No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
The Complexity of the Relation between Fear of Failure and Procrastination
Abstract
This study investigated the indirect and conditional relation between fear of failure and procrastination based on constructs from self-determination theory. Using structural equation modeling to analyze data from 300 university students, we found that the relation between fear of failure and procrastination was moderated by perceived competence. The relation was positively significant for students with low levels of competence and negatively significant for those with high level of competence. However, in the latter group, fear of failure negatively affected satisfaction of the need for autonomy, which in turn increased the likelihood of problematic delay on academic and everyday-life tasks. The results are discussed in relation to the complex interplay of motivational variables related to self-regulatory failure.
... It's crucial to understand, nevertheless, that they will always have to overcome setbacks. 13,14 Students need to have a lot of selfcompassion to handle failure. Since errors are inevitable in human nature, one may always reroute oneself if one finds oneself in the wrong direction or makes a mistake. ...
... 8 The development and validation process of the PFAI likely followed a rigorous methodology, including several key steps: Conceptualization, Item Generation, Expert Review, Pilot Testing, Factor Analysis, Reliability Assessment, Validity Testing, Norming, Publication and Peer Review. [9][10][11][12][13][14] The PFAI scale consisted of 25 items to measure beliefs related to the unpleasant consequences of failure. PFAI scale is classified based on a fivepoint scale ranging from −2 to +2 (−2, −1, 0, +1, and +2). ...
... 12 While many of us may agree in principle that failure is an essential part of all learning and development, in reality, it's very difficult to accept failure. 13 Researchers have confirmed that medical students who experience anxiety or sadness are controlled by their fear of failing. The findings reveal that the overall mean FoF was found to be 0.32 and a significant proportion of medical students (57.4%) experience FoF, indicating its prevalence and potential impact on academic performance and psychological wellbeing. ...
Back ground Fear of Failure (FoF) is a persistent, irrational fear of failing to achieve one's goal. FoF can harm students' academic performance and cause more anxiety, self-doubt and lower self-esteem. This study proposes to assess the Fear of Academic Failure among medical undergraduate students and the factors associated with it. Methods and Material: A cross-sectional study was done among 430 medical undergraduate students in JSS Medical College, Mysuru over 6 months (September 2023-February 2024). Convenient sampling was used for selecting study participants. The data was collected using a pretested self-administered questionnaire consisting of two parts: socio-demographic characteristics and the scale to measure FoF (Performance Failure Appraisal Scale). Statistical tests like Chi-square tests, Kruskal-Walli's test and post-hoc test were used. Results: Among 430 medical undergraduate students, 53.2% were males and 46.8% were females. The mean age was 20.5 + 1.6 years. Out of them, 57.4% of students fear academic failure and 42.6% don't have FoF. Among 57.4% of students with fear of failure, 50.7 % were boys and 49.3 % were girls. The overall mean FoF was found to be 0.32. A statistically significant difference was seen between different academic years and FoF, siblings studying in medical college and FoF. Conclusions: The overall level of Fear of Failure was high among medical students at JSS Medical College, Mysuru. The level of fear differs with academic year and siblings studying in medical college
... Maulidia and Usman (2019) reported that the correlation between the two variables was statistically significant. Still, the correlation coefficient was too low, close to zero, and Haghbin et al. (2012) found that the significance of the relationship was inconsistent depending on the moderating variables. Han (2011) also reported that fear of others' evaluation did not affect academic procrastination. ...
... Could the relationship between the two variables be increased or decreased by the intervention of a variable that moderates the relationship between fear of negative evaluation and academic procrastination? Haghbin et al. (2012) found that learning ability and competence moderate the relationship between fear of failure and academic procrastination. They reported that when learning ability and competence were high, the indirect effect of fear of failure on academic procrastination was significant. ...
... Second, social anxiety was found to moderate the relationship between fear of negative evaluation and academic procrastination. It supports previous research (Haghbin et al., 2012) that a moderating variable exists in the relationship between fear of negative evaluation and academic procrastination. In particular, when the level of social anxiety was low, unlike when it was average or high, the effect of fear of negative evaluation on academic procrastination was not significant. ...
This study focused on the inconsistent relationship between the fear of negative evaluation and academic procrastination in previous studies and assumed that there may be a moderating variable between the two variables. Therefore, this study aimed to verify the moderating effect of social anxiety on the relationship between the fear of negative evaluation and academic procrastination. For this purpose, a questionnaire was administered to 323 college students from 41 universities in Korea, and the data were analysed. The result showed that the fear of negative evaluation and social anxiety had significant influences on academic procrastination. The moderating effect of social anxiety on the relationship between the fear of negative evaluation and academic procrastination was significant. In particular, when social anxiety was low, the relationship between the fear of negative evaluation and academic procrastination was not significant.
