay of beginning or completing an intended task despite the negative consequences of doing so, is a prevalent problem that entails severe academic, professional, financial, and health consequences. According to the influential emotion regulation process perspective, procrastination occurs when people prioritize short-term mood repair over pursuing their long-term goals. This suggests that chronic procrastination may be related to emotion regulation dysfunction; however, further research is still necessary. In this thesis, I discuss the current literature on emotion regulation dysfunction in procrastination, as well as report the present EEG study aiming to compare the effectiveness of the two emotion down-regulation strategies, cognitive distraction and cognitive reappraisal, in high and low procrastinating students (N = 40). Amplitudes of the late positive potential were measured during the emotion regulation task and participants' preference for using either strategy was assessed during the emotion regulation choice task. While no between-group differences were found in effectiveness or preference regarding emotion regulation, the results suggest that the high procrastinating group may be characterized by a reduced ability to distract attention from negative stimuli. The results indicate the need for further research on the ability to pursue long-term goals through effective emotion regulation in procrastination, which will help develop effective therapeutic methods for its treatment.
... In this regard, stress is considered a negative emotional state precipitated by situational demands which outweigh the available resources needed to effectively manage these demands (Lazarus & Folkman, 1984). Viewing procrastination from a temporal mood perspective, empirical evidence has found that procrastination is a maladaptive coping mechanism formed in response to tasks which are perceived as aversive and illicit negative emotions (Blunt & Pychyl, 2000). In particular, aversive tasks often generate negative mood states which trigger a breakdown of self-regulation in response to the stressor in question. ...
The rise of online and hybrid learning in universities, especially due to the pandemic, has not only revolutionized how students learn, but also blurred the boundaries between work, school, and leisure activities because of the pervasive use of technology surrounding students in their daily lives. The purpose of this study is to investigate, using coping theory, the relationships among academic self-efficacy, academic procrastination, and techno-overload, three constructs especially crucial in the current education climate. Using a sample of 179 undergraduate students, we found that techno-overload partially mediates the relationship between academic self-efficacy and academic procrastination. This finding demonstrates that techno-overload helps further explain how academic self-efficacy is negatively associated with procrastination. Specifically, academic self-efficacy is negatively related to techno-overload which is then positively linked to procrastination. Consistent with coping theory, our findings highlight the importance of mitigating technology-related stress in order to reduce academic procrastination. Implications and future research directions are discussed.
... In reviewing definitions of academic procrastination, it is apparent that they vary based on the related variables discussed in the literature. Academic procrastination is described as postponing a prioritized responsibility in favor of a less urgent task (Ferrari & Patel, 2004;Lay, 1986;Schraw et al., 2007); avoiding an unpleasant task (Blunt & Pychyl, 2000;Ferrari et al., 1995;Milgram et al., 1993); or delaying academic tasks until a time when the individual experiences a high level of anxiety (Senecal et al., 1995). In addition to these definitions, attempts to explain the concept of academic procrastination commonly highlight that this behavior can lead to various issues for individuals in fulfilling academic responsibilities and can stem from a wide range of factors. ...
Akademik erteleme, pek çok farklı kültürde sonuçları ve yaygınlığı açısından öğrenme alanındaki en önemli olgulardan biri olarak değerlendirilebilir. Bu nedenle, akademik ertelemeye etki eden bileşenlerin belirlenmesi teoride ve uygulamada alana katkı sağlayacaktır. Bu doğrultuda araştırmanın amacı, lise öğrencilerinde irade ile akademik erteleme arasındaki ilişkide siber aylaklığın aracı rolünün incelenmesidir. Araştırmaya 284 kız ve 205 erkek olmak üzere toplam 489 lise öğrencisi katılmıştır. Katılımcılara yüz yüze ve Google formlar aracılığıyla çevrimiçi olarak ulaşılmıştır. Araştırma verileri Kişisel Bilgi Formu, Ergen İrade Ölçeği, Akademik Erteleme Ölçeği ve Siber Aylaklık Ölçeği kullanılarak toplanmıştır. Verilerin analizinde betimleyici istatistikler, t testi, Anova, Pearson Momentler Çarpımı korelasyon analizi, aracılık analizi ve Bootstrapping analizi kullanılmıştır. Analizler, SPSS 26 PROCESS ile gerçekleştirilmiştir. Araştırma sonucunda Akademik Erteleme Ölçeği puanlarının, cinsiyete ve sınıf düzeyine göre farklılaşmadığı; ancak okul türüne göre farklılaştığı, Fen Lisesi öğrencilerinin Akademik Erteleme puanlarının Sosyal Bilimler Lisesi ve Anadolu Lisesi öğrencilerine göre daha düşük olduğu bulunmuştur. Araştırma sonuçlarına göre, irade ile siber aylaklık ve akademik erteleme negatif yönde anlamlı ilişkiler içindedir. Siber aylaklık ise akademik erteleme ile pozitif yönde anlamlı bir ilişkiye sahiptir. Son olarak araştırma sonuçları, irade ile akademik erteleme arasındaki ilişkide siber aylaklığın kısmi aracı rolü olduğunu ortaya koymuştur. Sonuçlar, alan yazın temelinde tartışılmış ve önerilerde bulunulmuştur.
... Bilişsel boyut, erteleme davranışının amaç ve gerçekçi davranışlar arasındaki uyumsuzluktan kaynaklandığını ifade eder (Blunt & Pychyl, 2000). Bireyin bir mantık çerçevesinde verdiği kararın kabul edilebileceğini varsayarak bilişsel boyutu öne çıkarmışlardır (Senecal, Koestner & Vallerand, 1995). ...
Spor Bilimleri Alanında Farklı Paradigmalar- I başlıklı bu kitap, spor bilimleri alanındaki akademik çalışmaların kapsamlı ve disiplinler arası bir koleksiyonunu temsil etmektedir. Bu kitap, spor bilimlerinin çeşitli konularını ele almaktadır. Kitap bölümlerimiz multidisipliner alanda çeşitli konulara ilişkin iç görüler sunan, alandaki uzmanlar tarafından titizlikle hazırlanmıştır. Dahil edilen çalışmalar literatüre değerli katkılar sunmayı ve spor bilimleri anlayışımızı ilerletmeyi amaçlamaktadır. Bu kitap aracılığıyla, alana özgü konulara değinmekle kalmayıp aynı zamanda spor bilimleri alanındaki ortaya çıkan zorlukları da ele alan zengin bir bilgi dokusu sunmayı amaçlıyoruz. Bu koleksiyon, spor bilimlerinin dinamik ve sürekli kendini yenileyen iklimini geliştirmeye hevesli akademisyenler, araştırmacılar, uygulayıcılar ve öğrenciler için tasarlanmıştır.
... El primer caso sucede cuando se elige aplazar las tareas porque se tiene la creencia de que la procrastinación mejorará el rendimiento, mientras que, el segundo ocurre cuando se planifica y se intenta realizar el trabajo en un momento y tiempo adecuado, pero éste es aplazado. Desde la psicología se relaciona la PA principalmente con la ausencia de autorregulación dirigida a empezar, mantener y finalizar tareas (Rahimi et al., 2023), la aversión a la actividad (Blunt & Pychyl, 2000), y como consecuencia del planteamiento de metas incongruentes con los valores personales (Grund & Fries, 2018). Aunque las investigaciones muestran que la postergación de tareas se corresponde con variables internas (Oram & Rogers, 2022;Steel, 2007), no se deben omitir las condiciones externas que influyen considerablemente. ...
La Autoeficacia General (AEG) es una creencia que influye significativamente en la regulación y realización de actividades dirigidas a alcanzar metas y objetivos. En la actualidad, la alta prevalencia de Procrastinación Académica (PA) en los estudiantes universitarios incide de manera negativa en su desempeño académico y bienestar psicológico. El objetivo del presente estudio es identificar la relación latente existente entre la AEG y la PA, y sus diferencias según el sexo en universitarios del Ecuador. La investigación tiene una metodología descriptiva, comparativa y de corte transversal. A nivel de relaciones latentes, se utilizó el Moldeamiento de Ecuaciones Estructurales (SEM). Los participantes fueron 615 universitarios, con edades de hombres (40,65%; M = 20,31, DE = 2,44) y mujeres (59,35%; M = 19,82, DE = 2,33) entre los 16 hasta los 38 años. Los resultados reflejan que la relación latente de la AEG con el componente de la autorregulación académica de la PA es positiva moderada, mientras que, es negativa débil con la postergación de actividades. En conclusión, se valora a la AEG como un constructo que tiene capacidad para identificar la tendencia al comportamiento autorregulado, lo que es esencial para reducir la PA.
... The temporal-variable components of procrastination are often operationalized as (situation-specific) state procrastination and have been associated with characteristics of the task (cf. Solomon & Rothblum, 1984; e.g., academic writing: Fritzsche et al., 2003; weekly assignments: Prohaska et al., 2000), the environment (e.g., individual vs. group work: Koppenborg & Klingsieck, 2022; autonomy in task completion: Blunt & Pychyl, 2000), or task difficulty (Ackerman & Gross, 2005). ...
