No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Five Days of Emotion: An Experience Sampling Study of Undergraduate Student Procrastination
Abstract
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)
... Studies on the prevalence of student procrastination confirm that a significant proportion of students develop procrastination behavior, such as doing homework, preparing for exams, or completing assignments at the end of the semester or the last minute (Solomon & Rothblum, 1984). Academic tasks are postponed in favor of activities which make people feel well such as spending time on the Internet, watching TV, sleeping, meeting friends, and relatives (Thibodeau, & Blunt, 2000;Solomon & Rothblum, 1984). In various literature studies, academic procrastination behavior; ineffective study strategies (Chissom & Iran-Nejad, 1992), low grade point average, difficulty completing homework, unplanned study habits (Martín-Puga et al., 2022;Senecél et al., 1995), unrealistic excuses, anxiety, fear of failure, depression, irrational thinking, low selfconfidence (Ferrari et al., 1995;Solomon & Rothblum, 1984). ...
... Bandura argued that high self-efficacy positively influences task initiation and persistence, while low self-efficacy results in avoidance of productivity and less persistence. Remorse, guilt, fear, anxiety and stress that emerge in adolescents as a result of failure to fulfill academic tasks and the negative perception of their potential are related to the decline in their wellbeing (Glick et al., 2014;Pychyl et al., 2000;Steel, 2002). In other words, college students who postpone academic work and responsibilities are struggling with poor mental health. ...
... Further results indicated that common negative feelings which emerge in adolescents such as remorse, guilt, fear, anxiety, and stress are related to the decline in their well-being because of postponement of required actions to fulfill academic tasks and the negative perception of their potential. (Glick et al., 2014;Pychyl et al., 2000;Steel, 2002). Academic procrastination can lead to negative outcomes such as decreased academic performance, increased stress and anxiety, and decreased well-being. ...
This study investigated the relationship between academic self-efficacy, academic procrastination, and well-being among Azerbaijani participants. The data was collected from 1657 participants who completed self-reported questionnaires measuring academic self-efficacy, academic procrastination, and well-being. The analyses of the study involved the use of correlation and structural equation modeling. The results of the structural equation modeling revealed that academic procrastination partially mediated the relationship between academic self-efficacy and well-being. The bootstrapping procedure also confirmed that the indirect effect of academic self-efficacy on well-being through academic procrastination was significant. Specifically, the data showed that higher levels of academic self-efficacy were associated with greater well-being, while higher levels of academic procrastination were associated with lower well-being. These findings add to the current understanding of the complex interplay between academic self-efficacy, procrastination, and well-being and may have important implications for interventions aimed at promoting academic success and well-being among students. Additionally, the study discusses the limitations and future research directions related to this topic.
... Whereas procrastination in general refers to delaying intended tasks in everyday life (e.g., taxes or doctor visits), academic procrastination occurs when students procrastinate specifically on their academic tasks (e.g., writing papers, preparing for exams, and doing weekly readings; Solomon & Rothblum, 1984). Instead of working on academic assignments, students opt to do other activities such as eat, sleep, watch television, or play games (Klassen et al., 2010;Pychyl et al., 2000). However, the nomological network of procrastination reveals that procrastination is negatively related with positive states and positively related with negative states (van Eerde, 2003). ...
... Understanding how students' emotions relate to their procrastination is of particular interest in that there appears to be an integral paradox (Pychyl et al., 2000). Students use procrastination as a way of regulating negative emotions elicited by undesirable tasks by placing value on short-term mood repair over task completion (Pychyl, 2013). ...
... The first objective of this research was to examine the relationships between students' procrastination and achievement emotions (learning-related emotions, Pekrun, 2006;and guilt, e.g., Oflazian & Borders, 2022;Pychyl et al., 2000;Schraw et al., 2007). With this goal in mind, zeroorder correlations between all study variables were investigated. ...
The research presented in this paper examined the relationships between academic procrastination and learning-specific emotions, and how these variables predict one another over time among undergraduate (n = 354) and graduate students (n = 816). Beyond findings showing expected valences of relations between procrastination and positive emotions (enjoyment, hope, and pride) and negative emotions (anger, anxiety, shame, hopelessness, boredom, and guilt), autoregressive cross-lagged panel analyses showed various directional relations between procrastination and emotions over time. More precisely, specific emotions were found to influence procrastination (e.g., undergraduates: anxiety; graduate students: hope), procrastination was found to influence specific emotions (e.g., undergraduates: guilt; graduate students: boredom), and bidirectional relations between procrastination and learning-related emotions were also observed (e.g., graduate students: enjoyment, anxiety, and guilt). Implications for future research on academic procrastination and remedial procrastination interventions for students are discussed.
... In the Chinese context, filial students tend to value schools and engage more positive emotions in learning, which may create a protective mechanism to avoid procrastination. On the other hand, children who focus on family honor and obedience to parents are likely to experience more anxiety (Yeh, 2006), and thus engage in academic procrastination (Pychyl et al., 2000). In other words, students' filial piety beliefs might influence their academic emotions and further shape their procrastination behaviors. ...
... The relation between academic emotions and academic procrastination has been well-documented in literature (Spada et al., 2006;Rahimi and Vallerand, 2021). Positive academic emotions (e.g., enjoyment) can serve as a protective factor for academic procrastination (Rahimi and Vallerand, 2021), while negative emotions were found to trigger more academic procrastination (Pychyl et al., 2000;Rahimi and Vallerand, 2021). Rahimi (2019) conducted a three-phase longitudinal study and found a reciprocal positive relationship of enjoyment and anxiety with academic procrastination. ...
... As hypothesized, students who experienced a higher level of mathematics anxiety were more inclined to procrastinate in the learning process. The close relationship between negative emotions and academic procrastination was also confirmed in many previous studies (Pychyl et al., 2000;Spada et al., 2006;Balkis and Duru, 2016;Rahimi, 2019;Rahimi and Vallerand, 2021). When students perceived anxiety in the learning process, they may delay the completion of academic tasks to escape from the negative emotions evoked by the assignment. ...
This study examined the relations between Chinese students’ filial piety beliefs and mathematics procrastination and the mediating role of academic emotions in the relations. Analysis of data on 1,476 primary school students in China with structural equation modeling revealed that students’ reciprocal and authoritarian filial piety beliefs were positively related to academic enjoyment and anxiety, respectively. Students’ procrastination in mathematics learning was positively related to anxiety and authoritarian filial piety beliefs and had negative associations with enjoyment and reciprocal filial piety beliefs. The bootstrap analysis results confirmed the mediating role of anxiety in the relation between authoritarian filial piety beliefs and procrastination. Reciprocal filial piety beliefs had negative indirect relationship with procrastination via enjoyment. The results were explained from a socio-cultural perspective. The theoretical contributions and practical implications are discussed.
... Individuals who engage in academic procrastination may turn to activities that provide pleasure in the short term as a means to alleviate the anxiety they experience (Ferrari & Emmons, 1995). This is because individuals who are prone to academic procrastination are reported to have a tendency to engage in actions that provide short-term pleasure rather than focusing on long-term accomplishments (Pychyl, Lee, Thibodeau, & Blunt, 2000). In this context, it can be inferred that individuals who engage in academic procrastination may participate in enjoyable activities such as playing games, socializing, or watching movies as a way to distance themselves from the anxiety they are experiencing. ...
... Due to the greater diversity in academic achievement criteria in university education compared to secondary and primary education, university students are faced with more complex and challenging tasks than their previous educational experiences. In this context, it can be argued that university students encountering more complex and demanding tasks than in their previous educational experiences may struggle to complete these tasks and experience anxiety and exhibit avoidance behaviors (Pychyl, Lee, Thibodeau & Blunt, 2000). It is stated that individuals who engage in academic procrastination tend to indulge in activities that provide short-term pleasure and enjoyment rather than focusing on long-term accomplishments (Ferrari & Emmons, 1995). ...
This research examines the mediating role of academic procrastination in the relationship between fear of negative evaluation and problematic smartphone use among university students. A total of 317 university students (180 females and 137 males, X̄ = 21.19 ± 2.38) participated in the study and completed The Brief Fear of Negative Evaluation Scale, The Tuckman Procrastination Scale, and the Short Form of the Smartphone Addiction Scale. Structural Equation Modeling was used for data analysis. According to results, fear of negative evaluation predicts problematic smartphone usage through the full mediation of academic procrastination. In this context, it can be said that university students with a high level of fear of negative evaluation experience more academic procrastination and this academic procrastination increases problematic internet use. In the discussion and conclusion section, explanations related to the research findings, limitations of the study, and suggestions for future research were provided.
... Expanding from this notion, the current study found that as a result of gaining this sense of comfort and assurance, most respondents reported feeling even more compelled to tolerate their procrastinating habits. The respondents' observations on how mainstream procrastination is among students, especially in the tertiary level is supported by the findings posited by various authors [1,8,[22][23][24][25][26][27][28][29][30][31][32] that not only is procrastination rampant among students, but it is also particularly pervasive among students enrolled in higher education. This then brings a supposition that procrastination continues to grow even more prevalent, particularly among university students, due to the students' constant cycle of being relieved or comfortable enough to delay their own academic tasks the moment they find out their other classmates are delaying theirs. ...
... Along with these feelings then comes their urge to procrastinate. These experiences shared by the respondents correlate with the findings of [29] and [49], where it was revealed that students tend to procrastinate on tasks that they deem stressful, difficult, and unpleasant. Moreover, in the study of [50] it was found that whenever procrastinators encounter tasks that they deem to be difficult or something that requires a lot of effort, they tend to put it off with the excuse that the instructions on how to do the task aren't clear enough for them actually to start working on it. ...