... A partir das falas dos participantes foi possível identificar que alguns fizeram referência a atenção, aprendizagem, concentração, motivação e a procrastinação como consequência do processo de ensino, como referido nas seguintes falas: A procrastinação, comumente encontrada em ambientes e situações desmotivantes, refere-se ao atraso desnecessário e irracional de uma tarefa acompanhado de desconforto psicológico e emoções negativas, como culpa e insatisfação. No caso do presente estudo a procrastinação pode ser entendida como uma consequência do contexto atípico ao qual os estudantes estão expostos (Haghbin;McCaffrey;Pychyl, 2012). ...
... A partir das falas dos participantes foi possível identificar que alguns fizeram referência a atenção, aprendizagem, concentração, motivação e a procrastinação como consequência do processo de ensino, como referido nas seguintes falas: A procrastinação, comumente encontrada em ambientes e situações desmotivantes, refere-se ao atraso desnecessário e irracional de uma tarefa acompanhado de desconforto psicológico e emoções negativas, como culpa e insatisfação. No caso do presente estudo a procrastinação pode ser entendida como uma consequência do contexto atípico ao qual os estudantes estão expostos (Haghbin;McCaffrey;Pychyl, 2012). ...
... A partir das falas dos participantes foi possível identificar que alguns fizeram referência a atenção, aprendizagem, concentração, motivação e a procrastinação como consequência do processo de ensino, como referido nas seguintes falas: A procrastinação, comumente encontrada em ambientes e situações desmotivantes, refere-se ao atraso desnecessário e irracional de uma tarefa acompanhado de desconforto psicológico e emoções negativas, como culpa e insatisfação. No caso do presente estudo a procrastinação pode ser entendida como uma consequência do contexto atípico ao qual os estudantes estão expostos (Haghbin;McCaffrey;Pychyl, 2012). ...
As mudanças acadêmicas resultantes da necessidade de quarentena e isolamento social impostos pela pandemia do COVID-19, estão sendo vivenciadas de maneira diferente pelos estudantes. O estudo objetivou compreender as estratégias de enfrentamento e as mudanças ocorridas na vida acadêmica dos estudantes. Trata-se de um estudo de corte transversal com análise qualitativa. Os dados foram coletados em maio de 2020 através de questionário (formulário) com perguntas fechadas sobre características sociodemográficas e semiabertas, disponibilizado em plataforma disponível no site forms.office.com. A estratégia utilizada para recrutamento dos participantes foi a “snowball sampling”, através da distribuição do formulário por WhatsApp, durante três dias. Participaram do estudo 131 estudantes, de todo território nacional. Os resultados apontaram mudanças na vida acadêmica e familiar com a inclusão do ensino remoto e as metodologias propostas pelas instituições. Algumas dificuldades referidas foram acesso à internet, adaptação do ambiente familiar para aulas remota, o estudo remoto afetando e sendo afetado pela dinâmica familiar, falta de organização prévia e o acúmulo de atividades propostas pelas instituições. Foram relatados também os esforços contínuos vivenciados nos enfrentamentos pelos estudantes diante da necessidade de prosseguir com as atividades acadêmicas durante o isolamento social. A resposta emocional dos estudantes também foi identificada bem como a qualidade da dedicação no processo de ensino remoto. O presente estudo aponta para a necessidade de implementação de atividades com objetivo de facilitar o processo de adaptação de estudantes e docentes com vistas a saúde mental e qualidade da aprendizagem.
... Some evidence suggests individuals procrastinate due to fear of failure, referring to the expectation of threat or aversive consequences in performance situations (Conroy et al., 2007). Individuals plagued by fear of failure believe they are incapable of completing a task to their own expectations (Kachgal et al., 2001), or that the demands placed on them are too high, and so they try to hide performance anxiety by postponing the beginning or completion of tasks (Ferrari, 2001;Haghbin et al., 2012). Studies examining younger adults in the academic field showed a positive relationship between procrastination behavior and fear of failure (Haghbin et al., 2012); hence, stronger fear of failure was associated with more procrastination behavior. ...