Research differentiates between procrastination as a trait and as a state. While trait procrastination implies cross-temporal stability, state procrastination denotes an episode in which a particular task is procrastinated, therefore implying cross-temporal variability. However, it is unclear whether trait procrastination scales (i) capture temporal-variable variance components (i.e., state procrastination), and (ii) how trait and state are differentially related to other variables commonly associated with procrastination. Latent state-trait modeling was used to separate stable from temporal-variable variance components of a common trait procrastination measure and to relate both facets of procrastination to satisfaction with the studies as an example for related variables. Student participants (N = 194) filled out the five-item short version of the General Procrastination Scale (GPS; Klein et al., 2019) three times with 12-month intervals between each measurement. Results confirm that GPS scores reflect stable components of procrastination to a larger extent than temporal-variable variance components. And they demonstrate that variable procrastination correlates more strongly with study satisfaction, as compared to stable procrastination. These results may inspire research to specify how far correlates of procrastination pertain to trait procrastination, state procrastination, or both.
... This construct is typically reflected in the level of distress experienced during task performance and the degree of satisfaction upon task completion. According to TMT, procrastinators tend to view most of their life duties as aversive and, as such, are likelier to experience aversion toward task completion [10]. Also, research suggests that that procrastination is positively correlated with an inability to enjoy satisfaction even after satisfactory performance [11]. ...
Procrastination is the deliberate, unjustified postponing of an intended course of action despite its costs or unfavorable effects. The present study used a self-report online survey and collected data from a large convenience sample of the general adult population (N = 2,076; females = 55.73%; Mage = 35.1 years [SD ± 12.7]) with diverse demographics. Following the ring-curve distribution, the results indicated a 15.4% prevalence rate of procrastination among the Iranian community, which was significantly higher among women and divorced individuals and lower among nomadic individuals and those with higher academic degrees. A latent profile analysis demonstrated two distinct profiles, one for procrastinators (high scores on chronic procrastination, psychological distress, neuroticism, and extraversion; and low scores on general self-efficacy, self-esteem, satisfaction with life, openness, agreeableness, and conscientiousness) and one for non-procrastinators (demonstrating a reverse pattern compared to procrastinators). Moreover, additional network analysis suggested that the examined networks were invariant across procrastination status and gender. The results indicate that procrastination differs by demographic characteristics and is associated with a unique psychological profile. However, none of the aforementioned key study variables were considered a potential vulnerability for procrastinators due to the finding that all variables were peripheral and none were central in the examined networks. Therefore, relying on the differences in mean scores on psychometric scales does not appear to be an optimal way of determining the most important variables in a therapeutic context when treating procrastination.
... It is more likely for externally motivated (Brownlow & Reasinger, 2000), non-self-determined (Senecal et al., 2003), and non-flow-inducing (Seo, 2011) activities. Volitional variables linked to procrastination include decreased self-regulation (Dietz et al., 2007), self-control (Schouwenburg & Groenewoud, 2001), and action-control (Blunt & Pychyl, 2005). Steel and König (2006) developed the Temporal Motivation Theory, explaining procrastination from a time discounting perspective. ...
This study presents evidence from a field experiment investigating the effectiveness of a novel “gradualism” approach to addressing emotionally motivated procrastination in a real-world setting. Participants in retirement workshops were randomly assigned to draft and dispose of a virtual will during the workshop, serving as a preliminary step towards completing an actual will. Our results indicate that this gradualism approach increases the likelihood of completing an actual will within 150 days by 8 percentage points compared to those who did not draft a virtual will. Given the emotionally challenging nature of will-making—requiring contemplation of death, relationships, and personal achievements—the notable effect size demonstrates the potential of gradualism to mitigate procrastination in emotionally charged financial decisions. These findings have broader implications for financial planning, suggesting that similar strategies could be employed to encourage long-term financial behaviors such as retirement savings and investment planning. By breaking down complex financial tasks into smaller, manageable steps, gradualism can enhance engagement and completion rates, addressing issues of financial illiteracy and preparedness highlighted in the literature. Our study contributes to the field of behavioral finance by providing evidence on the effectiveness of gradualism in improving financial decision-making and preparedness.
... Procrastination is defined as "the act of putting off a task even when one knows that doing so will have maladaptive consequences" [1][2][3] , and has been reported to reduce people's well-being and increase their stress [4][5][6][7][8] . Since procrastination deeply pervades people's daily lives and affects all aspects of their lives, various factors have been examined as related to procrastination, including personality traits such as the Big Five 9-12 , cognitive and motivational factors such as self-control [13][14][15][16] , and task traits such as task aversiveness [17][18][19] . Among these factors, temporal characteristics have played a central role in understanding procrastination since procrastination involves putting off "present" tasks to "future" ones. ...
Previous studies have shown that procrastinators tend to disregard the future. However, the "time view" of procrastinators, including their impressions of the future, has not been sufficiently examined. Therefore, we introduced new indices, "chronological stress view" and "chronological well-being view," which treat impressions of the past, present, and future (= time view) as time-series data via stress and well-being, respectively. The results showed that the group that believed that stress did not increase as they moved into the future had a lower percentage of severe procrastinators. No relationship was found between the chronological well-being view and procrastination. This result suggests that people who are relatively optimistic about the future based on the chronological stress view are less likely to be severe procrastinators. This may suggest the importance of having a hopeful prospect in the future to avoid procrastinating on actions that should yield greater rewards in the future.
... In the literature, personality traits (Arıöz, 2022;Blunt & Pychyl, 2000;Grund & Fries, 2018), academic motivation (Arslankoç & Koçak, 2023;Artan et al., 2024;Bagheri & Yoosefi, 2023;Güdül et al., 2021;Naz et al., 2021;Oram & Rogers, 2022;Serdar et al., 2021;Tisocco & Liporace, 2023;Yeşiltaş, 2020;Yurtseven & Doğan, 2019), learning motivation (Abidin et al., 2023;Xhakolli & Hamzallari, 2023;Kemal et al., 2023), academic self-efficacy (Syahrina & Mutya, 2022), attention , skill (Çakmak-Tolan, 2023), etc. It can be seen that there are studies that examine students' academic procrastination behavior in the context of psychosocial factors. ...
Recent studies have shown that several psychological factors commonly found in students are associated with academic procrastination. In this study, the effects of rational decision-making and intrinsic motivation on the mechanisms of academic procrastination in college students were investigated. In this context, data were collected from 689 (383 male and 306 female) students enrolled in physical education and sports at universities in Turkey using rational decision-making, academic procrastination, and intrinsic motivation scales. The results showed that students' intrinsic motivation positively influences rational decision-making and negatively influences academic procrastination behavior. In addition, intrinsic motivation has a negative influence on academic procrastination behavior. On the other hand, intrinsic motivation plays a mediating role between rational decision-making and academic procrastination behavior with a high degree of effectiveness. The effect of intrinsic motivation on the effect of rational decision-making on academic procrastination behavior is 45.2%. Thus, intrinsic motivation indirectly and significantly offsets the negative effects of students' rational decision-making on academic procrastination behavior. Since the results of the study are not only scientifically but also practically important, the analytical relationship between students' decision-making styles and academic procrastination behavior as well as the necessary predictions for all motivational components underlying procrastination leading to academic failure should be made.
... The literature notes the number of studies of the academic procrastination phenomenon in foreign countries (Kim and Seo, 2015;Stainton et al., 2000;Blunt and Pychyl, 2000;Ziegler and Opdenakke, 2018;Fritzsche et al., 2003 and many others) and national lyterature (Stoliarchuk et al., 2021;Dub, 2020;Dvornik, 2018;Soboleva, 2014 and many others). ...
The article addresses to the problem of theoretical study of the problem of academic procrastination and its neuropsychological prevention for students. It describes neuropsychological means of prevention of academic procrastination with the recommendation to take into account the results of psychodiagnostics and analysis of some conditions and causes of the studied phenomenon. The psychological portrait of a student-procrastinator is analised the components of which are individual psychological, psychophysiological and personal characteristics. The role of the relationship between self-regulation and student learning motivation in foreign literature is also summarized. Peculiarities of educational burnout of procrastination students on the basis of foreign and domestic works are noted. It was revealed the essence of development and introduction of neuropsychological means of academic procrastination – conditioning of dynamic process of emotional and cognitive transformations in self-regulation of the student’s personality and improvement of his/her educational success. The author’s system of neuropsychological exercises for neuropsychological prevention of academic procrastination is presented in the article considering the neuropsychological mechanisms of its development at the cognitive-emotional-bodily systemic level. It is noted that procrastination may be associated with a negative emotional and mental response to the introduction of quarantine and the transition to distance learning, and even with the new opportunities. It is emphasized that neuropsychological prevention of academic procrastination should be combined with programs for the formation of future professionals thinking and development of a high level of independence, discipline and responsibility in educational activities as a successful strategy to prevent burnout and actualize motivation to learn at the integration level.