... Further, procrastinators report higher levels of selfconsciousness about procrastinating, especially in social contexts (cf. Ferrari et al., 2007), whereas findings regarding guilt seem inconsistent (e.g., Fee & Tangney, 2000;Giguère et al., 2016;Pychyl et al., 2000). ...
... Procrastination is more likely for tasks that are perceived as boring (e.g., Ackerman & Gross, 2016;, or tedious and difficult (e.g., Pychyl et al., 2000;Senécal et al., 1997) and this relationship seems stronger for short-term tasks (Lay, 1990). Therefore, vignettes described an assignment of short duration that is likely to be perceived as boring and tedious (i.e., compiling a bibliography), that is common in all academic disciplines, and that can be completed regardless of prior knowledge. ...
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.
... Procrastination -delaying tasks despite expecting to be worse off for the delay (Steel, 2007) -is a common problem among students. Conservative estimates indicate a prevalence of at least 50%, suggesting that half or more of all students habitually procrastinate tasks such as reading before tests and exams and preparing assignments (e.g., Pychyl et al., 2000;Schouwenburg et al., 2004). Academic performance, health, and wellbeing are negatively affected (e.g., Tice and Baumeister, 1997;Steel, 2007;Kim and Seo, 2015), making academic procrastination a pervasive problem that puts many students in a disadvantageous position and represents considerable costs at the individual, institutional, and societal levels (e.g., Steel et al., 2018). ...
... In recent years, experience sampling (e.g., Csikszentmihalyi and Larson, 2014) has been used to obtain more detailed behavioral measures about behaviors involved in procrastination (e.g., Pychyl et al., 2000). In this procedure, respondents are prompted to report on ongoing activities, thus identifying occurrences of procrastinatory behaviors (e.g., watching TV) versus behaviors functional in goal attainment (e.g., studying). ...
Academic procrastination – habitually delaying work with academic tasks to the extent that the delays become detrimental to performance, wellbeing, and health – represents a substantial personal, systemic, and societal problem. Still, efforts to prevent and reduce it are surprisingly scarce and often offered as treatment regimens rather than preventive efforts. Based on the principles of functional analysis and a broad examination of factors that are important for academic procrastinatory behaviors, this paper aims to describe a strategy for analyzing individual controlling conditions for procrastination and give parallel advice on how to change those controlling conditions. Both are ideographic, allowing for individual and dynamic analyses of factors responsible for instigating and maintaining procrastination, as well as tailor-made remedies that address controlling conditions in preventive and curative efforts to reduce procrastination. Although functional analysis integrates well with important research findings in the procrastination field, this approach suggests new criteria for identifying procrastinatory behaviors and an alternative model for analyzing their control conditions. We conclude that a functional approach may supplement procrastination research and efforts to prevent and alleviate this detrimental habit.
... Perhaps one of the most pernicious consequences of procrastination is the higher degree of negative affective states experienced by the procrastinator. That is, those who are knowingly procrastinating experience higher degrees of guilt, anxiety, and worry (Pychyl et al., 2000a;. ...
... The ESM surveys and reflection prompts scheduled at 10 am and 7 pm were selected with the intention of covering both morningness and eveningness preferences described by Ferrari et al. (1997) and Hess et al. (2000), as well as to cover a variety of study and work schedule commitments I suspected students would likely be juggling. Otherwise, the decision for two surveys per day and their scheduled times, or even that times would be scheduled and not random as is not uncommon in ESM studies (e.g., Pychyl et al., 2000a), was largely speculative with little empirical justification. Moreover, the decision to observe study behaviour over two weeks prior to the due date was largely pragmatic, with no known theoretical frameworks to inform ideal observation periods. ...
Procrastination is the volitional delay of an intended task, despite believing that delay will be harmful. While not all delay is attributable to procrastination, procrastination is fundamentally characterised by delay. As much as 90% of the population have experience with procrastination, with around 20% in the general population and 50% of university students reporting problematic levels of chronic procrastination. Compared to their non-procrastinating peers, chronic procrastinators report lower levels of wellbeing, higher rates of depression, higher rates of alcohol and other drug use for coping, and poor health adjustment. Procrastinators tend to have lower salaries, shorter durations of employment, and a greater likelihood of being unemployed or underemployed. There is also a direct economic impact on the workforce, with office workers found to spend an average of 1.5 hours per work day procrastinating.
Despite its prevalence, the variability of tasks, time available, subjectivity, and individual differences render procrastination difficult to observe as it happens. Consequently, while correlates, antecedents, effects, and types of procrastination have been widely investigated, progress in this field is limited by several factors. In particular, few studies have accurately quantified delay associated with procrastination over time. As a consequence, there is limited evidence supporting the ability of trait measures of procrastination to predict delay, and few interventions aimed at reducing procrastination have been clearly associated with reduced delay. Recent developments in smartphone technology and Experience Sampling Method (ESM) applications have enabled intensive longitudinal observations of such dynamic phenomena with relative ease; however, such methodology and statistical modelling of delay have yet to be reliably applied to the study of procrastination.
To address the challenge of observing delay associated with procrastination, I conducted three studies of students enrolled in a 1st year psychology course: a small pilot study (N = 24) and two larger scale replications (Ns = 80 and 107) focusing on intensive longitudinal measurement of delay, procrastination scale validation, and an intervention to reduce procrastination respectively. Participant ages ranged from 17.38 to 65.85 years (M = 23.85, SD = 9.49) and 75% identified as female. Each study included a baseline survey of demographic and trait procrastination and personality variables, an ESM phase comprised of 28 SMS surveys over 14 days in the lead-up to submission of an assignment worth 30% of the course grade, and the collection of assignment submission date and mark from the course convenor. Participants in the ESM phase were randomly allocated into either an intervention or control condition, with participants in both conditions reporting their assignment progress, completion intent, and affect regarding their assignment progress. Participants in the intervention, but not the control, condition were messaged at the end of each ESM survey with open reflection prompts designed to reduce procrastination. Studies 1 and 3 also included follow up interviews with a small subsample of participants (N = 8) to garner first-hand perspectives of participation in the ESM component of the studies.
Through the application of multilevel model analyses, the presence of quantified delay curves in all three studies provides firm evidence that regular self-reporting of task progress using ESM is a robust and reliable method for measuring behavioural delay. The use of multilevel modelling in quantifying delay enabled the inclusion of mixed effects, where the predictive ability of several procrastination scales could be assessed. A trait measure of passive procrastination was found to reliably predict behavioural delay, whereas no association was found between a measure of active procrastination, a type of procrastination purported to be adaptive and deliberate, and delay. The intervention prompting regular reflection on factors thought to be related to procrastination that was embedded into the ESM phase of each study was found to significantly reduce delay in Studies 1 and 3, but not in Study 2. Between-study differences in this intervention effect were likely related to contextual differences as participants in Study 2 were aware that the research pertained to procrastination whereas those in the other studies were not informed of the focus on procrastination. In the follow-up interviews, participants reported that regularly reporting task progress, as well as the intervention reflection prompts, may have assisted with the reduction of procrastination. Analyses conducted into the relationships between trait procrastination, neuroticism, and state affect and delay revealed that neuroticism (emotional stability) moderated the relationship between trait procrastination and affect, and affect mediated the relationship between trait procrastination and task delay. Moreover, cross-lagged panel model analyses of inter-temporal changes in affect and delay showed that participants who reported greater task progress at an earlier time were likely to report higher positive affect at a subsequent time, whereas those reporting higher positive affect at an earlier time tended to report lower progress at a subsequent time.
Overall, the research offers three specific unique contributions to the body of knowledge. First, the use of ESM surveys of task progress is demonstrated to be a reliable method for measuring behavioural delay associated with procrastination. This is evidenced by the presence of accelerating delay curves, where assignment progress increases in a hyperbolic trajectory prior to a submission date. The reliable observation and modelling of delay is an oft-cited limitation of the field; thus, the replicated validation of this as a reliable method constitutes a valuable contribution. Second, multilevel mixed effects modelling is used to assess the ability of scales measuring different aspects of trait procrastination to predict behavioural delay, indicating that some trait procrastination measures are more predictive of behaviour than are others. The statistical method employed, and the use of task progress rather than study duration as the outcome, enabled the construct validity of the contentious ‘active’ form of procrastination to be challenged. This approach is proposed also to be a suitable method for assessing the behavioural efficacy of targeted interventions for reducing procrastination. Third, sending regular reflection prompts to randomly selected ESM recipients resulted in a significant reduction in behavioural delay in two of the three studies. This use of low-intensity reflection prompts delivered at a high frequency demonstrates smartphone use can be an effective medium for reducing procrastination without the need for intensive approaches requiring considerable commitment from both practitioners and participants. This intervention design sets an example for reducing delay in academia, with the method likely capable of being extended, with adaptation, to procrastination in other areas such as health behaviour change, personal finance, and collective action.
... This behavior occurs frequently in the academic context whereby students are confronted with multiple opportunities to act and reach set goals (Hofer et al., 2017). Instead of reading, writing homework or term papers, or studying for exams, students often report engaging in "more interesting or pleasant" activities such as watching television, sleeping, playing games, or chatting with friends and family (Grund et al., 2012;Pychyl et al., 2000). In the end, the latter activities interfere with the academic tasks needed to be done and set academic goals are usually not fulfilled. ...