... Individuals plagued by fear of failure believe they are incapable of completing a task to their own expectations (Kachgal et al., 2001), or that the demands placed on them are too high, and so they try to hide performance anxiety by postponing the beginning or completion of tasks (Ferrari, 2001;Haghbin et al., 2012). Studies examining younger adults in the academic field showed a positive relationship between procrastination behavior and fear of failure (Haghbin et al., 2012); hence, stronger fear of failure was associated with more procrastination behavior. Solomon and Rothblum (1984) found that fear of failure explained 49.4% of the variance of reasons given for procrastination; similarly, Haghbin et al. (2012) reported a positive relationship between fear of failure and academic procrastination in students who rated their own competencies as poor. ...
... Studies examining younger adults in the academic field showed a positive relationship between procrastination behavior and fear of failure (Haghbin et al., 2012); hence, stronger fear of failure was associated with more procrastination behavior. Solomon and Rothblum (1984) found that fear of failure explained 49.4% of the variance of reasons given for procrastination; similarly, Haghbin et al. (2012) reported a positive relationship between fear of failure and academic procrastination in students who rated their own competencies as poor. Zhang and colleagues identified both a positive relationship between procrastination and fear of failure, as well as that fear of failure mediated the relationship between procrastination and self-worth. ...
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.
... Some individuals attempt to avoid such emotions in advance in order to better cope with the assignment. However, there are those whose concern towards the assignment turns into actual anxiety, thus preventing them from dealing with it in any way, and this also leads to continued procrastination (Haghbin, McCaffrey, and Pychyl 2012;Steel 2012). ...
... This finding may be explained by the fact that some students attempt to avoid emotions of stress and anxiety in advance. Because assignment turns into actual anxiety, thus preventing them from dealing with it in any way, and this also leads to continued procrastination (Haghbin, McCaffrey, and Pychyl 2012;Steel 2012). Another explanation can be the combination model of internal and external regulation factors (Self vs. External-Regulation behaviour) described by de la Fuente-Arias (2017). ...
... Existing data suggest that procrastination affects academic performance (Kim & Seo, 2015), academic (Balkis, results indicated that competence moderates the relationship between fear of failure and procrastination, while satisfaction with the need for autonomy mediates this relationship. The findings also suggested that the direction of the relationship between fear of failure and procrastination is positive and significant in students with low levels of competence (Haghbin et al., 2012). A recent study has demonstrated that rational beliefs moderate the direct effect of fear of failure on procrastination. ...
... These results support the assumption that students, who are afraid of failure, do not exhibit procrastination behaviors directly, but they exhibit procrastination behaviors because they cannot regulate their fear. This finding is also consistent with previous evidence in the literature that the inconsistency of research findings on the relationship between fear of failure and procrastination points to the existence of mechanisms that moderate or mediate the relationship between the two variables (Haghbin et al., 2012). Therefore, it is worth noting that the relationship between fear of failure and procrastination is significant for students, who have difficulty regulating their emotions. ...
This study investigates the mediating mechanisms that play a crucial role in the relationship between fear of failure and academic satisfaction and between fear of failure and procrastination. The study sample consists of 292 undergraduate students enrolled in different departments of the university. Within the scope of this study, emotion regulation difficulties may be one of the mediating mechanisms in this reciprocal relationship, the findings provide evidence that procrastination functions as a mediating variable in the relationship between fear of failure, difficulty in emotion regulation, and academic satisfaction while difficulty in emotion regulation acts as a mediator in the relationship between fear of failure and procrastination. Therefore, the findings of this study suggest that interventions aimed at improving the individual's emotion regulation skills may play an important role in overcoming the negative effects associate with the fear of failure on procrastination and academic satisfaction.
... For example, Solomon and Rothblum (1984) and Özer et al. (2009) revealed that over half of university students reported fear of failure as a major factor for procrastination. A number of researchers have demonstrated a positive correlation between procrastination and fear of failure Eckert et al., 2016;Fatima et al., 2011;Haghbin et al., 2012;Krause & Freund, 2016;Mih & Mih, 2016;Özel et al., 2009;Zhang et al., 2018Zhang et al., , 2022. ...
... REBT emphasizes that irrational beliefs generate emotions such as the fear of failure, which trigger avoidance behavior such as procrastination (David et al., 2010). Earlier findings have also indicated that fear of failure is associated with irrational beliefs Solomon & Rothblum, 1984) and that individuals with have a fear of failure tend to procrastinate more (Fatimah et al., 2011;Haghbin et al., 2012;Krause & Freund, 2016;Mih & Mih, 2016). ...