... Erteleme davranışı, temelde kişinin sorumluluk alanlarına ilişkin tamamlanması gereken işlerin mantıklı olmayan sebepler dolayısıyla ileri zamanlara bırakılması, sıklıkla ötelenmesi şeklinde ifade edilebileceği gibi; davranışsal, duyuşsal ve bilişsel boyutları da bulunan çok yönlü bir olgu olarak tanımlanmaktadır (Lay, 1986;Çakıcı, 2003;Dryden, 2000;Schouwenburg ve Lay, 1995;Balkıs, 2006;Bulut, 2014;Tuckman ve Sexton, 1989). Bununla birlikte, kişilerin zamanlarını planlamaları noktasında ortaya çıkan tahmin hatalarını içermekte olan (Pychyl, Morin ve Salmon, 2000) ve akılcı olmayan bir biçimde kişisel anlamda huzursuzluk hissedinceye değin işlerin geciktirilmesine (Goodman, 2000) sebep olan erteleme davranışı, karar alma süreçlerinin ötelenmesi (Milgram, Mey-Tal ve Levision, 1998) ya da hoşa gitmeyen bir sorumluluktan kaçınma davranışı (Blunt ve Pychyl, 2000) olarak da açıklanmaktadır. ...
Bu çalışmanın amacı; sosyal hizmet öğrencilerinin akademik erteleme eğilimleri üzerinde hangi faktörlerin etkili olduğunun incelenmesidir. Araştırma örneklemi 486’sı kadın (%85,4) ve 83’ü erkek (14,6) olmak üzere sosyal hizmet lisans eğitimi alan 569 öğrenciden oluşmaktadır. Araştırmada veri toplama araçları olarak, araştırmacıların geliştirmiş olduğu Sosyo-Demografik Soru Formu, Akademik Erteleme Eğilimi Ölçeği ve Akademik Motivasyon Ölçeği kullanılmıştır. Araştırma bulguları, katılımcıların Akademik Erteleme Eğilimi Ölçeği’nden almış oldukları puanlar ile Akademik Motivasyon Ölçeği’nin alt boyutlarından aldıkları puanlar arasında anlamlı bir ilişkinin varlığını ortaya koymaktadır. Araştırma bulguları, katılımcıların akademik erteleme eğilimi puanlarının; cinsiyet, öğrenim görmüş oldukları üniversite türü ve yaşadıkları ortam değişkenine göre anlamlı şekilde farklılaştığını göstermektedir. Bulgular bağlamında, sosyal hizmet akademisyenlerinin öğrencilerin akademik motivasyonlarını artırmaya yönelik girişimlerde bulunmalarının akademik erteleme eğilimi ile mücadelede önemli bir kazanım sunacağı söylenebilmektedir.
... Procrastination should not be regarded solely as the outcome of deficits in effort regulation and study time management, as it may also be a strategy for avoiding negative affect (Sirois & Pychyl, 2013Tice et al., 2001). Procrastination most often occurs when the task to be performed is viewed as aversive (e.g., Blunt & Pychyl, 2000;Martinie et al., 2022;Shaked & Altarac, 2022;Steel, 2007) or lacking an immediate reward (Schouwenburg & Groenewoud, 2001). Students often have a negative perception of academic work, viewing it as boring, unpleasant and anxiety-provoking (Kaftan & Freund, 2019). ...
Poor academic performance is known to be linked to the tendency to procrastinate. The latter is thought to reflect deficits in effort regulation and study time management (i.e. learning-related resources), but some recent results have suggested that it could stem from psychological inflexibility. The main objective of the present study was thus to ascertain whether effort regulation, study time management, and psychological (in)flexibility predict variations in French students’ academic procrastination. The results of an online survey among 259 first-year humanities and social sciences students revealed that 42.4% of the variance in procrastination was predicted by effort regulation and study time management, and 4% by psychological inflexibility. There was also a negative relationship between academic performance and procrastination. These results are discussed in terms of the usefulness of implementing interventions at the start of university to promote academic success and student wellbeing.
... In the process of restorative treatment, one of the main principles of rehabilitation is realized -addressing the patient's personality. At the same time, the consequences of suffered diseases and injuries of the brain lead to changes in the mental processes, states and properties of the patient's personality, to the distortion of self-perception and self-esteem, and are also often accompanied by psychopathological symptoms that complicate the course of the recovery process (Blunt & Pychyl, 2000). Patients go through a complex and long process of psychological rehabilitation. ...
Modern neurorehabilitation is focused primarily on the restoration of speech and cognitive mental processes, considering the rehabilitation of the individual as a task of psychotherapy. The article shows that a gentle attitude, a change in "body image" and neurotic experiences, characteristic of most patients with organic brain lesions, significantly affect the effectiveness of neuropsychological rehabilitation. Neurorehabilitation focuses on the restoration of speech and cognitive processes, considering the rehabilitation of the individual as an object of psychotherapy. On the basis of clinical cases, it has been shown that the weakened attitude, body image changes, and neurotic experiences characteristic of most patients with idiophrenic disease affect the effectiveness of neuropsychological rehabilitation. The article examines the theoretical and methodological principles and defines the main concepts of the topic. The relevance of the article is determined by the new innovative social needs in solving problems of a psychological nature, taking into account the neurological features of human thinking. Scientific intelligence in the field of neurorehabilitation provides grounds for determining the most effective methods of psychocorrection. The purpose of the study is to determine the relationship between psychotherapy, psychocorrection and psycho-counseling based on neurorehabilitation. After studying the data, it was determined that the ischemic attack of the brain was unspecified, it was suggested that the observed neurological symptoms (disorders of speech, movements, emotional sphere) are related to residual (residual) symptoms after a transient ischemic attack, which requires a detailed study.
... Perceiving a task as unpleasant (e.g., Afzal & Jami, 2018) or experiencing negative emotions in response to a task (e.g., stress; Blunt & Pychyl, 2000) are related to higher levels of procrastination in adults. Milgram et al. (1988Milgram et al. ( , 1998 explained the relation between adults' emotional responses and procrastination using the Appraisal-Anxiety-Avoidance model. ...
To examine the roles of self-regulation, negative affectivity, and the home environment in the development of procrastination, the current study investigated children's procrastination in relation to conscientiousness, effortful control, negative affectivity, parenting, and socioeconomic status. Parents of 3-to 6-year-olds (N = 396; 81.8% White) completed questionnaires assessing the above-mentioned variables. Children's age (β = .072), conscientiousness (β =-.512), effortful control (β =-.134), and negative affectivity (β = .269) were significantly related to children's procrastination after controlling for parenting, and socioeconomic status. Although parental democratic participation, parental education, and family income were negatively related to children's procrastination , they were not associated with procrastination after considering children's personality and tempera-mental variables. When children were divided into younger (3-and 4-year-olds) and older (5-and 6-year-olds) age groups, the results did not change except for parental education. Parental education was not associated with younger children's procrastination, but it was negatively associated with older children's procrastination. Self-regulation and negative affectivity were most strongly associated with early childhood procrastination compared to aspects of the home environment. Thus, procrastination might be an early emerging tendency that is closely related to personality and temperament. Future studies should continue to investigate the developmental trajectory of procrastination and explore how contextual factors influence its early and ongoing development.
... The assumption of the model that emotional distress is a cause of procrastination finds support in the argument of Sirois (2014) and Tice, et al. (2001) that procrastination could be caused by the experience of feeling emotionally distressed, as a strategy to restore positive mood. The literature indicates that task aversiveness is a relevant predictor of procrastination (Blunt & Pychyl, 2000;Ferrari, Johnson, & McCown, 1995;Pychyl & Sirois, 2016), which is corroborated by Steel's (2007) meta-analysis, when it identifies a moderate association between procrastinating and being averse to specific tasks (r=0.40) and averse to generic everyday tasks (r=0.40). In addition, there are arguments that allow interpreting task aversiveness as the cause of procrastination. ...
The one-dimensional procrastination theory is dominant and impacts clinical practice. However, structural validity studies provide evidence that this model should be refuted. This study proposes the Bi-factor Hierarchical Model of Procrastination as an alternative. This work presents the model rationale, as well as the Procrastination Mechanisms Questionnaire, created to test the model empirically. This paper also presents initial evidence of the validity of the model, by the analysis of content validity, in which eleven raters rated the questionnaire items in terms of their targeted dimensions. The rating was reliable and consistent with the original rating by the authors in the vast majority of items. Diverging ratings were analyzed and some items were modified. The initial evidence is favorable, and future studies that investigate the internal structure of the questionnaire and its association with related constructs and clinical outcomes are essential to obtain solid evidence of the validity of the model.
... Academic courses in the higher education context can differ in terms of assorted characteristics (e.g., Dresel et al., 2015) that may facilitate or reduce procrastination (Blunt & Pychyl, 2000;Corkin et al., 2014;Patrzek et al., 2015;Svartdal et al., 2020). However, surprisingly few studies have examined the role of higher education course characteristics in association with academic procrastination, and these mostly focussed on a single characteristic (or a small selection of them), not considering a multivariate approach (e.g., Ackerman & Gross, 2005;Corkin et al., 2014;Patrzek et al., 2015). ...