Although cross-sectional studies depict (negative) emotions as both antecedents and consequences of trait procrastination, longitudinal studies examining reciprocal relationships between procrastination and emotions are scant. Yet, investigating reciprocal relationships between procrastination and emotions within long-term frameworks can shed light on the mechanisms underlying these relationships. Additionally, the role of positive emotions concerning procrastination is largely unattended to in the procrastination–emotion research; albeit, this perspective can inform preventive and intervention measures against procrastination. In the present study, we explored reciprocal associations between trait academic procrastination on the one hand and trait-like learning-related anxiety and hope on the other hand over one semester. Overall, N = 789 students in German universities participated in a three-wave online panel study. Participants responded to questions on academic procrastination as well as learning-related anxiety and hope at the beginning (T1), middle (T2), and end (T3) of the lecture period of the semester in approximately 6-week measurement intervals. A latent cross-lagged panel model was used to test the hypotheses. After accounting for autoregressive effects, our results showed that academic procrastination at T1 positively predicted learning-related anxiety at T2. In contrast, academic procrastination at T1 negatively predicted learning-related hope at T2, which in turn negatively predicted academic procrastination at T3. Our results highlight positive emotions (e.g., hope) as also significant factors for procrastination and suggest them as possible “protective factors” against procrastination. Boosting positive emotions as part of interventions against procrastination could potentially help reduce the tendency to procrastinate.
... Accordingly, if a learner's taskvalue is low, learners may abstain from the task, which may lie behind their procrastination (Ackerman & Gross, 2005). Tasks appear to procrastinators difficult, dull, and unpleasant (Pychyl, Lee, Thibodeau, & Blunt, 2000). So, if the given tasks do not attract the learners' interest, they are more likely to procrastinate those tasks (Corkin, 2012;Hensley, 2013;Solomon & Rothblum, 1984;Taura, Abdullah, Roslan, & Omar, 2015). ...
This study presents a proposed and tested model for achievement motivation. The model aims to broaden and tailors Dweck and her colleagues' framework. A path analysis was conducted to test the designed model to investigate the associations among students' beliefs, goal orientations, cognitive-behavioral processes, and achievement. The study posits that students' beliefs play a fundamental role in learning and were included in the model as implicit theories of intelligence, epistemological and motivational beliefs. Indeed, knowledge acquisition is a purposeful endeavor, and to understand why students engage in learning activities, learners' achievement goals have been incorporated into the model. Numerous cognitive and behavioral processes are involved in the learning process. To represent these processes, the model includes the use of cognitive and metacognitive learning strategies, as well as the procrastination of students. A total of 4510 seventh-grade middle school students attended the current study. The path analysis results revealed that the model explained 5% to 29% of the variance in the dimensions of achievement goals, 58% to 74% of the variance in the dimensions of learning strategies use, 38% of the variance in procrastination, and 20% of the variance in achievement. Also, the study concludes by proposing several suggestions to maximize the benefits of the results.
... From the above results and the practice, various teacher support behaviors (e.g., scholastic support, cognitive support, emotional support, problem solving support, etc.) can boost the confidence of higher vocational students when facing difficult tasks and increase their motivation to solve problems and perform tasks, which in turn will significantly reduce their procrastination behavior. Pychyl et al. (2000) suggested that the absence of teacher support is often a significant factor in student procrastination. Sirois (2004) showed that teacher support and self-efficacy had a negative effect on reducing procrastination. ...
Background
In China, more than 5 million students enter higher vocational colleges each year, and the positive emotions of their students merits much attention.
Purpose
This study aimed to explore the effect of teacher support on positive emotions among higher vocational students by further investigating the mediating role of procrastination behavior and interpersonal assistance.
Methods
A questionnaire survey was conducted with 676 higher vocational students from Zhejiang Province, China. We used SPSS 26.0 for data analysis, which included correlation analysis, regression analysis and bootstrap-mediated effects tests.
Results
Teacher support positively predicted positive emotions ( β = 0.302, p < 0.001) and interpersonal assistance ( β = 0.170, p < 0.001), while procrastination behavior negatively predicted interpersonal assistance ( β = −0.161, p < 0.001) and positive emotions ( β = −0.088, p < 0.01). Interpersonal assistance positively predicted positive emotions ( β = 0.279, p < 0.001). This study found that teacher support positively predicted positive emotions; either procrastination behavior or interpersonal assistance independently mediated the relationship between teacher support and positive emotions. These two variables (procrastination and interpersonal assistance) also acted as a chain mediator between teacher support and positive emotions. The direct effect of teacher support and the mediating role of interpersonal assistance had a greater effect.
Conclusion
The study deeply explored the effects of teacher support on positive emotions among Chinese higher vocational students and found that teacher support plays an important role in positive emotion management. At the same time, we found the key roles played by procrastination behavior and interpersonal assistance between teacher support and positive emotion, which could provide data support and decision-making reference for enhancing higher education students’ well-being and positive emotions. This study can be regarded as a case study of social support theory and demonstrates the applicability of the theory in the field of positive emotions of higher vocational students.
... But people do procrastinate as they make use of task avoidance as a way to manage their emotions. Pychyl et al. (2000) reported that instead of learning, students often take part in activities such as sleeping, reading, or watching TV, while Tice and Bratslavsky (2000), reported that people put back or ignore aversive works to get a temporary positive affect at the price of prolonged goals. Several authors, such as Steel (2007), Tice et al. (2001), Wohl et al. (2010) have suggested that negative emotions can be considered an important antecedent 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.
... Procrastination is defined as a voluntary postponing of tasks that one knows should be done (Steel, 2007) and is a well-researched phenomenon (Klingsieck, 2013;Rozental & Carlbring, 2014;Steel, 2007). One prominent explanation is that more attractive, more pleasant tasks are preferred to less attractive, more aversive tasks (Pychyl et al., 2000;Steel, 2007). If we assume that procrastinators prefer the reception of short-term rewards, or the avoidance of short-term punishment, to long-term consequences, it is understandable why a healthy smile in the long run is not sufficiently opposed to the possible pain of dental treatment. ...
It is known that both procrastination and self-compassion are associated with health behaviours in the sense that the former reduces them and the latter increases them. It is also known that regular visits to the doctor and especially to the dentist are part of a healthy lifestyle. The aim of this study was to investigate the influence of procrastination and self-compassion on dental attendance. For this purpose, a new questionnaire was designed and confirmed by means of an explorative factor analysis. The results show that procrastination has an influence on dental attendance, even when the influence of dental anxiety is excluded. No conclusion can be drawn about the influence of self-compassion on dental attendance.These results open up a new area in which procrastination plays an important role and which has been neglected until now. The study emphasises the importance of further research into procrastination behaviour in the health area, in order to be able to minimise it in the long term.
... Avoidance of important tasks is a relatively common occurrence, especially in the student population. It has been estimated that the student population's procrastination frequency ranges from 50% to 90% [8,9]. Some findings indicate that almost half of college students spend half of their day procrastinating [8,10]. ...
Objectives: Procrastination or avoidance of important tasks is a relatively common phenomenon, especially in the student population. Researchers believe that anxiety and distress are triggers of chronic procrastination because putting off unpleasant tasks and obligations leads to immediate relief, despite the negative long-term effects of such behavior. This study aimed to examine whether indicators of mental health – depression, anxiety, and stress are significant predictors of procrastination among students. Methods: The sample included 658 students, of which 548 were female and 110 were male. The average age of the respondents was 23.16 years (SD = 3.02). The following instruments were used: the General Procrastination Scale (GPS), the Depression, Anxiety and Stress Scale (DASS-21), as well as the Sociodemographic Data Questionnaire, which was created for the purposes of this study. Results: It was shown that depression in the female subsample was a significant predictor of procrastination (ß=0.54, p<0.01), which means that depression increases procrastination in female students. Anxiety and stress, as well as the age of the students, did not prove to be significant predictors of procrastination in either male or female students. Conclusion: The obtained findings may have important practical implications for institutions whose domain of work is providing psychological support and counseling to students, then, for a better understanding of the factors that are important for understanding the problem of procrastination, as well as for the development of preventive programs for recognizing and overcoming early signs of procrastination in students.
... Saddler and Buley (1999) considered academic procrastinators as students who fear negative evaluation, set low personal standards for achievement, and do not engage in learning activities. Pychyl et al. (2000) concluded that students who postpone academic tasks for other activities they perceive as pleasant do not experience positive emotions. They stated that this negativity may be due to the guilt of avoiding the task rather than emotions such as unhappiness, anger, frustration, anxiety. ...
This study aims to examine the effect of homework process on academic procrastination behavior in higher education. In this direction, the opinions of 300 pre-service teachers selected by convenience sampling method were consulted and the opinions of 287 students were included in the study. The research data were collected with the Homework Process in Higher Education Scale and Academic Procrastination Behavior Scale. The collected data were subjected to correlation analysis on the basis of both total score and sub-factors. In addition, simple linear regression analysis was applied to examine the effect of homework process on academic procrastination behavior in higher education. After the correlation analysis, a significant negative correlation was found between the homework process in higher education and academic procrastination behaviors. After the regression analysis, it was revealed that the homework process in higher education had an effect on academic procrastination behavior and explained 10% of the total variance.
... When a person is more inclined to procrastinate online, he or she is more likely to suffer negative consequences (Hernández et al., 2019). Procrastination can also lead to negative emotions such as depression, anxiety, anger, worry, remorse, and shame (Häfner et al., 2014;Pychyl et al., 2000;Rothblum et al., 1986). Users can get instant happiness by watching short videos, and this effortless way of getting happiness may cause users to procrastinate when faced with tasks that require deep thinking or tasks that are difficult. ...
... McCloskey (2011) mendefinisikan prokrastinasi akademik sebagai sebuah kecenderungan untuk menunda kegiatan dan perilaku yang terkait dengan pendidikan. Milgram, Batori & Mowrer mendefinisikan prokrastinasi akademik merupakan sebuah tendensi untuk menunda atau menghindari pekerjaan atau tugas sekolah dan belajar (Pychyl, 2000). ...