Extant research has consistently demonstrated that both irrational and rational beliefs contribute to the occurrence and persistence of procrastination. Most of these studies have focused on the role of general irrational and rational beliefs, without addressing domain‐specific beliefs that may influence academic procrastination. This cross‐sectional study aims to fill that gap by investigating the relationship between irrational/rational academic beliefs, fear of failure, and academic procrastination in a sample of undergraduate students ( N = 354). The current findings suggest that irrational academic beliefs are indirectly associated with academic procrastination through fear of failure. Furthermore, the positive relationship between irrational academic beliefs and academic procrastination via fear of failure differs based on the level of rational academic beliefs. These findings suggest that interventions designed to improve domain‐specific rational academic beliefs and reduce fear of failure may help prevent or reduce academic procrastination, especially among undergraduates with high levels of irrational beliefs.
... A number of studies have been conducted to test the afore-mentioned explanations based on clinical observations that have shown that procrastination is positively associated with fear of failure (Haghbin et al., 2012;Onwuegbuzie & Collins, 2001;Özer et al., 2009;Schouwenburg, 1992;Solomon & Rothblum, 1984;Steel, 2007) and negatively correlated with self-worth (Dinnel et al., 2002;Feick & Rhodewalt, 1997;Ferrari, 2000;Ferrari & Diaz-Morales, 2007;Pychyl et al., 2002). For example, Feick and Rhodewalt (1997) stated that individuals who avoided facing an unsuccessful situation by exhibiting procrastination behavior in situations where there was a possibility of failure had higher self-esteem than those who did not use any self-handicapping strategy. ...
... Therefore, our study aims to provide additional evidence for the theoretical explanations of Burka and Yuen (2008) and Ferrari et al. (1995), who argue that individuals who doubt their abilities and performance in completing a task experience intense fear of failure, which leads them to postpone required tasks and responsibilities. Previous studies in the existing literature have shown that procrastination is associated with fear of failure (Haghbin et al., 2012;Özer et al., 2009;Steel, 2007) and self-doubt (Duru & Balkis, 2014;Balkis & Duru, 2018. However, Balkis and Duru (2019) reported that fear of failure plays a partial mediating role in the association between self-doubt and procrastination in university samples. ...
Procrastination has been associated with negative outcomes such as poor performance and well-being. The relevant theorists have suggested that those with an uncertain self-concept tend to procrastinate because they fear failing to meet the required standard. Therefore, this cross-sectional study was designed to test the relationship between self-doubt, fear of negative evaluation, procrastination, and rational/irrational beliefs from a cognitive perspective. A total of 344 highly educated adults (65.4% female, the mean of age was 37.51 years, SD = 8.53, and range 21-63) completed a questionnaire booklet that included the Self-doubt Scale, Procrastination Scale, Fear of Negative Evaluation Scale, and Irrational/rational Beliefs Scale. Current findings indicate that self-doubt predicts procrastination directly and indirectly through fear of negative evaluation. While this direct predictive effect of self-doubt on procrastination varies depending on the level of rational belief, its indirect predictive effect varies depending on the level of irrational beliefs. The present findings underline interventions to strengthen individuals' rational beliefs and modify their irrational beliefs, which can play a fundamental role in overcoming procrastination in the adult population.
... Fear of failure is described as a reaction to the potential negative consequences of failure (Haghbin et al., 2012;Tisocco & Liporace, 2022). Other research has also linked fear of failure to procrastination, suggesting that procrastinators use it as a defense mechanism to protect their self-worth (Balkis & Duru, 2012). ...
This research investigates academic procrastination in undergraduates, examining how group size, level of interdependence (individual or group work), and academic performance (measured by GPAs) interplay. Academic procrastination is crucial for student success, and our diverse sample across academic contexts employs a mixed-methods approach, utilizing surveys. To verify the hypotheses, two separate studies were carried out by a total of 132 undergraduates from colleges and universities in HCMC. In the first study, it aimed to determine an appropriate range for defining "small" and "large" groups based on the perceptions of the respondents and the relationship between interdependence in group activities and academic procrastination. The results highlight that group size had a positive significant effect on students' perceived interdependence, which moderates the negative relationship between interdependence and academic procrastination. Study 2 aimed to investigate the relationship between Interdependence, Commitment, Perceived Accountability, GPAs and Procrastination. Our study highlights a unique aspect of the negative impact of Perceived Accountability on Procrastination. The control variables included in the study did not demonstrate significant impacts, underscoring the robust influence of Perceived Accountability. Findings also underscore the positive impact of interdependence in boosting perceived accountability and commitment. Moreover, students with higher GPAs, who presumably possess a stronger sense of accountability, are less likely to procrastinate on academic tasks. In summary, the research emphasizes the value of promoting interdependence, commitment and accountability within groups to decrease procrastination. By comprehending the multifaceted nature of academic procrastination, educators and policymakers can develop targeted interventions to alleviate procrastination tendencies, ultimately creating a more conducive learning environment for undergraduates.