... Procrastinators' tendency to put off tasks that they find unpleasant, difficult, or complex, and engaging in unplanned acts (see Steel, 2007), is accompanied by discomfort and unpleasant feelings (Grunschel et al., 2013). Due to impulse-driven short-term mood management, the majority of procrastinators experience feelings of guilt, fear, and humiliation both before and after a procrastinating incident (Blunt & Pychyl, 2000). Based on this, it can be said that both perfectionism and procrastination share some cognitive distortions and a paralyzing fear of failure (Flett et al., 1995). ...
This study examined the link between procrastination, psychological vulnerability, and the Big Three perfectionism (rigid, self-critical, and narcissistic perfectionism). A cross-sectional research design was used to collect data from 141 academic staff members working in Ethiopia's public universities. The results of the correlation analysis indicated that all three dimensions of perfectionism (Rigid, self-critical, and narcissistic) were positively and significantly associated with psychological vulnerability. Likewise, procrastination was positively and significantly correlated to psychological vulnerability. Hierarchical regression analyses also demonstrated that procrastination is a potential risk factor that predicted psychological vulnerability in Ethiopian academic staff. The outcomes of this study may offer crucial information to mental health practitioners for creating psychological intervention programs aimed at minimizing the habits of procrastination and the effects of perfectionism and protecting the well-being of academic personnel against psychological vulnerabilities.
... Procrastination is a complex, poorly understood behavior that involves different cognitive, emotional, and behavioral components [4][5][6]. It has been understood as a failure of self-regulation [4], an avoidance behavior toward unpleasant tasks [7], due to fear of failure [8], fear of success [9], or an expression of poor action control [9], and it has been consistently associated with low self-efficacy, e.g., [10]. ...
Academic procrastination is a persistent behavior in students’ academic development consisting of postponing or delaying the completion of necessary tasks and having a deadline for completion, which is associated with detriment in performance, school dropout, and loss of student well-being. The largest body of existing knowledge on this behavior comes from studies conducted with university students, although it is necessary to deepen the findings obtained at lower educational levels. The aim of this work has been to carry out a scoping review of the empirical publications focused on academic procrastination in children and adolescents. The inclusion and exclusion criteria are detailed following the general guidelines of the Joanna Briggs Institute. However, some modifications are incorporated in the flowchart to guide the review sequence. The search was conducted in eleven thematic (ERIC, MedLine, Psychology and Behavioral Sciences Collection, PsycINFO, PubPsych, and Teacher Reference Center) and multidisciplinary databases (Academic Search Ultimate, E-Journals, ProQuest, Scopus, and Web of Science) to identify relevant publications up to 2022, including grey literature. Out of the initial 1185 records screened, a total of 79 records were selected. The search results included a total of 79 records. The most used assessment instruments, the most studied variables, and the type of design and sources of information used in the selected studies are detailed. Cultural aspects that open new lines of future research are identified.
... For example, procrastination and conceptual hurdles were markers of a lack of engagement in academic work Gute and Gute (2008). Weariness, burnout, and stress have all been reported to be contributors to procrastination, as stated by Schraw et al. (2007), Blunt & Pychyl (2000), and Chu & Choi (2007), respectively (2005). On the other hand, Ferrari and Thompson (2006) discovered that emotions of emotional exhaustion were connected to procrastination in their participants. ...
The purpose of this study was to analyze PhD students' beliefs about writing and how they rated their writing abilities. The Writing Process Questionnaire was established to acquire a deeper grasp of the perspectives held by PhD students toward academic writing. The results of this survey were analyzed to determine how PhD students perceive academic writing. It was interesting to study whether or not there was a connection between the perceptions of writing held by PhD students and the mental health of those persons. This was another exciting aspect of the research. 669 PhD students attending a prestigious university in Finland volunteered their time to respond to a questionnaire. The university in question is the University of Helsinki. In the current study, 26 questions were used to produce sum variables. These sum variables were then used to develop six distinct theoretical constructs, which were measured using various scales. Blocks, procrastination, perfectionism, intrinsic ability, knowledge transformation, and productivity were the names given to the various structures that were up for discussion. A few examples of these ideas include production, overcoming challenges, striving for excellence, and an individual's intrinsic potential. A confirmatory factor analysis, often known as a CFA, was carried out to verify the six-dimensional notion. The relationship between perfectionism, procrastination, and blockages positively correlates with all of these elements (exhaustion, stress, worry, and a general lack of interest) but negatively correlates with productivity. This is because perfectionism, procrastination, and blockages positively correlate with all of these elements except productivity. The validity of the writing scale's six-factor structure, which evaluates writing skill, was established by employing LISREL for either confirmatory research or analysis. This allowed for the establishment of the scale's validity. As a result, there is sufficient evidence to conclude that the questionnaire is a reliable and valid instrument capable of accurately capturing a number of essential facets of the academic writing process, including the emotional components of this process. This conclusion can be reached as a consequence of the fact that there is sufficient evidence to conclude that the questionnaire is a reliable and valid instrument.
... For instance, procrastination and conceptual challenges were signs of disengagement from academic work, according to Gute & Gute (2008). Procrastination has been linked to exhaustion, burnout, and stress, according to Schraw et al. (2007), Blunt & Pychyl (2000), and Chu & Choi (2007), respectively (2005). On the other hand, Ferrari and Thompson (2006) found a link between procrastination and feelings of emotional weariness in their participants. ...
This study looked at how PhD students felt about writing and how well they thought they could write. The Writing Process Questionnaire was developed to gain a better understanding of the attitudes PhD students have toward academic writing. This survey's findings were examined to learn how PhD students view academic writing. It was fascinating to investigate whether there was a relationship between PhD students' views on writing and their mental health. This was another another intriguing feature of the study. A top institution in Finland recruited 669 PhD students who gave their time to answer a survey. The University of Helsinki is the institution in question. To create the sum variables for the current study, 26 questions were used. The six separate theoretical constructs that were created using these sum variables were then measured using different scales. The many structures that were on the table were referred to as blocks, procrastination, perfectionism, innate ability, knowledge transformation, and productivity. Production, overcoming obstacles, aiming for perfection, and an individual's innate potential are a few instances of these concepts. To confirm the six-dimensional theory, a confirmatory factor analysis, or CFA, was conducted. Exhaustion, stress, concern, and a general lack of interest are all positively correlated with perfectionism, procrastination, and obstructions, but negatively correlated with productivity. This is due to the positive correlations between perfectionism, procrastination, and obstructions and all of these factors except productivity. The six-factor structure of the writing scale, which assesses writing ability, was found to be valid through the use of LISREL in either confirmatory research or analysis. This made it possible to determine the scale's reliability. As a result, there is enough data to draw the conclusion that the questionnaire is a valid and reliable tool that can accurately capture a variety of key aspects of the academic writing process, including its emotional components. This conclusion can be drawn as a result of the fact that there is enough data to establish the validity and reliability of the questionnaire.
This research aimed to examine the role of academic hardiness as a moderator in the effect of task aversiveness on academic procrastination using quantitative causal and proportional stratified random sampling methods. The sample consisted of 260 psychology students from Sunan Gunung Djati State Islamic University (UIN), Bandung. The data were collected through questionnaires using Task Aversiveness, Academic Procrastination, and Revised Academic Hardiness Scale (RAHS). Additionally, data analysis was performed using simple regression tests and Moderated Regression Analysis (MRA). The results showed that task aversiveness and academic hardiness significantly increased and decreased academic procrastination, respectively. In conclusion, academic hardiness did not moderate the effect of task aversiveness on procrastination.
The effects of increasing versus decreasing interest rates on economic performance differ in an economy. In Türkiye, members of the Central Bank’s Monetary Policy Committee are criticized by governments when interest rates are increased and praised when they are decreased. Therefore, we examine whether there is a psychological motive for the Committee’s actions when interest rates need to be increased or decreased. In this study, Bai and Ng’s symmetry tests are applied to the Central Bank’s interest rate decisions. The results show that Türkiye’s short-term interest rate changes are positively skewed, which suggests that the Central Bank is more likely to decrease rather than increase interest rates when needed. Thus, interest rate increases occur less frequently than decreases, as suggested by positive skewness (third moment), and have larger magnitudes in raises, as suggested by hyperskewness (fifth moment). Implementing legal and institutional reforms to protect members of the Monetary Policy Committee from political pressure could therefore be a vital step. This could include terms of appointment that ensure longer tenure and protection against arbitrary dismissal; clear legal mandates that prioritize economic objectives such as price stability and financial stability; and statutory provisions that limit the government’s ability to interfere in monetary policy decisions.