Academic procrastination is one of the problems student usually faced, caused by fatigue or boredom.While in the other side, students needs the ability to regulate themselves for striving their goals. This study aimsto determine the influence of self-regulation towards academic procrastination using quantitative method withpsychological scale in questionnaire form. This research instrument was developed based on the theory of academicprocrastination by Ferrari and self-regulation theory by Barkley. This research was conducted in June 2016. Thesamples of this study were the tenth grade students of SMA Negeri 10 Jakarta (State Senior High School of Jakarta).The sampling technic used was cluster random sampling. The analytical statistic used to test the hypothesiswas regression analysis using SPSS program verse 19 and Rasch Model. The Result of this study indicates thatthere is negative effect of self-regulation towards academic procrastination. It shows that the higher self-regulationperformed, then the lower academic procrastination will become. The influence which resulted by self-regulationtowards academic procrastination is 29,3% and the rest 70,7%, is caused by another factor. Keywords : education, procrastination, academic procrastination, self-regulation, high school student.
... McCloskey (2011) mendefinisikan prokrastinasi akademik sebagai sebuah kecenderungan untuk menunda kegiatan dan perilaku yang terkait dengan pendidikan. Milgram, Batori dan Mowrer mendefinisikan prokrastinasi akademik merupakan sebuah tendensi untuk menunda atau menghindari pekerjaan atau tugas sekolah dan belajar (Pychyl, 2000). Beberapa hasil penelitian menunjukkan bahwa prokrastinasi merupakan salah satu masalah yang menimpa sebagian besar anggota masyarakat secara luas, dan pelajar pada lingkungan yang lebih kecil, seperti sebagian pelajar di sana. ...
This study aims to examine: (1) the influence between social support of parents and academic procrastination of Depok Pharmacy Vocational students, (2) the influence between self-regulation and academic procrastination on Depok Pharmacy Vocational students, and (3) the influence between social support of people old, self-regulation with academic procrastination. This study uses a correlational quantitative method. There are three scales used in this study, namely the scale of parental social support, the scale of self-regulation, and the scale of academic procrastination. Researchers used as many as 80 students of Depok Pharmacy Vocational School as a study sample selected using saturated sampling techniques. The data analysis technique used in this study is multiple linear regression test. The results of this study indicate that: (1) parental social support has a significant influence on academic procrastination with a negative relationship direction which can be seen from the significance value of 0,000 and the regression coefficient of -0.173. (2) self-regulation has a significant effect on academic procrastination with a negative relationship direction which can be seen from the significance value of 0,000 and the regression coefficient of -0,627. (3) Rsquare value of 0,481; it means that 48.1% of the variation in academic procrastination is influenced by parental social support and self-regulation, the remaining 51.9% is caused by other variables not measured in this study. The relationship between social support of parents and self-regulation with academic procrastination is known to have a significant relationship with a significance value of 0,000.
... The procrastination scale was comprised of five points from 1 = ever and 5 = often. This project has emphasized on the core element of procrastination, which is voluntarily selecting the delayed task for competing with another task (Steel, 2007) and encompasses the emotional attitude toward the delayed task (Pychyl et al., 2000). In this regard, the scoring would suggest that participant's procrastination would be easier to measure after using the internet, when the scoring is higher. ...
has led to the existence of an internet dependence dilemma (internet addiction) which leads to their low efficiency, lack of interest andmotivation, postponing important academic tasks and jobs, and causing academic delays. This study was conducted to investigatethe relationship of between particular factors contributing to internet addiction namely anxiety, depression, self-control and internetaddiction itself with academic procrastination among undergraduate students from UUM College of Business (COB). This study is included 370 UUM COB undergraduate students by using questionnaire to collect data and data analysis is conducted using Statistical Package for Social Sciences (SPSS) software. Descriptive analysis, reliability test, normality test, Pearson correlation analysis and multiple regression analysis were conducted to identifying relationship between independent variables and dependent variable. Results showed anxiety was found a significant relationship with academic procrastination. Besides that, depression and internet addiction were also significant contributing factor to academic procrastination. Lastly, existence of negative significant relationship between self-control and academic procrastination.
... The matter of procrastination is not only faced by developing countries but is also an increasing issue in developed country societies (Kachgal et al., 2001). Furthermore, it can take place among students in various ways, including playing games, watching TV and sleeping, and it characteristically takes up to one-third of their daily time for activities and social functions (Pychyl et al., 2000). Harriott and Ferrari (1996) revealed that procrastination frequently disheartens approximately 15-20% of adults. ...
Purpose
In the present era, entrepreneurs’ well-being is considered a significant factor owing to its strong relationship with entrepreneurship. Therefore, this study aims to investigate the relationship between fear of failure and entrepreneurs’ well-being through the mediating effect of procrastination.
Design/methodology/approach
This study is descriptive, with cross-sectional data obtained through a survey questionnaire distributed randomly in Pakistan. Overall, data from 346 valid cases were used to achieve suitable study outcomes.
Findings
This study’s empirical findings highlight the negative effect of fear of failure on subjective well-being. Fear of failure is found to have a significant positive effect on procrastination. Furthermore, procrastination has a negative effect on subjective well-being. Finally, procrastination has a negative role in mediating the relationship between fear of failure and subjective well-being.
Practical implications
The conceptualization of the fear of failure and procrastination (direct and indirect) in relation to subjective well-being may offer a novel contribution in terms of a framework, policymaking and practice. Policymakers, top management and the government may consider the hindering effects of procrastination and fear of failure on entrepreneurs’ well-being and ventures’ success. The study findings may also enrich views in the literature on entrepreneurship and management, particularly in the developing country context.
Originality/value
This study could be helpful in eradicating the traps of procrastination and fear of failure, raising entrepreneurs’ confidence and levels of activity.
... also shows that procrastination is a type of emotional regulation that is done with the aim of reducing negative emotions (8). Intervention findings also suggest that procrastination is an emotionally related construct that is influenced by factors such as anxiety and shame (9,10). Rahimi also examines the role of emotions in academic procrastination and reports the correlation between procrastination and negative emotions (such as anger, anxiety, shame, frustration, and fatigue) directly and inversely with positive emotions (pleasure, hope, and pride) (11). ...
Background: Academic procrastination refers to the deliberate postponement of academic assignments despite being aware of the negative consequences. Objectives: This study aimed to investigate the effectiveness of mindfulness-based cognitive therapy on academic emotions and academic optimism among procrastination students. Methods: The present study was a semi-intervention type. The statistical population of the study consists of all procrastinating students of Payame Noor University, Bostan Abad Branch, who were studying in the academic year 2020. The study sample included 30 undergraduate students who were selected by convenience sampling and randomly divided into two groups (15 persons in the intervention group and 15 persons in the control group). Also, the intervention group was treated for eight sessions of one hour based on Kabat Zinn treatment protocol. To collect data, Tuckman Procrastination Questionnaire, Pekrun Academic Emotions (2002), and Academic Optimism Questionnaire were used. To analyze the data, covariance was used, which was analyzed with SPSS-23. Results: The results showed that mindfulness-based cognitive therapy increased positive emotions such as pleasure (P < 0.01), hope (P < 0.01) pride (P < 0.01), and decreased negative emotions, i.e., anger (P < 0.01), anxiety (P < 0.01), shame (P < 0.01), disappointment (P < 0.01), and fatigue (P < 0.01) in the intervention group. Also, the results of the variable of academic optimism showed that cognitive therapy based on mindfulness was associated with an increase in the components of trust (P < 0.01) and academic emphasis (P < 0.01), while on the component of the sense of identity (P > 0.01) had no significant effect. Conclusions: Based on the findings of the present study, it was found that mindfulness training can be used as an effective intervention to moderate positive academic emotions and increase students' academic optimism.
... One of the main questions that need to be considered related to students' academic performance is the procrastination of academic tasks. In academic procrastination, affected students experience the pervasive and permanent desire to delay their academic obligations, causing them to spend over 30% of their daily activities in the engagement of procrastinatory behaviour (Pychyl, et al., 2012). Al-Harrasi & Al-Badi, (2014) state that smartphones have added great potential by enabling an increase in the use of social networking and in the number of hours spent on such sites. ...
Risk management practices of financial institutions play a significant role in
financial stability and thereby strengthen the confidence of stakeholders. The
purpose of this study is to examine the impact of banks‟ risk management
capabilities on stock returns. Four basic risk management capability measures
are used for this purpose.The data from the financial reports of eight listed
commercial banks for the period from 2006 to 2018 are used for the analysis.
The DuPont analysis of ROE calculation is used to identify four risk
management variables such as interest rate risk management, bank income
diversification, credit risk managementand solvency risk management. The
standard market model is estimated using two different regressions as
regression 01 and regression 02 to capture the impact of firm size (control
variable) on the whole model.The findings of regression 01 and regression 02
reveal that market return ( and income diversification (NNIM) are
significant to predict bank stock returns. However, Interest rate risk
management capability (NETIM), credit risk management capability (PROV),
solvency risk management capability are insignificant variables under both
models. The impact of firm size on the whole model is also insignificant and
there is an insignificant positive relationship between bank stock returns and
firm size (TA). Therefore, bank managers can employ effective strategies to
increase non-interest income, hence it contributes to generate a higher return
for the shareholders. Therefore, the study suggests shareholders to purchase
the stocks of banks which has increased non-interest income and to aware on
the market index changes in order to increase their returns.
Keywords: Bank income diversification; Risk management capability; Stock
returns
... They underestimate the time required to study successfully [17,59] and report problems in regulating study time and class attendance alongside non-university obligations [3,5,60]. They spend a considerable amount of time on activities that are not conducive to their academic performance or that distract them from learning activities, such as social networking or watching TV [61][62][63][64]. Overall, university students appear to be especially prone to procrastination [65][66][67] and report related selfhandicapping behaviors even during class attendance [68][69][70]. ...