... It has also been associated with a higher student dropout rate within online-learning environments (Michinov et al., 2011). Procrastination has also been described as a self-regulated motivational deficit or as a significant challenge for selfregulated learning -i.e., the process by which individuals control their thoughts, emotions, and behaviours to achieve their academic goals-(e.g., AlJarrah et al., 2018;Broadbent, 2017;Haghbin et al., 2012;Hong et al., 2021;Klingsieck et al., 2013;Loeffler et al., 2019;Maycock et al., 2018;Yurtseven & Dogan, 2019;Ziegler & Opdenakker, 2018) with notoriously high prevalence reports: at least half of college students procrastinate regularly (e.g., Ferrari et al., 2009;Solomon & Rothblum, 1984). While procrastination is an issue that pre-dates the pandemic, the rapid shift to online learning has been posited to exacerbate its negative effects (Kathleen & Basaria, 2021). ...
The study assessed undergraduates’ procrastination and self-determined academic motivation during the Covid-19 pandemic compared with pre-pandemic times. Participants were 1,486 students attending public universities from Buenos-Aires-City-and-environs in Argentina (Mage = 26.74, SD = 7.88; 85% female, 15% male). A subtotal of 905 (61%) students participated pre-pandemic (January 2020) during face-to-face learning, and 581 (39%) participated during the pandemic (July 2021) during online learning. At both times, participants provided sociodemographic information and completed the Tuckman Procrastination Scale and the Academic Motivation Scale. Hierarchical multiple regression analyses were conducted to assess the relations between procrastination and academic motivation in students before compared to during the pandemic. A small but significant increase in procrastination was observed when comparing the pre- and during- pandemic groups: the risk of being classified as a procrastinator during the pandemic was estimated to be 22% higher (CI95 = 9%, 35%) compared with pre-pandemic times. Academic motivation was observed to remain stable, indicating evidence of minimal pre-during pandemic differences. Results suggest that, during the pandemic, procrastination in students rose, but academic motivation remained stable. These findings provide novel insights into psychological variables that affect student learning. In this vein, educators should be aware that students could procrastinate more within online learning contexts during a pandemic; thus, further research is needed to understand how to support students in this context.
... Researchers have investigated the causes and consequences of academic procrastination in recent decades, revealing various internal and external psychological elements that contribute to its development. The internal ones are: (1) personality characteristics such as poor self-image, avoidance, and perfectionism (Patrzek et al., 2012;Pychyl et al., 2002;Wang et al., 2017) (2) competence-related elements such as insufficient knowledge, regulation of low self-esteem, and poor study skills (Asri et al., 2017;Zacks & Hen, 2018), (3) affective factors includes to anxiety, frustration, boredom, fear, shame, guilt, regret, revenge and anger (Deniz et al., 2009;Feyzi Behnagh & Ferrari, 2022;Haghbin et al., 2012;Haycock et al., 1998) (4) cognitive aspect such as fear, lack of internal motivation, and failure of self-regulation (Zarrin et al., 2020), (5) learning history includes behavioral learning and negative learning experience, (6) physical and mental health concerns, (7) perceptions of academic tasks, such as viewing them as adversarial, difficult, or important (Simon et al., 2020), (8) lack of the scale of priorities, (9) inadequate time management skills (Nayak, 2019;Ocak & Boyraz, 2016) and (10) the selection of coping strategies (Asikhia, 2010). External factors includes school-related matters such as the quality of teachers, peer influences, and external conditions of the school (Patrzek et al., 2012) and the style of parenting (Pychyl et al., 2002;Zakeri et al., 2013). ...
Academic procrastination is the deliberate delay of academic tasks, which is frequently caused by various reasons such as poor time management, disinterest in task or lack of motivation, sincerity, perfectionism or external socio-demographic variables. These behaviors can adversely affect students' academic performance. The present study aims to examine the status of students' time management and task aversiveness in academic procrastination. This study further investigates their role in shaping mathematics achievement. A quantitative research approach with a cross-sectional survey research design was used among 474 secondary level students of Bardiya district. The data were analyzed by using t-tests, ANOVA and multiple linear regressions. The finding reveals that time management and task aversiveness are significant contributors to procrastination. Additionally, regression analysis shows that study hour, aversiveness of task, ethnicity, father education and mother education are major significant factors to determine mathematics achievement score. These results underscore the critical need for collaborative efforts among parents, teachers and policymakers to address the root causes of procrastination and enhance students' academic performance. Developing targeted interventions and support systems can foster better time management and reduce task aversiveness, ultimately leading to improved learning outcomes in mathematics and beyond.