Aim: The aim of the study is to explore the relationship between procrastination and dental attendance, focusing on delay in seeking dental care, in spite of having a low self-reported oral health status. In addition, the study includes a survey based investigation on the reasons of delay in dental care. Objective: Dental attendance is important to determine oral health, and regular dental visits positively influence people’s quality of life. Regular dental check-ups are preventive measures to assess oral health status and progression of oral disease. Thus, delay in oral examination and treatment can be assumed to affect oral health negatively. Dental anxiety has often been referred to be one of the reasons for avoidance or delay in dental care. Studies show the relation between dental anxiety and delay of dental visits, where high levels of anxiety predicts the length of delay. However, delay in dental care could also be due to various other reasons. Such as, expenses of the treatment, time consuming or not necessary without any acute symptoms. Procrastination is the failure to initiate or complete a task. It is one of the leading demerits of the present scenario, this article highlights how this can lead to delayed dental care that in turn impairs oral health. It is also associated with health outcomes like stress and treatment delay, thus increasing procrastination decreases health status. Dental patients might delay treatment for conditions that are perceived not be very serious, acute or with no or low intensity symptoms because undergoing clinical examination might be unpleasant in itself. Therefore, delaying seeking dental care or avoiding treatment is a problem for dental public health. Procrastination can be an important construct regarding oral health, affecting the delay of dental care among patients. Materials and Methods: The residents of the city of Muradnagar in the Ghaziabad district of Uttar Pradesh who attended the oral health camps held by the ITS-CDSR Muradnagar campus in various nearby communities were the subjects of the study. In April and May of 2023, data were gathered through convenience sampling with a paper-based questionnaire. Results: Most participants were middle class, with 60.7% attending regular dental visits, though 93.4% reported delays in care. High dental anxiety, stress, and procrastination were significantly linked to poor oral health and delayed visits. Those with better self-reported oral health and regular visits had lower anxiety and procrastination. Delays were strongly influenced by cost, stress, fear, and perceived necessity, with necessity being the strongest factor. Poor oral health and higher dental anxiety were associated with a willingness to attend future visits. Overall, psychometric factors significantly impacted oral health behaviours, highlighting the need for strategies to address psychological barriers to improve dental care access. Conclusion: This study found a significant relationship between procrastination, psychometric scales and delay of dental care. The delay is majorly due to lack of knowledge amongst the participants as a significant group believed that there is no need for a dental visit without any acute symptoms.
Procrastination involves unnecessarily postponing planned tasks, although it is experienced as unpleasant and possible negative consequences are cognitively represented. There is little research on the effect of these anticipated negative consequences on the long-term relationship between procrastination behavior and affect. Therefore, we analyzed this relationship using an experience-sampling design. Fifty-six students (75 % female, M age = 22.34, SD age = 3.51) participated in the study over 14 days (1,188 measurements). We analyzed the relationships between the anticipated negative consequences of procrastination behavior and affect using Bayesian hierarchical cross-lagged modeling, controlling for gender, age, and procrastination tendency. The results suggest that anticipating negative consequences significantly determined procrastination behavior and negative affect over time. In addition, we found significant cross-lagged effects between procrastination behavior and negative affect: Procrastination behavior determined a weaker experienced negative affect, while a more robust experienced negative affect determined more procrastination behavior. Procrastination behavior and negative affect were interrelated over time. Procrastination behavior predicted less negative affect, while experienced negative affect predicted a higher likelihood of procrastination behavior. We found no significant associations with experienced positive affect. One conclusion is that anticipating the negative consequences of procrastination can stimulate procrastination behavior and experienced negative affect rather than stimulating action on the planned task. Accordingly, cognitively anticipated negative consequences and experienced negative affect are relevant for future procrastination research, especially for procrastination prevention and the application of adaptive regulation strategies.
Although some people procrastinate more than others, most of us occasionally postpone tasks until tomorrow that we could or should have done today. The present study proposes a volitional-task attractiveness framework including both personality and task-related predictors of actual procrastinatory behavior. Data were collected in a three-wave design around the Christmas break. Using a representative sample of the Dutch population, qualitative data were collected on tasks/situations that induce procrastination ( N = 1835) and the validity of the volitional-task attractiveness framework was explored regarding procrastination on a Christmas break task ( n = 712). Most respondents (95.6%) reported to at least occasionally procrastinate (e.g., on housekeeping, social, and administrative tasks; when busy/stressed, tasks conflict, and being tired). While personality (i.e., trait procrastination) positively predicted procrastinatory behavior, task-related factors (i.e., task importance and task motivation) explained 12% unique additional variance. Whereas intrinsic task motivation negatively and amotivation positively predicted procrastinatory behavior, extrinsic task motivation showed a more complex pattern. Lastly, low intrinsic motivation was less harmful for those higher on trait self-control. The findings align with the proposed volitional-task attractiveness framework, suggesting that both personality and task-related factors as well as their interaction explain actual procrastinatory behavior.
There is ample theoretical and empirical support for the idea that both conscious and unconscious volitional processes, predecisional and postdecisional aspects, and the aspect of having or not having self-access play a role in procrastination episodes. The unconscious volitional processes, predecisional aspects, and the aspect of self-access are yet rather under-researched. If they are considered, however, procrastination can be understood on an even deeper level and treated more sustainably. Moreover, considering these aspects opens up a humanistic perspective on procrastination episodes, thereby, putting procrastination and procrastination interventions in the bigger picture of self-actualization, self-alienation, and self-growth.
The recent affect-regulation (AR) model emphasizes the relevance of context and the diversity of AR strategies, which deepens our understanding of emotional processes. This study, conducted with 228 Chinese undergraduates, aims to support the AR model by investigating the connection between cognitive emotion regulation (CER) and procrastination, as suggested by the temporal mood regulation (TMR) model. The findings discovered a positive correlation between past negative (PN) time perspective and procrastination. Acceptance showed no significant correlation with procrastination, while refocus on planning exhibited a weak negative correlation. Surprisingly, PN acted as a suppressor in the relationship between CER strategies and procrastination. This study highlights the diverse impact of CER strategies on procrastination, providing support for both the AR and TMR models.
The paper deals with workplace procrastination, which results from using the Internet and social media during working hours. Practice shows that the appearance of procrastination causes numerous negative consequences, both for employees and organizations. Although procrastination is exceptionally well represented in literature and researched from different angles, this phenomenon has not been given sufficient attention in Bosnia and Herzegovina (B&H), and therefore the number of papers on this topic is negligible. In order to study the effects of workplace procrastination caused by the use of social media, a field survey was conducted on a sample of 701 employees in B&H. Our results align with the findings of other studies worldwide and offer new insights into the topic.
This study investigates the effect of gamification on employee boredom and performance in a repetitive work process. In video games, loot is unpredictable, intermittent rewards used to motivate players to repeat boring actions. In a 2 × 1 laboratory experiment, I examine how gamification, featuring nonmonetary loot point rewards, may impact boredom and performance. I find that individuals have mixed opinions. On the one hand, they recognize the emotional value of gamification and find the repetitive work process more attractive. On the other hand, they experience a violation of fairness even though the point rewards do not impact their monetary payoff. My findings help reconcile the seemingly contradictory predictions from two sets of motivation theories. While some conventional theories (e.g., equity theory, expectancy theory, and agency theory) suggest that unpredictable rewards negatively affect motivation, both the reinforcement theory of motivation and findings from neuroscience research indicate a bright side to those rewards. Due to the countervailing effects, I do not find a significant difference in either boredom or performance between conditions. My results show that when gamifying repetitive work processes with unpredictable rewards such as loot points, managers need to address fairness concerns while maintaining the motivational properties of gamification.
This article is protected by copyright. All rights reserved.
Procrastination is the act of delaying or postponing a task. Currently, procrastination is a serious issue among high school students as it can cause detrimental effects to work habits and contribute to poor health among students. After a review of scholarly sources within the body of knowledge surrounding procrastination, it was determined that procrastination is caused by two main factors: aversiveness and impulsivity. While there have been some studies determining the effects of procrastination in high schools, there was a gap in the body of research regarding a cause for procrastination in high school students. As a result, a study was conducted in which 253 students were selected through English classes in a New York high school to complete a survey which identified whether class aversiveness and student impulsivity had differing effects on student procrastination among three different course types: AP, Honors, and Regents. Three scales were used in the survey to record different statistical measures: the S-UPPS-P Behavior Scale for student impulsivity, the Perceived Stress Scale for class aversiveness, and a Student Procrastination Scale created by the investigator to measure student procrastination. After use of unpaired t-tests, it was determined that there is no direct correlation between class aversiveness and student impulsivity to procrastination.
Researchers have found that violent online game addiction has become a serious global problem that negatively affects younger people. This study used a cross‐sectional research design to examine the effects of violent online game contact on individuals' academic procrastination. We further explored the mediating role of emotional self‐regulation and the moderating role of peer communication in the link between violent online game contact and academic procrastination. A sample of 1132 students completed self‐reported questionnaires regarding violent online game contact, emotional self‐regulation, peer communication, and academic procrastination. Participants were randomly selected from Guangdong Province, China. Results indicated that violent online game contact was positively correlated with academic procrastination, while emotional self‐regulation indirectly affected the relationship. Peer communication played a moderating role in the indirect effect between emotional self‐regulation and academic procrastination. The general pattern of this mechanism illustrates that as peer communication increased, the effects of emotional self‐regulation on academic procrastination decreased. The findings elucidate how and for whom violent online game exposure is related to academic procrastination. This research demonstrates that violent game contact is an important factor affecting academic procrastination, clarifies the role of peer communication and emotional self‐regulation, and provides practical suggestions for preventing academic procrastination in the field of school psychology.