Time management is regarded as an important prerequisite for effective and efficient learning in higher education. However, university students’ time management frequently proves to be deficient, especially with freshman students, who can therefore benefit from appropriate time management interventions. The aim of this study was to compare the effects of an intervention focused on imparting time management knowledge with those of an intervention focused on time management practice. We conducted an experiment with N = 118 university students who took part in a course over the duration of one semester. Participants with a time management deficit at the beginning of the semester (n = 88) were randomly assigned to one of three experimental conditions: (a) time management knowledge, (b) time management practice, (c) control group. Exam scores at the end of the semester were considered as an indicator of participants’ academic performance. The results showed significant time management improvements for both time management intervention groups, but the time management practice group appeared superior. Academic performance was better in the time management practice group also, although the results were inconsistent. The effect of time management practice on academic performance was mediated by students’ time management skills.
... Whether delay is considered adaptive or maladaptive, the most frequently reported cause of procrastination is task aversiveness (Steel, 2007). Researchers have observed that the delayed task/action, although perceived as important (e.g., Lay, 1986;Milgram, 1991), is considered unattractive, boring, stressful, difficult, highly effortful, or unclear (e.g., Ferrari, Mason, & Hammer, 2006;Ferrari & Scher, 2000;Pychyl, Lee, Thibodeau, & Blunt, 2000;Schraw, Wadkins, & Olafson, 2007). The perceived aversiveness of a task or an action may, however, vary according to the context or as a function of time; for example, task attractiveness may diminish when an individual is faced with another task providing a more immediate gratification, but may increase as the deadline approaches (Schouwenburg & Groenewoud, 2001). ...
Procrastination is a widespread phenomenon that has been extensively studied but about which a clear and integrated picture is still lacking, as reflected in the multiplicity and diversity of its definitions, causes and consequences. In addition, its examination
in everyday life has been somewhat overlooked. The aim of this paper is to further the understanding of procrastination, first by providing an overview of its various definitions, causes, and consequences. Using a qualitative approach, we then provide an in-depth descriptive account of procrastination episodes retrospectively reported by six participants from the general population in diverse situations of their daily life, focusing in particular on the definitions, causes, and consequences of procrastination behaviours. Finally, this descriptive account of procrastination is discussed in terms of a dimensional, multifactorial, and integrative approach.
... También se ha encontrado que los estudiantes universitarios tienen conciencia de su comportamiento procrastinador. Por ejemplo, el 70% de ellos se consideran a sí mismos procrastinadores, el 50% creen que procrastinan de forma consistente, lo cual les causa problemas académicos, y además reconocen que pierden un tercio de su tiempo diario (Day et al., 2000;Pychyl et al., 2000;Schouwenburg, 2004). ...
Un supuesto común es que el aprendizaje autodirigido podría ser una característica de los estudiantes universitarios, especialmente entre quienes aprenden en línea y tienen responsabilidades laborales. Sin embargo, la investigación de los instrumentos que miden la autodirección de las diferentes poblaciones estudiantiles ha avanzado poco. El propósito de análisis fue explorar la validez y confiabilidad del Cuestionario de Indagación del Perfil Autodirigido aumentado (CIPA+) y examinar la relación con la procrastinación académica. Los participantes fueron 194 estudiantes ecuatorianos de ambos géneros (123 mujeres) y con niveles educativos variados. A diferencia del CIPA+ original de cuatro factores, el análisis factorial reveló una estructura monofactorial con alta consistencia interna. Se encontró que la autodirección presenta una relación baja y negativa con la procrastinación académica y que tanto hombres como mujeres tienen igual nivel de autodirección y procrastinación. Es decir, al parecer, el incremento en la autodisciplina y la autonomía del estudiante se asocia con una reducción en la postergación de actividades académicas durante las clases en línea. Se concluye sugiriendo más estudios del CIPA+ en diferentes poblaciones y que los docentes usen estos instrumentos acompañados de mediciones del desempeño académico.
... Therewith, our findings extend the current understanding of taskrelated and situation-specific influences that contribute to the occurrence of procrastination behavior. Some studies had previously shown that a negative appraisal of tasks (i.e., tasks being perceived as aversive, effortful, or difficult) was positively related to students' procrastination behavior Ferrari & Scher, 2000;Pychyl et al., 2000). In addition, the aversiveness toward a task was explained by a lack of perceived control and uncertainty about how to proceed , which seems consistent with our present findings. ...
Procrastination is thought to be affected by trait-based and by situational, or task-specific determinants. Situational and task-specific influences on students' procrastination behavior have rarely been studied. Most research has examined trait-based individual differences in students' general procrastination tendencies. This study used an adaptive experience sampling approach to assess students' (N = 88) task-related perceptions of ambiguity and their situation-specific procrastination behavior during exam preparation six times a day for seven days (n = 3581 measurements). Results revealed that 30% of all intended study sessions were procrastinated. The risk that study sessions were procrastinated increased with students' task-related ambiguity perceptions. Individuals' average risk of procrastinating study sessions was further predicted by their procrastination tendency and conscientiousness assessed at baseline. The findings suggest interventions that promote students’ ability to self-regulate but also modify tasks and instructions. Further implications and suggestions for future research are discussed.
... For example, an academic task that was perceived as being unclear and uninteresting could have increased the negative affect of a student (e.g., unhappy and frustrated) and, in turn, that student would have been more likely to procrastinate (see Sirois and Pychyl, 2013). Although future studies are needed, untangling the complex bidirectional relations between procrastination and affect may prove to be especially difficult because students experience many fluctuations in procrastination and affect within a short time span (see Pychyl et al., 2000). Nonetheless, our multilevel perspective offers a useful framework to inspire future studies using experience sampling methods. ...
Much is known about the antecedents and outcomes of procrastination when comparing students to one another (i.e., between-person level). However, little is known about the antecedents and outcomes of procrastination when comparing the courses taken by the students during a semester (i.e., within-person level). In this study, we proposed that examining procrastination at both levels of analysis should improve our understanding of the academic experience of students. At both levels, we examined the mediating role of procrastination in the associations between two dimensions of motivation (i.e., autonomous and controlled) and indicators of academic achievement (i.e., grades) and well-being (i.e., positive and negative affect). A sample of 359 university students completed questionnaires measuring their motivation, procrastination, and affect in each of their courses. The official final course grades were obtained at the end of the semester. Multilevel mediation analyses with structural equation modeling were conducted to test our hypotheses. At the between-person level, the indirect effects revealed that higher controlled motivation was significantly associated with worse outcomes (i.e., worse grades and higher negative affect) via higher levels of procrastination. At the within-person level, the indirect effects revealed that lower autonomous motivation was significantly associated with worse outcomes (i.e., worse grades, lower positive affect, and higher negative affect) via higher levels of procrastination. Overall, this study shows that different pathways at each level of analysis may explain how procrastination can be detrimental for the success and well-being of university students.
Selbstwirksamkeit (SW) im Selbstregulierten Lernprozess (SRLP) gilt als wichtiger Faktor, um Studienerfolg an Hochschulen vorauszusagen. Wir verwendeten Interaktives Ambulantes Assessment in Kombination mit Podcasts, um die SW im SRLP zu fördern. Dafür bearbeiteten Studierende (N = 106) drei Mal täglich Abfragen zu ihrem Lernprozess, die ihnen über elektronische Tagebücher präsentiert wurden. Unterschiede zwischen der Kontrollgruppe (KG) ohne Feedback und der Interventionsgruppe (IG) mit täglichem individualisiertem Feedback, basierend auf den Tagebucheinträgen, in Kombination mit Podcasts, wurden mittels Multilevelanalysen geprüft. Die Ergebnisse zeigen, dass die SW im SRLP der IG innerhalb der Interventionsphase, in Relation zu einer Baselinephase und im Vergleich zur KG, gefördert werden konnte. Entsprechend konnte im Prä-Post-Vergleich eine größere Steigerung der SW-Erwartung (vgl. Schwarzer & Jerusalem, 1999) bei der IG (im Vergleich zur KG) nachgewiesen werden.
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.
Abstract- The purpose of this study is to investigate the relationship between the personality
traits of an individual and procrastination. The act of procrastination is a common habit and
inescapable in nature, performed by an individual at least once in their life time. The study
explores the connection of Big Five Personality traits which are Neuroticism, Openness,
Extraversion, Agreeableness and Conscientiousness and the three scales of procrastination
namely, Active Procrastination, Unintentional Procrastination and Irrational Procrastination.
The study was conducted on a sample of 86 students from Rajasthan, using the scales
Revised NEO PI inventory, active procrastination scale, irrational procrastination scale and
unintentional procrastination scale. Pearson‟s correlation, t-test and regression analysis were
conducted. The results of the correlation established a positive correlation of the domains
neuroticism and extraversion with procrastination and a negative correlation with
conscientiousness. Regression analysis resulted that Neuroticism is a significant personality
domain that predicts procrastination specifically unintentional procrastination. Extraversion
was the second most significant domain that predicts active procrastination. The t-test further
elaborated that females tend to procrastinate more than males. The present study concludes
these domains as the core predictors of procrastination in young adults.
Abstract- The purpose of this study is to investigate the relationship between the personality
traits of an individual and procrastination. The act of procrastination is a common habit and
inescapable in nature, performed by an individual at least once in their life time. The study
explores the connection of Big Five Personality traits which are Neuroticism, Openness,
Extraversion, Agreeableness and Conscientiousness and the three scales of procrastination
namely, Active Procrastination, Unintentional Procrastination and Irrational Procrastination.