... For example, people with lower self-esteem are more likely to procrastinate; people with higher self-efficacy, who believe they can achieve a goal, are less likely to procrastinate (Steel, 2007). Research also found that the individual emotion of fear of failure mainly affects procrastination through self-efficacy: individuals who fear failure but have high self-efficacy believe that they can avoid failure through hard work, thereby reducing procrastination; individuals who fear failure but have low self-efficacy believe that they are likely to fail, leading to more procrastination (Haghbin et al., 2012). Further research has shown that perfectionism is also significantly negatively correlated with procrastination in addition to self-efficacy (Sadeghi et al., 2011). ...
... The tendency towards escapism through procrastination is one such behaviour whose study can have interesting inferences for the use of social media, especially in the workplace. Procrastination (Ariely & Wertenbroch, 2002; Haghbin et al., 2012;Klingsieck, 2013;Steel, 2007;Steel & Ferrari, 2012) refers to quintessence of self-regulatory failure (Rebetez et al., 2016) and voluntarily or habitually delaying unpleasant tasks for later (Unda-Lopez et al., 2022). According to Zhang et al. (2019), procrastination refers to voluntary and irrational delay of an intended course of action, Procrastination at work can be defined as putting off work related action by engaging in nonwork-related actions during work hours (Metin et al., 2016). ...
This research investigates the intricate interplay between escapism, procrastination, and social media engagement among the Generation Z population in India. The primary aim was to examine the potential mediating role of procrastination in the association between escapist tendencies and excessive social media consumption. A sample of 621 participants aged 18-25 completed self-report measures assessing these constructs. Mediation analysis revealed a significant full mediation effect, indicating that procrastination serves as a critical intermediary in the relationship between escapism and excessive social media usage. The Generation Z commonly known as the Gen Z population consists of people born after 1995 who are just entering the workforce. These findings therefore offer valuable implications for the next generation in the workforce specially from an organizational psychology and human resource management perspective, underscoring the potential consequences of escapist tendencies and procrastination on employee productivity and well-being in the workplace.
... For example, does fear of failure impede students' engagement with academic tasks? Further, when faced with setbacks, does fear of failure increase students' likelihood of disengaging from academic work irrespective of levels of academic buoyancy (Haghbin et al., 2012). This helps to determine whether even for students who endorse academically buoyant responses as an option in the school setting, fears of failure may impede persevering in the face of setbacks. ...
Academic buoyancy refers to a student's adaptive response for dealing with academic-related setbacks and challenges that are typical in the ordinary course of school life. Fear of failure, known also as fear avoidance, is the tendency for students to be uncertain about their ability to avoid failures and achieve success. Both constructs have been associated with students' academic outcomes. Herein, we examine whether there were differences in these constructs associated either with students' time in the academic setting (i.e., first generation student or graduate level student) or type of challenges experienced (i.e., as a student of color or primary language other than English). Specifically, in using online surveys, we investigated the relation between academic buoyancy and fear of failure among university students (N = 122) from a public university in the southwestern United States. Supporting earlier research, when examining the association between academic buoyancy and fear of failure across all participating students, we found academic buoyancy was negatively related to fear of failure. When examining whether there were differences in academic buoyancy or fear of failure across either student experience (i.e., degree level or first-generation student status) or types of challenges related to being a student whose primary language is a language other than English or being a student of color, we found insufficient evidence of differences. This suggests that regardless of college-generational status, degree level, primary language, and racial/ethnic backgrounds, students reported similar levels of academic buoyancy and fear of failure. Findings extend the limited literature on academic buoyancy and fear of failure in higher education.
... The psychological processes that contribute to academic procrastination are currently under investigation. Studies suggests that the primary cause of procrastination may be the fear of failure, whereas other studies suggest that deficiencies in self-regulation are the principal factors contributing to procrastination [7,8]. Recent research indicates that academic procrastination may be a fundamental characteristic of conscientiousness [9]. ...
Background
Academic procrastination (AP), a common behavior among students, is influenced by factors such as fear of failure, task aversiveness, anxiety, and stress. Self-generated stress (SGS) refers to the subjective experience of tension that occurs in response to an existing situation. Individuals often overestimate the difficulty and attainability of a task, resulting in increased stress and extended stress duration. SGS can worsen mental and physical health problems, including bruxism. Therefore, this study investigates the possible underlying connections by examining the relationship between AP, SGS, and self-reported (SR) bruxism in medical and dental students.