Procrastination as an intentional delay of personal tasks in spite of anticipating negative consequences as a result is a widespread behavior, particularly among young adults. Previous research points to a reduction of procrastinatory tendencies across the adult lifespan; it is unclear to date which mechanisms underlie this decrease of procrastination behavior. Given evidence of fear of failure strongly influencing younger adults to postpone the start or delay of intended actions, as well as a possible decrease of fear of failure with increasing age, this study set out to explore a potential mediating effect of fear of failure on procrastination. A total of 197 participants, aged 18 to 90 years, took part in this study via online questionnaires. Statistical analyses showed that procrastination behavior decreased across the adult lifespan. Higher levels of fear of failure were linked to more procrastination behavior. A mediation analysis indicated that the relationship between age and procrastination was mediated by fear of failure. Results are discussed in terms of theoretical and practical implications.
Detection and treatment of clinically relevant forms of procrastination would be greatly facilitated by diagnostic criteria as formulated for psychological disorders in the Diagnostic and Statistical Manual (DSM-5). In the present article, the steps for deriving and validating diagnostic criteria for pathological procrastination are described. In an online survey of a random sample of N = 10,000 German university students, 990 answered 13 items derived from the attempts in the literature to define procrastination, the Aitken Procrastination Inventory (API) and the Patient Health Questionnaire (PHQ-9). A subset of six items related to the first factor onset delay of the API was selected by Best Subset Multiple Regression (BSMR). A latent class analysis (LCA) of these six items sorted the students into six clusters. A cluster of pathological procrastinators (10%) was separated from the clusters of less impaired habitual, average, and occasional delayers. In addition, a cluster of unconcerned delayers (10%), with strong procrastination tendencies but little personal disadvantages, and a small cluster of fast performers (2%) emerged. The pathological procrastinators differed from all other clusters significantly on nine of the 13 items. They were older, had studied longer but had fulfilled less of their study obligations and were more depressed. The answer options of the six questions were collapsed into two categories (procrastination feature present for at least half a year or absent). These criteria were used for the clinical diagnosis of pathological procrastination. For a diagnosis, two fixed criteria (delaying important tasks needlessly and strong interference with personal goals) plus at least two of four additional criteria (time spent procrastinating, time pressure, physical and psychological complaints, below performance potential) must be met. This diagnostic rule captured 92% from the cluster of pathological procrastinators and 10% of the habitual delayers, but no one from the remaining clusters. Using these diagnostic criteria for clinical diagnosis and intervention decisions will facilitate the comparison and integration of the results from future studies of procrastination.
Academic procrastination is one of the main problems students encounter during studying. It affects their mental health, academic performance, and even everyday activities. A lack of time management was once thought to be the cause of procrastination. Procrastination, however, has been linked to mood control, according to recent studies. Decision-making is also a factor that is influenced by emotion or a person’s affect. The present study aims to find whether decision-making and affective styles influence academic procrastination among Indian students. The participants (N = 211) who are currently studying any discipline in a regular mode and who are between the ages of 17 to 30 years (mean = 21.10 & SD = 2.168) were selected using purposive sampling, and data was collected online using Academic Procrastination Scale, General Decision-Making Style Instrument and Affective Style Questionnaire. Data were analyzed using Pearson correlation, along with multiple regression analysis. Results found a significant inverse correlation between rational decision-making and academic procrastination and a weak inverse correlation between adjusting affective style and academic procrastination. A significant positive correlation between avoidant decision-making and academic procrastination was also found. Through regression analysis avoidance, decision-making has been found as a positive predictor of academic procrastination along with rational decision-making, and spontaneous decision-making as negative predictors. No significant correlations were found for academic procrastination with intuitive, dependent, spontaneous, concealing, and tolerating styles. The current results contribute to the existing literature on academic procrastination and the development of effective strategies to reduce academic procrastination by managing unhealthy decision-making styles.
Background: The relationships between procrastination and psychological well-being represent an important issue in the everyday life of university students. Empirical evidence suggests that the more the university students adopt procrastinating behaviors, the more their levels of psychological well-being are reduced. Using the affective profiles model as the framework, this chapter focused on (1) the differences in procrastination and psychological well-being among Italian university students, (2) the association between procrastination and well-being, and (3) the association of these variables to average grades in exams. We expected that students with self-fulfilling and high affective profiles would obtain higher scores in psychological well-being and lower scores in procrastination compared to students with self-destructive and low affective profiles.Method: A sample of 270 university students (222 females) answered to the Italian versions of the Positive Affect and Negative Affect Schedule, the General Procrastination Scale, and the Psychological Well-Being Scales. As instructed by Norlander and colleagues (2002), students were categorized in the four affective profiles: self-fulfilling (high PA, low NA), high affective (high PA, high NA), low affective (low PA, low NA), and self-destructive (low PA, high NA). In addition, data regarding average grades in exams was also collected. All data were collected during the second semester of the 2019–2020 academic year, that is, the period of COVID-19 pandemic emergency, through the Microsoft Teams platform.Results: Students with a self-fulfilling profile scored higher in eudaimonic well-being and in the factor “getting tasks done on time” than those with any of the other profiles. Conversely, students with a self-fulfilling profile scored lower in the factor “tendency to postpone tasks” than students with the other affective profiles. Procrastination and eudaimonic well-being were strongly negatively related in the whole sample and within each type of affective profile. Moreover, university students who reported the highest grades in exams reported higher levels of psychological well-being.Conclusions: This study allowed us to deepen the knowledge of the connection between procrastination and psychological well-being in relation to students’ own affective profile. The results underline that autonomy, personal growth, and environmental mastery are the most relevant dimensions in this association.KeywordsProcrastinationAffective profilesPsychological well-beingUniversity students
Group work can increase individual effort, performance, and positive affect, if group members perceive their own contribution as indispensable for the group product. A vignette methodology was applied to investigate whether group work may also reduce procrastination. The vignettes described a typical academic assignment, while varying the task structure (individual work vs. conjunctive group work vs. additive group work) and group member ability (high vs. low). For each vignette, student participants (N = 443) provided ratings on their perceived indispensability, procrastination of the assignment, and affect. When group member ability was high, procrastination was lower in additive group work as compared to individual work. When group member ability was low, procrastination was lower in conjunctive group work as compared to both individual work and additive group work. As predicted, perceived indispensability mediated the difference in procrastination between conjunctive and additive group work. Moderation analyses further revealed that the effects were more pronounced for high trait procrastinators. Further, both types of group work led to increases in task-related positive affect as compared to individual work. By demonstrating the relevance of group work as a social factor, the results should be useful for the extension of existing programs targeting procrastination, and may inspire measures for preventing procrastination by changes in the study environment.
Personal Projects Analysis (B. R. Little, 1983) was adapted to examine relations between participants’ appraisals of their goal characteristics and orthogonal happiness and meaning factors that emerged from factor analyses of diverse well-being measures. In two studies with 146 and 179 university students, goal efficacy was associated with happiness and goal integrity was associated with meaning. A new technique for classifying participants according to emergent identity themes is introduced. In both studies, identity-compensatory predictors of happiness were apparent. Agentic participants were happiest if their goals were supported by others, communal participants were happiest if their goals were fun, and hedonistic participants were happiest if their goals were being accomplished. The distinction between happiness and meaning is emphasized, and the tension between efficacy and integrity is discussed. Developmental implications are discussed with reference to results from archival data from a sample of senior managers.
The personal project is proposed as a new unit of analysis for the study of personality in its social, physical and temporal context. A sequential model of personal projects is proposed in which the major stages of project inception, planning, action, and termination are described in detail and related to dimensions of individual differences. A new methodology for assessing personal project content and structure is introduced, including techniques for assessing interproject impact and linkages with values and actions. The relevance of a projectanalytic approach to recent issues in environmental psychology is discussed. It is proposed that personal projects methodology might serve as a coupling device between the fields of personality and environmental psychology.