The study was conducted on a sample of 86 students from Rajasthan, using the scales
Revised NEO PI inventory, active procrastination scale, irrational procrastination scale and
unintentional procrastination scale. Pearson‟s correlation, t-test and regression analysis were
conducted. The results of the correlation established a positive correlation of the domains
neuroticism and extraversion with procrastination and a negative correlation with
conscientiousness. Regression analysis resulted that Neuroticism is a significant personality
domain that predicts procrastination specifically unintentional procrastination. Extraversion
was the second most significant domain that predicts active procrastination. The t-test further
elaborated that females tend to procrastinate more than males. The present study concludes
these domains as the core predictors of procrastination in young adults.
This study aims to investigate the features of academic procrastination among higher education students in the context of forced online learning caused by the COVID-19 pandemic and wartime in Ukraine. Methods. A total of 789 higher education students enrolled in Ukrainian institutions participated in the study, responding to six questionnaires. The research focused on examining the correlation between academic procrastination indicators, self-organization, and the preferred forms of learning during the period of forced online learning. The results indicate that forced online learning has a positive impact on the manifestation of academic procrastination among students and does not promote their self-organization. Significantly higher levels of academic procrastination were observed in students who solely studied online compared to those in the mixed format, involving both online and face-to-face learning. Conversely, students in the mixed format exhibited less pronounced indicators of academic procrastination and higher levels of self-organization and conscientiousness. Moreover, the study identified a new type of academic procrastination labeled as "active academic procrastination." Unlike its negative connotation, this type is perceived as a part of the process of forced online learning. In conclusion, the research expands the theoretical understanding of academic procrastination among students and sheds light on its manifestation during forced online learning. The findings emphasize the importance of considering the learning format's influence on students' procrastination tendencies and offer insights into fostering better self-organization and motivation in the context of online education during challenging circumstances.
The voluntary delaying of work completion in the face of potential drawbacks is known as procrastination. It has substantial effects on personal, academic, and professional spheres. In order to better comprehend procrastination's underlying mechanisms, contributory elements, and potential mitigation measures, this paper aims to present a thorough and multifaceted investigation of the procrastinatory behaviour. This paper highlights a detailed examination of the cognitive, affective, and motivational elements of procrastination by synthesising the available literature from the psychology and cognitive science domains. There are five potential reasons as to why people procrastinate: when goals are too big, when goals are too small, and issues with respect to belief, attitude, as well as skill deficits. The paper also highlights a mitigation model basing analysis of chunking and Neuro-Linguistic Programming to end the vicious cycle with respect to procrastinatory behaviour.
Procrastination is particularly prevalent in the post-secondary student population, with prevalence rates ranging between 70-95%. Students have consistently cited motivation, or a lack thereof, as one of the main sources of their procrastination. One of the most prominent theories explaining motivation is self-determination theory (SDT). Despite the direct links between motivation and procrastination, procrastination has been scarcely examined through the lens of SDT. The current study examined the relationship between basic psychological need (BPN), satisfaction and frustration, academic motivation, and academic procrastination. A sample of 617 undergraduate students completed an online questionnaire about their university experience. Data were analyzed using mediational SDT, Motivation, and Procrastination 620 Canadian Journal of Education / Revue canadienne de l'éducation 45:3 (2022) www.cje-rce.ca structural equation models. Results suggested that academic motivation significantly mediated the relationship between BPN satisfaction and procrastination, but not the relationship between BPN frustration and procrastination. These results demonstrate the importance of satisfying the BPN of undergraduate students, as it may increase their academic motivation and, subsequently, reduce their procrastination.
Procrastination is the irrational delay of an intended task and is common among students. A delay can only be defined as procrastination when it is voluntary, the action was intended but not implemented, and the delay is accompanied by subjective discomfort. Established scales of procrastination cover mainly behavioral aspects but have neglected the emotional aspect. This inaccuracy concerning the construct validity might entail misconceptions of procrastination. Accordingly, we developed and validated the Behavioral and Emotional Academic Procrastination Scale (BEPS), which covers all aspects of the definition of procrastination. The 6-item scale measuring self-reported academic procrastination was tested in three studies. Study 1 ( N = 239) evaluated the psychometric qualities of the BEPS, indicating good item characteristics and internal consistency. Study 2 ( N = 1,441) used confirmatory factor analysis and revealed two correlated factors: one covering the behavioral aspect and the other reflecting the emotional aspect. Measurement invariance was shown through longitudinal and multigroup confirmatory factor analyses. Study 3 ( N = 234) provided evidence for the scale’s convergent validity through correlations with established procrastination scales, self-efficacy, and neuroticism. The BEPS thus economically operationalizes all characteristics of academic procrastination and appears to be a reliable and valid self-report measure.
Aim.The present study aimed to examine the relationship of perfectionism with procrastination and coping styles in people with coronary heart diseases (CHD), compared with healthy controls.
Background. Psychological factors may increase the risk of CHD by influencing physiological risk factors. Although psychological factors play an important role in development of CHD, more research in this area is necessary.
Method. In this descriptive correlational study, 218 male people (107 people with CHD as case group, and 111 people without CHD as their controls) were selected by convenience sampling. Data were collected by Mann’s Decisional Procrastination Scale, Lay’s Behavioral Procrastination Scale, coping styles Scale by Endler and Parker and Tehran Multidimensional Perfectionism Scale. Pearson correlation coefficient and linear regression were used for data analysis.
Findings.According to the findings, other-oriented perfectionism was directly associated with behavioral and decisional procrastination in case group, while in the control group, other-oriented perfectionism was negatively associated with decisional procrastination, however, the association was not significant. The effect of other-oriented perfectionism on decisional procrastination was significant in both groups. In case group, other-oriented perfectionism had a significant effect on behavioral procrastination, however other-oriented perfectionism had a significant effect on problem solving style in control group.
Conclusion.Other-oriented perfectionism had positive, but not strong relationship with both aspects of procrastinations in case group. In regression models of different aspects of perfectionism on procrastination, only the effect of other-oriented perfectionism was significant. Although the regressions were significant, fitted models had low predictive power. Only the other-oriented perfectionism could somewhat predict behavioral and decisional procrastination.
Bu çalışmanın üç odak noktası bulunmaktadır. İlk olarak, üniversite öğrencilerinin akademik erteleme, umutsuzluk ve akademik başarıları arasındaki ilişkinin incelenmesi amaçlanmıştır. Çalışmanın ikinci amacı, farklı umutsuzluk ve akademik başarı seviyelerindeki üniversite öğrencilerinin akademik erteleme eğilimlerini irdelemektir. Çalışmanın son amacı ise üniversite öğrencilerinin cinsiyetlerinin, akademik erteleme eğilimleri ve umutsuzluk halleri üzerinde etkili olup olmadığını araştırmaktır. İki farklı devlet üniversitesinden toplam 231 öğrenciden elde edilen verilerle yürütülen bu araştırmada, öğrencilerin akademik erteleme eğilimlerini ölçmek için Aitken Akademik Erteleme Ölçeği, umutsuzluk seviyelerini ölçmek için Beck Umutsuzluk Ölçeği, akademik başarılarının ölçütü olarak da genel ağırlıklı not ortalaması kullanılmıştır. Korelasyon analizi sonucunda, akademik erteleme ile umutsuzluk arasında pozitif yönde ve akademik erteleme ile akademik başarı arasında negatif yönde ilişki bulunmuştur. Varyans analizi sonucunda ise, umutsuzluğun dört farklı seviyesi için ve akademik başarının üç farklı seviyesi için akademik erteleme puanlarının anlamlı bir şekilde farklılaştığı, dolayısıyla umutsuzluğun ve akademik başarının akademik erteleme üzerinde etkili olduğu görülmüştür. Alanyazın ile örtüşen bulgular, öğrencilerin minimal umutsuzluk düzeyinde daha az akademik erteleme eğilimi gösterdiğini ve düşük akademik not ortalamasına sahip olan öğrencilerin akademik erteleme eğiliminin yüksek olduğunu ortaya koymuştur. Son olarak, erkek öğrencilerin akademik erteleme eğiliminin kız öğrencilere göre anlamlı bir şekilde daha yüksek olduğu belirlenmiştir
H ακαδημαϊκή αναβλητικότητα φαίνεται ότι επηρεάζεται και από μη γνωστικούς παράγοντες, όπως οι συναισθηματικές ικανότητες και τα κίνητρα μάθησης. Σκοπός της μελέτης ήταν η διερεύνηση της σχέσης ανάμεσα στην ακαδημαϊκή αναβλητικότητα, στη συναισθηματική νοημοσύνη και στην ακαδημαϊκή κινητοποίηση. Οι συμμετέχοντες ήταν 108 προπτυχιακοί φοιτητές του τμήματος Δημοτικής Εκπαίδευσης του Πανεπιστημίου Δυτικής Μακεδονίας. Συμπλήρωσαν ερωτηματολόγιο με τις κλίμακες Procrastination Assessment Scale for Students, Wong and Law Emotional Intelligence Scale και Academic Motivation Scale. Τα αποτελέσματα ανέδειξαν αρνητική σχέση ανάμεσα σε όλες τις ικανότητες συναισθηματικής νοημοσύνης και στην ακαδημαϊκή αναβλητικότητα και επιπλέον αρνητική σχέση ανάμεσα στην αυτόνομη κινητοποίηση και στην ακαδημαϊκή αναβλητικότητα. Ειδικότερα, η κατανόηση των συναισθημάτων του εαυτού, η χρήση των συναισθημάτων για ενίσχυση της επίδοσης και η εσωτερική ρύθμιση προβλέπουν χαμηλότερα επίπεδα ακαδημαϊκής αναβλητικότητας. Τα αποτελέσματα της έρευνας υποστηρίζουν τις ευεργετικές επιδράσεις της συναισθηματικής νοημοσύνης και της αυτόνομης κινητοποίησης στην ακαδημαϊκή αναβλητικότητα και θα μπορούσαν να συμβάλουν στον τρόπο με τον οποίο τα πανεπιστημιακά τμήματα οργανώνουν το πρόγραμμα σπουδών τους αλλά και στην ανάδειξη του αντικειμένου σπουδών από τους ίδιους τους πανεπιστημιακούς δασκάλους, ώστε να ενισχυθούν οι ακαδημαϊκές επιδόσεις των φοιτητών.