Methods
The present cross-sectional study was undertaken among a sample of 379 students pursuing medical and dentistry degrees in Turkey. The questionnaire, including the Academic Procrastination Scale-Short Form, SR bruxism Scale, and SGS Scale, was administered to the students. According to the responses given to the SR bruxism Scale, 3 types of SR bruxism groups were created as sleep, awake, and compound. A comparative analysis was conducted on AP, SGS, and SR bruxism among medical and dental students. Furthermore, the associations among AP, SGS, and SR bruxism were assessed using the utilization of correlation tables and regression analysis.
Results
The prevalence of awake bruxism was higher among dental students (46.6%) compared to medical students (34.7%), suggesting a faculty-dependent trend. A significant positive correlation was observed between SGS and AP (r = 0.212, p < 0.001). Median AP values differed significantly based on awake bruxism (p = 0.007) and compound bruxism (p = 0.013), but not sleep bruxism (p = 0.352). SGS exhibited statistically significant differences across all SR bruxism types: sleep (p < 0.001), awake (p < 0.001), and compound (p < 0.001). Multiple regression analysis identified SGS as a significant risk factor for SR bruxism, with a one-unit increase in stress score elevating the SR bruxism risk by 1.086 times.
Conclusions
This study revealed that self-generated stress significantly increases the risk for the development of SR bruxism. A significant relationship was found between academic procrastination and self-generated stress, and this relationship was particularly associated with an increased risk for the development of compound and awake bruxism. Stress-reducing therapy methods should be recommended for students to both increase academic success by reducing academic procrastination and prevent the negative effects of stress-related SR bruxism.
... Consequently, students plagued by low self-esteem or feelings of incompetence are more inclined to defer their academic responsibilities in favor of unplanned and less demanding activities. This inclination stems from their perception of failure consequences as unpleasant and menacing, leading to negative emotions [46]. Thus, students wrestling with low self-esteem may resort to procrastination as a form of self-preservation [47]. ...
Academic procrastination, a prevalent issue in higher education, has been associated with various adverse outcomes. This study aims to discern and compare the degrees of academic procrastination among university students in Honduras and Spain while also investigating the relationship between academic procrastination and the Big Five personality factors alongside self-esteem. The sample comprised 457 university students, encompassing 237 Hondurans and 220 Spaniards. The research employed descriptive, comparative, correlational, and regression analyses. Honduran university students exhibited a significantly lower level of academic procrastination. Correlational analyses revealed that self-esteem and all Big Five personality factors, except for neuroticism in the Spanish cohort, displayed noteworthy associations with academic procrastination. Further regression analyses demonstrated that conscientiousness emerged as a significant predictor of procrastination in both samples. This study's findings can be pivotal in identifying students at risk of procrastination at an early stage. Additionally, the results can inform the development of intervention programs designed to mitigate procrastination tendencies among university students.
... Positive affect, on the contrary, is a personal resource for preventing procrastination as participants with higher levels of positive affect procrastinate less compared to participants with lower levels of positive affect (Kühnel, Bledow, & Kuonath, 2022). Concerning the link between procrastination and negative affect due to threat-related aspects, procrastination is associated with aspects such as external locus of control (e.g., Brownlow & Reasinger, 2000;Carden, Bryant, & Moss, 2004), anxiety concerning an activity (e.g., Carden et al., 2004;Grunschel, Patrzek, & Fries, 2013;Yildirim & Demir, 2020) and fear of failure (e.g., Haghbin, McCaffrey, & Pychyl, 2012). Furthermore, individuals with high levels of negative affect such as anxiety and neuroticism procrastinate more than participants with lower levels of negative affect (for meta-analytic results see Steel, 2007). ...
There is ample theoretical and empirical support for the idea that both conscious and unconscious volitional processes, predecisional and postdecisional aspects, and the aspect of having or not having self-access play a role in procrastination episodes. The unconscious volitional processes, predecisional aspects, and the aspect of self-access are yet rather under-researched. If they are considered, however, procrastination can be understood on an even deeper level and treated more sustainably. Moreover, considering these aspects opens up a humanistic perspective on procrastination episodes, thereby, putting procrastination and procrastination interventions in the bigger picture of self-actualization, self-alienation, and self-growth.
... Coming to our third contribution, social support was significantly directly related to procrastination as well as irritation even though social support was rated as rather high (mean above 4 given a scale maximum of 5), making a ceiling effect more likely. As procrastination is closely related to the fear of failure (Haghbin et al., 2012), social support might be an effective countermeasure for this fear. Social support is also significantly negatively related to work intensification, indicating that this resource might be closely related to the perception of work intensification -or with lower work intensification social support seems more available. ...