Using B. R. Little's (see record
1983-26972-001) method of assessing ongoing personal projects (PPRs), 72 college students rated their PPRs on dimensions including task aversiveness and likelihood of failure and rated the extent to which they spent adequate time on each PPR. At 3, 6, and 12 wks later, Ss reported on adherence to PPR schedules and completed a trait procrastination scale. Trait procrastinators spent less adequate time on short-term PPRs than nonprocrastinators. Compared with low procrastinators, high procrastinators spent less adequate time on PPRs more likely to succeed and more adequate time on PPRs more likely to fail. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Investigated the frequency of 342 college students' procrastination on academic tasks and the reasons for procrastination behavior. A high percentage of Ss reported problems with procrastination on several specific academic tasks. Self-reported procrastination was positively correlated with the number of self-paced quizzes Ss took late in the semester and with participation in an experimental session offered late in the semester. A factor analysis of the reasons for procrastination Ss listed in a procrastination assessment scale indicated that the factors Fear of Failure and Aversiveness of the Task accounted for most of the variance. A small but very homogeneous group of Ss endorsed items on the Fear of Failure factor that correlated significantly with self-report measures of depression, irrational cognitions, low self-esteem, delayed study behavior, anxiety, and lack of assertion. A larger and relatively heterogeneous group of Ss reported procrastinating as a result of aversiveness of the task. The Aversiveness of the Task factor correlated significantly with depression, irrational cognitions, low self-esteem, and delayed study behavior. Results indicate that procrastination is not solely a deficit in study habits or time management, but involves a complex interaction of behavioral, cognitive, and affective components. (16 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The focus of this chapter is on the course of action, which is understood to be a temporal, horizontal path starting with a person's desires and ending with the evaluation of the achieved action outcome. The phenomena of choosing an action goal, initiating the appropriate actions, and executing these actions are assumed to be situated in between. This comprehensive perspective conceives of the course of action as a number of consecutive, distinct segments or phases. It raises questions concerning how people choose action goals, plan and enact their execution, and eaaluate thek efforts. The concept of "mind-set" is employed to find answers to these questions in terms of the cognitive processes or orientations that allow for easy completion of the different action phases.
Assume that you have decided to accomplish a personal wish or desire that has been on your mind for quite some time. Should you go ahead and plan the execution of behaviors that will eventually lead to your desire? Or would planning only be a waste of time, as you already feel highly committed to act and ready to go? Would passively waiting for a good opportunity to get started not be sufficient? As planning might not add anything to the commitment implied by your decision, the time and effort devoted to planning might be unnecessary. The present chapter focuses on this issue: Does planning promote the willful implementation of a person's goals and thus provide volitional benefits? My colleagues and I believe that planning helps to alleviate crucial volitional problems of goal achievement, such as being too easily distracted from a goal pursuit or giving up in the face of difficulties when increased effort and persistence are needed instead. The conceptual analysis of this question relies on ideas that have evolved around the model of action phases (Heckhausen & Gollwitzer, 1987). In particular, we use two different but related concepts to understand the processes by which planning unfolds its beneficial effects on goal achievement: "implemental mind-sets" (Gollwitzer, 1990) and "implementation intentions" (Gollwitzer, 1993).
Coherence and congruence-based measures of personality integration were related to a variety of healthy personality characteristics. Functional coherence was defined as occurring when participants' "personal strivings" (R.A. Emmons, 1986) help bring about each other or help bring about higher level goals. Organismic congruence was defined as occurring when participants strive for self-determined reasons or when strivings help bring about intrinsic rather than extrinsic higher level goals. Study 1 found the integration measures were related to each other and to inventory measures of health and well-being. Study 2 showed that these goal integration measures were also related to role system integration and were prospective predictors of daily mood, vitality, and engagement in meaningful as opposed to distracting activities.
Personal projects are extended sets of personally relevant action, which can range from the trivial pursuits of a typical Tuesday (e.g., “cleaning up my room”) to the magnificent obsessions of a lifetime (e.g., “liberate my people”). They may be self-initiated or thrust upon us. They may be solitary concerns or shared commitments. They may be isolated and peripheral aspects of our lives or may cut to our very core. Personal projects may sustain us through perplexity or serve as vehicles for our own obliteration. In short, personal projects are natural units of analysis for a personality psychology that chooses to deal with the serious business of how people muddle through complex lives (Little, 1987a).
Procrastinating in routine life tasks was investigated in university students (N = 314) by administering self-report measures of the phenomenon and various personality tests. Two conceptually independent aspects of procrastination—when one performed the task and how one handled scheduling tasks and adhering to schedule—were found to be highly correlated. Procrastination was greater on tasks regarded as unpleasant or as impositions, and to a lesser extent on tasks requiring skills the respondent did not believe he or she possessed. The phenomenon was inversely related to self-regulation, time-related factors of Type A behavior pattern, and life satisfaction, in men only. The findings were discussed in relation to broad concepts of cognitive appraisal, self-regulation, and coping with stress.
Female college students (N = 112) completed a test battery of personality scales and performance tasks at home over four consecutive evenings, under one of eight combinations of the following experimental conditions: Schedule Source (experimenter versus self) × Scheduled Starting Time (strict versus lenient) × Plausibility of the Experiment. Delay in starting, summed over four evenings, constituted the measure of behavioral procrastination. This measure was moderately correlated with high test anxiety scores and low self-regulation. Procrastination was exacerbated when subjects were permitted to schedule the time of their expected completion of the test battery. Significant interactions of specific experimental conditions and specific personal traits demonstrated the situational requirements for trait-behavior relationships to emerge. Findings supported the internal consistency and construct validity of the behavioral procrastination measure. The practical and heuristic applications of a stimulus-organism-response (S-O-R) design and the theory-coordinated choice of experimental manipulation and corresponding organismic variable are recommended for future investigations of procrastination.
Even when goals are self-generated, they may not feel truly "personal," that is, autonomous and self-integrated. In three studies (one concurrent and two prospective), we found that the autonomy of personal goals predicted goal attainment. In contrast, the strength of "controlled" motivation did not predict attainment. Studies 2 and 3 validated a mediational model in which autonomy led to attainment because it promoted sustained effort investment. In Study 3, the Goal Attainment Scaling methodology was used to provide a more objective measure of goal attainment, and additional analyses were performed to rule out expectancy, value, and expectancy x value explanations of the autonomy-to-attainment effects. Results are discussed in terms of contemporary models of volition and self-regulation.
According to McClelland’s classic theory of motivation (McClelland, Atkinson, Clark, & Lowell, 1953), a moderate discrepancy between an individual’s goals and her/his current achievements is the motivating source for subsequent efforts to approach those goals. Although the model claimed that large discrepancies resulted in a decrease of motivation, I tend to believe that scientists are sometimes motivated even by extremely large discrepancies between their goals and their achievements. When Heinz Heckhausen decided to pick up the line of research initiated by Jack Atkinson (1957), he created the perfect conditions for generating an inexhaustible source of motivation for his own subsequent research activities and those of his students. This motivational potential derived from the vast discrepancy between the simplicity of Atkinson’s structural model and the complexity of Heckhausen’s process-oriented visions of a future theory of motivation. Having been directly exposed to both sides of this discrepancy during my years at Michigan and Bochum, I might have experienced even more impatience about the discrepancy between aspirations and achievements in motivation research than my colleagues there. Each of us felt the need to transcend the rigid limitations of expectancy-value theories of motivation and each of us reduced the goal discrepancy in a different way, as many chapters in this volume testify.
focuses on goals that specify what a person is typically trying to do / examples are "trying to overcome shyness with strangers," "avoiding being dependent on others," and "making others feel good about themselves" / these goals, which cannot be achieved by a single course of action, are enduring and recurring / calls these goals "personal strivings" / proposes that they are, like other personality attributes, relatively stable over time and consistently expressed in a variety of situations / [discuss] how personal strivings affect a person's subjective well-being / argues that it is not the actual fulfillment of these goals that is critical, but the kind of strivings people hold, how they frame them, and, most importantly, how they handle the conflicts between them / suggests that the negative relation between conflict and subjective well-being may be mediated by the conflicted individual's failure to solicit and utilize social support
argues that creative integrations of personal projects may reverse the negative effects of conflict / through the creative integration of agentic (power) and communal (intimacy) strivings, the generative individual is able to achieve a reconciliation between power and intimacy / points out that certain personality traits (e.g., neuroticism) and implicit beliefs regarding the incompatability of goals may account for both the generation of conflict and the individual's potential for resolution / observes low subjective well-being in individuals who let their goals stand unrelated next to each other / argue that the experience of subjective well-being needs more than the possession of and progression toward important life goals / rather, people need to integrate separate goal strivings into a coherent Gestalt or philosophy of life (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Research in the field of personality psychology has culminated in a radical departure. The result is "Personality Psychology: Recent Trends and Emerging Directions." Drs. Buss and Cantor have compiled the innovative research of twenty-five young, outstanding personality psychologists to represent the recent expansion of issues in the field. Advances in assessment have brought about more powerful methods and the explanatory tools for extending personality psychology beyond its traditional reaches into areas of cognitive psychology, evolutionary biology, and sociology. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Procrastination is a stress- and deadline-related phenomenon. Its forms are (a) delaying initiation of necessary tasks, and (b) perseveration on some aspect of a task. It follows from the structure of a situation rather than from purposeful design. Its likelihood increases with increase in the number of choice points, the amount of cognitive restructuring necessary, and the amount of stress at the choice point. Perseveration is more likely for task subcomponents that require less cognitive restructuring and are less stressful. Long-term consequences of the behavior are ignored but the procrastinator continues to maintain that choice is possible, sometimes at the expense of other desirable diversions. The self-image of the procrastinator deteriorates as he/she feeels less in control of behavior. S. Milgram's obedience experiments are interpreted in this framework. (9 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
explore the use of the project analytic perspective to examine the daily pursuits of adolescents and to develop a line of argument about self-identity and the nature of alienation in adolescents
personal projects and action theory
focus on a specific dimension of meaning in PPA [Personal Projects Analysis] (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Affective correlates of procrastination were examined through experience-sampling. 45 undergraduate students carried electronic pagers for 5 days preceding an academic deadline. Students were paged 8 times daily. At each signal, the participants indicated what they were doing, extent of procrastination and affective state. Contrary to previous research, procrastination was not found to be correlated with either positive or negative affect. Participants' appraisals of their tasks when paged revealed that they procrastinated on unpleasant, stressful and difficult tasks, while engaging in activities that were significantly more pleasant. Specious rewards, self-regulation and the apparent short-term benefits of procrastination are discussed in relation to these findings and as a basis for counseling intervention. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Research on personal goals in relation to subjective well-being (SWB) typically involves appraisals of these goals on a number of appraisal dimensions. In this study, we examined how dimensional specificity affects predictions of SWB. Two studies were conducted. In the first, 19 doctoral candidates were interviewed with respect to their personal projects. Using a grounded-theory approach to the interview transcripts, 11 context-specific dimensions were identified: time pressure, time conflict, procrastination, anxiety, guilt, financial stress, uncertainty, social support, passion, commitment and positive effects on mood. These dimensions were then used in a second study of 81 doctoral students who completed a questionnaire package including: Personal Projects Analysis (PPA), the NEO Personality Inventory, and SWB measures. Regression analyses revealed that the context-specific PPA dimensions identified in Study 1 accounted for unique variance in perceptions of life satisfaction and provided a more detailed perspective on doctoral students' stress and coping resources. The results of the two studies are discussed in terms of the Personal Action Constructs now being used in studies of the conative aspects of well-being.