Procrastination remains an omnipresent phenomenon impeding especially students' academic performance and well-being. Preliminary findings suggest that procrastination emerges due to dysfunctional emotion regulation efforts to regulate aversive emotions. This study's objective was to clarify whether the enhancement of general adaptive emotion regulation skills reduces subsequent procrastination. For the purpose of this study, data from a two-armed randomized controlled trial (RCT) with (N = 148) university students, comprising an active intervention (IG) and a passive wait-list control (WLC) group, was collected. Participants of the intervention group were provided with an online emotion regulation training over a period of 9 weeks. The results showed that the enhancement of general emotion regulation skills significantly reduced subsequent procrastination behavior within the IG as compared to the untreated WLC. Moreover, subsequent mediation analyses revealed that the reduction of procrastination was significantly mediated by the increase in general ER skills. The present results suggest that trainings which enhance general ER skills are an appropriate measure to reduce procrastination behavior among university students. The practical value of ER training interventions, particularly for student populations, is discussed.
The article describes a study on the topic “Aspects of the manifestation of academic procrastination in 1st year university students in the context of a stable worldview”, which was carried out by the authors of this article. In the context of this study, academic procrastination is considered as periodic systematic postponement of academic assignments accompanied by negative emotions and conditions, which can lead to a decrease in academic progress. The authors analyzed other definitions of procrastination presented in the literature and identified possible causes of procrastination. The aim of the research was to study aspects of the manifestation of academic procrastination in 1st year students and emotional states accompanying procrastination. Accordingly, the research object was the 1st year students of the Southern Federal University. The study used both already known methods (Test of meaningful life orientations by D. A. Leontyev, General level of procrastination for students by C. H. Lay) and a questionnaire compiled by the authors. Even though the results of the study are based on the subjective experience of students, they are quite informative in the context of studying the specific aspects of academic procrastination. They also revealed the division of students into chronic and situational procrastinators.KeywordsAcademic procrastinationAcademic assignmentsUniversitySustainable worldview
One of the elements constituting the globally growing interest in perfectionism and procrastination is today’s education systems. In this study, which employed phenomenological model as one of the qualitative research methods, it was aimed to identify the motives for the perfectionism and procrastination of Science High School students within the framework of their own experiences and to determine what they need to overcome them. The data obtained through semi-structured interviews with 21 students selected by purposive sampling method were subjected to content analysis. In the analysis, a multidimensional perspective was adopted without considering a particular theoretical perspective on perfectionism and procrastination. As a result of the data analysis, it was seen that in addition to the standards the students determined for themselves, others' expectations were also among the motives of the students for perfectionism in academic tasks. Students need to overcome their fears of failure, get rid of academic procrastination and social support mechanisms with a view to coping with this situation. In addition, students procrastinate academic tasks due to the nature of the task, motivational problems, inadequacies in self-regulation skills, and fear of failure or fear of fail to be perfect. In order to cope with procrastination behaviors, they need to learn a number of both behavioral and cognitive regulations and increase their motivations.
Procrastination is variously described as harmful, innocuous, or even beneficial. Two longitudinal studies examined procrastination among students. Procrastinators reported lower stress and less illness than nonprocrastinators early in the semester, but they reported higher stress and more illness late in the term, and overall they were sicker. Procrastinators also received lower grades on all assignments. Procrastination thus appears to be a self-defeating behavior pattern marked by short-term benefits and long-term costs.
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)
Telic theories locate well-being in the attainment of desired end states (i.e., in need satisfaction) whereas autotelic theories locate well-being in the movement toward such end states (i.e., in the experience of involvement). This article outlines a model of subjective well-being which integrates these two approaches. It is proposed that need satisfaction and involvement are conceptually distinct sources of feelings of subjective well-being which derive, in part, from common origins such as the perception of opportunities for need satisfaction. The strengths of the relationships implied by this model were estimated using data obtained from 39 adult subjects who reported on their 10 most important personal projects (B. Little; see record
1983-26972-001). Results from within-subjects analyses supported the model when positive but not negative affect was used as a measure of well-being. Evidence is also presented to support the adoption of personal projects as a useful way of representing how persons structure and experience their lives. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
High School students responded to an inventory which included dispositional measures of procrastination and social evaluation trait anxiety. Subsequently, and 7 days prior to their first examination (Stage 1), each of the 40 female and 23 male students completed measures of state anxiety, perception of the stressor situation, and ways of coping, all with regard to their approaching exam period. These judgments were repeated 1 day prior to their first examination (Stage 2), and again 5 days after their last examination (Stage 3). Correlational analyses indicated that threat and harm perceptions were highly positively related to state anxiety, whereas challenge and gain were moderately and negatively related. State anxiety was linked to emotion-focused coping, but was independent of problem-focused coping. In an analysis of variance, high procrastination, high trait anxious subjects felt the least challenged at Stage 1. In a ‘maverick’, post hoc analysis, high procrastinators were more likely than low procrastinators at each stage to promise themselves ‘that things will be different next time’. Discussion included an assessment of the need for specificity when using the Ways of Coping (Folkman and Lazarus, 1985) scale.
The study examined three psychological explanations for procrastination: indecision (Janis & Mann, 1977); irrational beliefs about self-worth (Ellis & Knaus, 1977); and low self-esteem (Burka & Yuen, 1983). Times taken by 245 students in a first-year Psychology course to submit three separate assignments (a term-paper outline, a term paper, and a research questionnaire) were recorded and correlated with measures of indecision, irrational beliefs, and self-esteem, depression and anxiety. Similarly, students' self-reported frequency of procrastination was correlated with the above measures. Small but significant correlations were found between indecision, irrational beliefs, and low self-esteem and two measures of procrastination: time taken to submit a term paper and self-reported frequency of procrastination. Multiple regression analyses revealed that self-esteem and, to a lesser extent, indecision accounted for significant unique portions of the variance in procrastination. Significant correlations were also found between anxiety and depression and the two measures of procrastination. A significant negative correlation was found between self-reported procrastination and final course grade, indicating that procrastination is detrimental to academic performance. It was found that older students (21 and over) were less likely to procrastinate than younger students.
The study examined the job-search intentions and subsequent behavior of 32 unemployed males and 32 unemployed females, median
age of 43 years, in relation to conscientiousness and the lower-order trait procrastination and to rated person-task characteristics
of importance, pleasantness, and competence regarding 14 job-search activities. At Time 1, conscientiousness was positively
related to each of the person-task characteristics and to intentions to engage in the composite of job-search activities;
trait procrastination was not. At Time 2, two weeks later, trait procrastination predicted self-reported job-search behaviors,
controlling for initial intentions, with pro-crastinators exhibiting less job-search activity in the two week interim, compared
to nonprocrastinators. Both conscientiousness and trait procrastination were related to a direct self-report measure of dilatory
behavior. The three person-task characteristics were found to mediate the relation of conscientiousness to job-search intentions
and to dilatory behavior. In addition, perceived task pleasantness moderated the relation of conscientiousness to job-search
behavior, controlling for intentions, such that higher levels of conscientiousness were associated with increases in behavior
only under conditions of low task pleasantness. Discussion centered on the prominent role of the person-task characteristics
and on the place of conscientiousness and trait procrastination in predicting intentions and behavior.
Young adults (202 women, 61 men: M = 20.9) completed measures of decisional and behavioral procrastination, self-esteem, interpersonal dependency, and self-defeating behavior. Correlational analysis indicated that both procrastination types separately and combined were significantly related to low self-esteem, dependency on others, and defeating behaviors. Among specific self-defeating behaviors, decisional procrastination was related to failing to complete crucial tasks, inciting anger in others, and rejecting good-spirited others. Behavioral procrastination was related to failing task completion, rejecting well-minded others, feeling guilty after a positive event, and choosing handicapping situations. Multiple regression analyses indicated that self-defeating tendencies of failure to complete crucial tasks and rejecting oppurtunities for pleasure were significant predictors of decisional, behavioral, and overall dysfunctional procrastination. Interpersonal dependency also was a significant predictor of both decisional and dysfunctional procrastination, while self-esteem predicted behavioral procrastination. These results suggest that types of procrastination may be predicted by similar personality factors, and that chronic procrastination is dysfunctional toward achieving life goals.
College students (204 women, 103 men) completed a set of inventories on procrastination, perfectionism, self-presentation, self-awareness, and self-handicapping. Separate exploratory factor analyses with oblique (promax) rotations were performed for procrastinators (n = 168) and nonprocrastinators (n = 139), yielding two-factor solutions. For procrastinators, Factor 1 loadings were social anxiety, acquisitive and protective self-presentations, perfectionism, and self-handicapping, while Factor 2 loadings included private and public self-consciousness. For nonprocrastinators, Factor 1 loadings were public and private self-consciousness, self-handicapping, and social anxiety, and Factor 2 contained acquisitive self-presentation and perfectionism. Results suggest that perfect behavior for procrastinators may be a strategic act of self-presentation aimed at “getting along” with others, but for nonprocrastinators it is a striving for excellance motivated by “getting ahead” of others.
In a choice among assured, familiar outcomes of behavior, impulsiveness is the choice of less rewarding over more rewarding alternatives. Discussions of impulsiveness in the literature of economics, sociology, social psychology, dynamic psychology and psychiatry, behavioral psychology, and "behavior therapy" are reviewed. Impulsiveness seems to be best accounted for by the hyperbolic curves that have been found to describe the decline in effectiveness of rewards as the rewards are delayed from the time of choice. Such curves predict a reliable change of choice between some alternative rewards as a function of time. This change of choice provides a rationale for the known kinds of impulse control and relates them to several hitherto perplexing phenomena: behavioral rigidity, time-out from positive reinforcement, willpower, self-reward, compulsive traits, projection, boredom, and the capacity of punishing stimuli to attract attention. (31/2 p ref)
In Sample 1, 46 procrastinators compared with 52 nonprocrastinators claimed lower self-esteem, greater public self-consciousness and social anxiety, and a stronger tendency toward self-handicapping. In Sample 2, 48 procrastinators compared with 54 nonprocrastinators reported a weaker tendency toward seeking self-identity information but a stronger tendency toward a diffuse-identity style, yet there were no significant differences in verbal and abstract thinking abilities. Further research must provide evidence for persistent procrastination as a personality disorder that includes anxiety, avoidance, and a fear of evaluation of ability.
This study examined the extent to which 3 dimensions of personal goals-commitment, attainability, and progress-were predictive of students' subjective well-being over 1 semester. At the beginning of a new term, 88 Ss provided a list of their personal goals. Goal attributes and subjective well-being were measured at 4 testing periods. Goal commitment was found to moderate the extent to which differences in goal attainability accounted for changes in subjective well-being. Progress in goal achievement mediated the effect of the Goal Commitment × Goal Attainability on Subjective Well-Being interaction. Results are discussed in terms of a need for addition and refinement of assumptions linking personal goals to subjective well-being.
This chapter provides an overview of research on choice preferences for delayed, larger versus immediate, smaller gratifications. In spite of the widespread recognition of the important role of delay of gratification in human affairs, previous experimental research on the topic has been limited. At the empirical level, extensive experimental work has been done on delay of reward in animals. Surprisingly, although voluntary delay behavior has been assumed to be a critical component of such concepts as “ego strength,” “impulse control,” and “internalization,” prior to the present research program relatively little systematic attention had been devoted to it in empirical work on human social behavior. The chapter presents, in greater detail, selected studies that focus on the role of cognitive processes during self-imposed delay. Many theorists have paid tribute abstractly to the importance of cognition for the phenomena of personality in general and for self-regulatory processes in particular. These tributes have been accompanied by some correlational research that explores, for example, the links between intelligence, self-control, cognitive styles, and other dispositional. The chapter offers a further theoretical analysis of the determinants of delay behavior.
Twenty-five adolescents reported their daily activities and the quality of their experiences for a total of 753 times during a normal week, in response to random beeps transmitted by an electronic paging device. In this sample adolescents were found to spend most of their time either in conversation with peers or in watching television. Negative affects were prevalent in most activities involving socialization into adult roles. Television viewing appears to be an affectless state associated with deviant behavior and antisocial personality traits. The research suggests the importance of a systemic approach which studies persons' activities and experiences in an ecological context. The experiential sampling method described in this paper provides a tool for collecting such systemic data.
The study investigated the personality profiles that emerge from dichotomizing subjects on two axes: (1) high vs low procrastination in handling the routines of daily living; and (2) high vs low manifest emotional upset experienced with reference to those routine tasks on which they, in fact, procrastinate. Anticipatory emotional upset was also investigated. It referred to the upset that would be experienced if subjects were to procrastinate on routine tasks that are, in fact, performed promptly and efficiently. The two kinds of emotional upset were found to be moderately intercorrelated and were weakly, if at all, correlated with procrastination. Profile analysis placed 99 of 164 Israeli engineering students in four groups approximating the four hypothesized procrastination-emotional upset types. Groups high in procrastination tended to be higher than groups low in procrastination on three hypothesized antecedents of procrastination: anxiety, the repressor/sensitizer construct, and pessimism. People who do not procrastinate as a rule, but are high in manifest upset when they do, were found to be lowest on these personality measures. The reverse was found for people high in procrastination. It was concluded that the three personality measures presumed to contribute to procrastination are adversely affected by the high frequency of emotional upset about procrastination experienced by those who procrastinate a great deal in handling life routines.
An individual cannot touch, smell, taste, hear, or see self-esteem. The self is not a "natural" phenomenon and is thus not accessible to the same kinds of scientific inquiry and measurement as are natural psychological constructs that are observable (e.g., human motor behavior). Self-esteem is nonsensical-cannot be measured through sensory data collection-and hence imaginary (Berlow, personal communication); as a result, an individual's self-esteem must be inferred, either by an individual's report of his/her sense of self (experienced self) or by others reporting the individual's self-esteem (presented self). But the social science community has too readily accepted an individual's personal self-report of self-esteem as natural fact. The guiding, and unquestioned assumption has been that the individual alone has access to the self. Who are we as outsiders to question this source of data? Few self-esteem researchers have used "others" to infer self-esteem-and thus they have relatively little knowledge of the validity of their self-report data (Wells & Marwell, 1976).
The present research examined the relations between individual differences in perfectionism and procrastinatory behavior in college students. A sample of 131 students (56 males, 75 females) completed measures of self-oriented, other-oriented, and socially prescribed perfectionism, as well as measures of academic procrastination and general procrastination. Subjects also completed ratings of factors related to procrastination (i.e., fear of failure, task aversiveness). Correlational analyses revealed it was the socially prescribed perfectionism dimension that was most closely correlated with both generalized procrastination and academic procrastination, especially among males. There were few significant correlations involving self-oriented and other-oriented perfectionism. However, the fear of failure component of procrastination was associated broadly with all the perfectionism dimensions. Overall, the results suggest that procrastination stems, in part, from the anticipation of social disapproval from individuals with perfectionistic standards for others.
500 students and 150 faculty members in 5 collegiate settings were asked the extent to which they procrastinated, as well as faculty perceptions of student procrastination. Results show a significant difference between faculty and student perception of student procrastination; a very small negative correlation between GPA and procrastination; significant differences in procrastination among freshmen, sophomores, juniors and seniors; and that faculty perception of student procrastination differed significantly according to the degree of the faculty member and his/her area of expertise. (9 ref) (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.
To examine the possible links between anxiety and procrastination, trait measures and self-report measures of dilatory behavior and state anxiety were obtained. A measure of state dejection, as distinguished from anxiety, was also included. Research participants were 23 female and 35 male first year Business Administration university students. Beginning 5 days prior to an examination period, these students reported on their feelings of anxiety and dejection and completed a dilatory behavior inventory regarding their behavior over the preceding 2 days. This was repeated every 2 evenings to yield three pre-examination assessments and two exam-day assessments. In a series of multiple regression analyses, trait procrastinators reported higher levels of pre-examination dejection than non-procrastinators (controlling for concurrent anxiety as a covariate), but did not report higher levels of state anxiety (controlling for concurrent dejection). Trait procrastination enhanced the prediction of pre-examination and exam-day dilatory behavior; trait and state anxiety did not. Furthermore, trait procrastination and trait anxiety were unrelated. It was concluded that anxiety plays a minor role, if any, in dilatory behavior, and should not be viewed as a strong correlate of trait procrastination.
The purpose of the present study was to explore several of the processes accounting for situational choices. Subjects kept daily records of their moods and the situations they encountered over a 30-day period. They rated the importance of 17 goals in each situation and estimated how often they actually attained each goal. The frequencies of satisfying and frustrating outcomes were also rated. It was found that goal importance and goal attainment were the best predictors of time spent in situations, followed by positive affect felt in the situation, and next by the satisfied outcome ratings. These relationships were generally stronger in chosen as opposed to imposed situations. Some situations were chosen on the basis of affect (recreation-leisure), while other situations (work-study) were chosen despite their affective consequences. It was concluded that situational choices are predicted by different variables for different situations and for different persons. The relevance of various current motivational theories for the present findings is discussed. Other possible influences on situational choices are suggested.
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.
Aitken's Procrastination Inventory was administered to 200 college students. Scores were correlated with extraversion and neuroticism scores of the revised Eysenck Personality Questionnaire. Procrastination was positively correlated with extraversion and curvilinearly related to neuroticism. Forty procrastinators and nonprocrastinators were further tested. Procrastinators showed a significant tendency to underestimate the time needed to complete a reading task. They also showed a preference for beginning a task by performing the simpler portions first. Treatment and theoretical implications are discussed.
Trait procrastination is viewed as a summary variable linked to the predisposition to engage in dilatory behaviour. This paper sought to trace the sources of trait procrastination by locating it within the five-factor personality structure. Study 1 concerned self-ratings on trait adjectives (in Dutch) that were relevant in some way to procrastinatory behaviour. The position of these adjectives on the five factors of personality (Neuroticism, Extraversion, Agreeableness, Openness, and Conscientiousness) was known. Respondents were 161 female and 117 male students attending a university in The Netherlands. They also completed a Dutch translation of a measure of trait procrastination. In Study 2, 271 female and 81 male Canadian university students completed the measure of trait procrastination and the Revised NEO Personality Inventory (in English). The results were remarkably consistent across the two samples. Trait procrastination was largely associated with lack of Conscientiousness. Trait adjectives highly related to trait procrastination (Study 1) included ‘undisciplined’, ‘lazy’, and ‘disorderly’. Trait procrastination in Study 2 was highly related to lower scores on each of the six facets of Conscientiousness (Competence, Order, Dutifulness, Achievement-Striving, Self-Discipline, and Deliberation). There were also some relations to Neuroticism, primarily in terms of tentativeness (Study 1) or Impulsiveness (a facet of Neuroticism) in Study 2. Relatively minor links to the lack of Extraversion were noted, essentially in terms of inactivity. Implications of the main findings locating trait procrastination within the Big-five personality structure were discussed. This overall approach added to our understanding of what characterizes the concept of trait procrastination and what is unrelated.