This paper considered three studies designed to examine procrastinatory behavior. In Study I, a general form (G) of a true-false procrastination scale was created. This form was based on an earlier version of the scale containing parallel forms A and B. Procrastination was positively related to measures of disorganization and independent of need-achievement, energy level, and self-esteem. High scorers on the procrastination scale were more likely to return their completed inventory late. Procrastination was unrelated to grade-point average (R = −10). In Study II, subjects completed Form G of the procrastination scale and a variation of Little's (1983) Personal Projects Questionnaire. Based on ratings of their personal projects, procrastinators and nonprocrastinators were distinguished in a number of ways, foremost being the nonprocrastinator's more positive response to the project dimension of stress and the procrastinator's greater sensitivity to how enjoyable the project was in terms of time spent. In Study III, after completing a personality inventory, air-passengers awaiting their flight departure were asked to take an envelope with them and to mail it back on a designated date. Procrastinators were less accurate in doing so than were nonprocrastinators. Various aspects of procrastinatory behavior were discussed, including a reconsideration of the defining of the construct.
The purpose of this research was to examine the relation between state orientation, proneness to boredom and procrastination as proposed in Kuhl's theory of action (Kuhl, 1994a). The findings from two studies are reported. Based on data collected from 143 undergraduate students on the Action Control Scale (Kuhl, 1994b), study 1 revealed arousal, avoidance and decisional procrastination to be positively related to state orientation. Results of study 2 (n = 120) demonstrated proneness to boredom to be positively related to state orientation, arousal procrastination and decisional procrastination. Overall, this research provides support for a link between proneness to boredom, state orientation, and procrastination. The results are discussed in terms of self-identity and time perception.
The relationships among five aspects of academic procrastination--behavioral delay, personal upset about the delay, task aversiveness, task capability, and the desire to reduce behavioral delay--were investigated in 10th-grade Israeli students (N = 195). Upset about delay was weakly related to delay itself, and--unlike delay--was strongly related to perceived capability to perform academic tasks and to the desire to change delaying behavior. Students delayed more on academic tasks labeled unpleasant than pleasant, were neutral in between, and were correspondingly more upset about the former than the latter. They more frequently acknowledged reasons for academic procrastination that were less threatening to their self-image (e.g., problems in time management) than reasons that were more threatening (e.g., lack of ability). Interest in reducing delay is related more to self-perceived ability to handle tasks than to time spent procrastinating or reasons given for procrastinating.
Handbook of personal meaning: theory, research and applications
- Fry
Fry, Handbook of personal meaning: theory, research and applications. Hillsdale, NJ: Erlbaum (Draft of chapter).
Personal projects analysis: trivial pursuits, magni®cent obsessions and the search for coherence Personality psychology: recent trends and emerging directions (p. 15)
- B R Little
Little, B. R. (1989). Personal projects analysis: trivial pursuits, magni®cent obsessions and the search for coherence. In D. Buss, & N. Cantor, Personality psychology: recent trends and emerging directions (p. 15). New York: Springer-Verlag.
Academic procrastination: frequency and cognitive-behavioral correlates Personal projects. personality and procrastination. Unpublished honour's thesis Using multivariate statistics
- M Silver
- ±
- L J Solomon
- E D Rothblum
Silver, M. (1974). Procrastination. Centerpoint, 1, 49±54. Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31, 503±509. Szawlowski, S. C. (1987). Personal projects. personality and procrastination. Unpublished honour's thesis, Carleton University, Canada. Tabachnick, B. G., & Fidell, L. S. (1983). Using multivariate statistics. New York: Harper and Row.
Alienation: ignoring one's preferences Volition and personality: action versus state orientation (p. 376)
- J Kuhl
- J Beckmann
Kuhl, J., & Beckmann, J. (1994). Alienation: ignoring one's preferences. In J. Kuhl, & J. Beckmann, Volition and personality: action versus state orientation (p. 376). Toronto: Hogrefe & Huber.
Self and identity: perspectives across the life span (p. 230)
- Yardely
Yardely, Self and identity: perspectives across the life span (p. 230). London: Routledge and Kegan Paul.
The volitional bene®ts from planning The psychology of action: linking cognition and motivation to behaviour (p. 287)
- P M Gollwitzer
Gollwitzer, P. M. (1996). The volitional bene®ts from planning. In P. M. Gollwitzer, & J. A. Bargh, The psychology of action: linking cognition and motivation to behaviour (p. 287). New York: Guilford Press.
Striving and feeling: personal goals and subjective well-being The psychology of action: linking cognition and motivation to behavior (p. 313)
- R A Emmons
Emmons, R. A. (1996). Striving and feeling: personal goals and subjective well-being. In P. M. Gollwitzer, & J. A. Bargh, The psychology of action: linking cognition and motivation to behavior (p. 313). New York: Guilford Press.
The relationship of pupil perceptions of their parents' attitudes toward them and the kind of academic task undertaken to procrastination in achieving and under-achieving pupils Factor analysis: statistical methods and practical issues
- L Hermon
- S Grossman-Baklash
- A Sela
Hermon, L., Grossman-Baklash, S., & Sela, A. (1991). The relationship of pupil perceptions of their parents' attitudes toward them and the kind of academic task undertaken to procrastination in achieving and under-achieving pupils. Unpublished paper, Tel Aviv University. Kim, J., & Mueller, C. W. (1978). Factor analysis: statistical methods and practical issues. London: Sage.
A theory of action and state orientations Volition and personality: action versus state orientation (p. 9)
- J Kuhl
Kuhl, J. (1994). A theory of action and state orientations. In J. Kuhl, & J. Beckmann, Volition and personality: action versus state orientation (p. 9). Toronto: Hogrefe & Huber.
Personal projects across the life-span. Unpublished Report to Social Sciences and Humanities Research Council of Canada
- B R Little
- N Carlsen
- G Glavin
- J Lavery
Little, B. R., Carlsen, N., Glavin, G., & Lavery, J. (1981). Personal projects across the life-span. Unpublished Report to Social Sciences and Humanities Research Council of Canada.
Personal projects, well-being and the social ecology of early adolescence
- K Wilmut
Wilmut, K. (1994). Personal projects, well-being and the social ecology of early adolescence. Unpublished master's thesis, Carleton University, Canada. A.K. Blunt, T.A. Pychyl / Personality and Individual Dierences 28 (2000) 153±167
The relationship of pupil perceptions of their parents’ attitudes toward them and the kind of academic task undertaken to procrastination in achieving and under-achieving pupils
- L Hermon
- S Grossman-Baklash
- A Sela
Personal projects: dimensions and dynamics of personal meaning
- Little
Personal projects. personality and procrastination. Unpublished honour's thesis
- S C Szawlowski
Alienation: ignoring one's preferences
- Kuhl
Level of molarity, project cross impact and resistance to change in personal projects systems
- E W Macdiarmid
A theory of action and state orientations
- Kuhl
Situational and personal determinants of academic procrastination
- Milgram