The use of information and communication technologies while working from home during the COVID-19 pandemic may have increased flexibility and compatibility of different life domains, but may have also increased work intensification – which in turn may jeopardize wellbeing and task performance. While work intensification is assumed to relate positively to procrastination as well as irritation, the extent of work from home was expected to strengthen these relationships. Social support may attenuate these moderations. The assumptions were tested in two independent, comparable samples (S1, N = 347; S2, N = 1,066) during two stages of the COVID-19 pandemic (November 2020, 2021). Data were collected via online questionnaires using established scales (preregistered before analyses). Work intensification was significantly positively related to procrastination as well as cognitive and affective irritation in both samples. The extent of work from home strengthened the relationship between work intensification and procrastination (S2), while in S1 this held true only when persons reported not having their own study at home. Social support did not moderate the moderations. By replicating results in two different samples, this study contributes by being the first to examine the relationship between work intensification and procrastination, while further confirming the positive relationship between work intensification and irritation. The extent of work from home seems to pose an additional risk for procrastination. Our research extends the research on remote work by showing the downsides, such as work intensification, which is positively related to irritation and procrastination, which are precursors to impaired wellbeing and task performance. This highlights the different negative outcomes that can result from non-ideal working conditions when working from home during the COVID-19 pandemic. Especially given that the pandemic paved the way for a high prevalence of work from home, future research should investigate beneficial contextual factors to provide the evidence base for the design of healthy and productive working conditions.
... This inclination toward postponement is often accompanied by subjective distress and is not merely a matter of low responsibility and time management but represents a genuine issue of self-regulation on cognitive, emotional, and behavioral levels (Klingsieck, 2013). The propensity to procrastinate can be exacerbated by factors such as perceived self-competence (Haghbin et al., 2012), low self-control (Uzun et al., 2020), fear of failure (Zhang et al., 2018), depression (Kınık and Odacı, 2020), low self-esteem (Hajloo, 2014), or anxiety (Spada et al., 2006), among others. (O'Connor and Paunonen, 2007;Vedel, 2014;Lamas, 2015;Sorić et al., 2017;Stajkovic et al., 2018;Hidalgo-Fuentes et al., 2021), consistently found that the factor of conscientiousness (known as tenacity in the HFM) is frequently associated with academic performance and serves as a powerful, significant predictor thereof. ...
Introduction
The High Five Model (HFM) categorizes five positive human characteristics-erudition, peace, joviality, honesty, and tenacity-utilizing an inductive psycholexic approach. This study examines the predictive power of HFM on academic performance among university students, hypothesizing that it surpasses conventional predictors such as academic motivation, exam anxiety, and academic procrastination.
Methods
A non-experimental cross-sectional correlational design was implemented using a non-probabilistic convenience sample of 1,007 Ecuadorian university students (403 females). Self-reported measures of the “high factors,” academic motivation, exam anxiety, and academic procrastination were collected. Linear regression analysis was utilized to evaluate the predictive capacity of the HFM on academic performance.
Results
The analysis revealed that the high factors of the HFM significantly predict academic performance, demonstrating a stronger predictive ability than traditional psychological predictors.
Discussion
The findings suggest that incorporating the HFM into academic settings could enhance understanding and prediction of student performance. This could potentially inform targeted interventions that leverage these high factors, thereby fostering better academic outcomes. Further research could explore the integration of the HFM with other educational strategies and its applicability across diverse educational contexts.
... This inclination toward postponement is often accompanied by subjective distress and is not merely a matter of low responsibility and time management but represents a genuine issue of self-regulation on cognitive, emotional, and behavioral levels (Klingsieck, 2013). The propensity to procrastinate can be exacerbated by factors such as perceived self-competence (Haghbin et al., 2012), low self-control (Uzun et al., 2020), fear of failure (Zhang et al., 2018), depression (Kınık and Odacı, 2020), low self-esteem (Hajloo, 2014), or anxiety (Spada et al., 2006), among others. (O'Connor and Paunonen, 2007;Vedel, 2014;Lamas, 2015;Sorić et al., 2017;Stajkovic et al., 2018;Hidalgo-Fuentes et al., 2021), consistently found that the factor of conscientiousness (known as tenacity in the HFM) is frequently associated with academic performance and serves as a powerful, significant predictor thereof. ...
The High Five Model (HFM) categorizes five positive human characteristics-erudition, peace, joviality, honesty, and tenacity-utilizing an inductive psycholexic approach. This study examines the predictive power of HFM on academic performance among university students, hypothesizing that it surpasses conventional predictors such as academic motivation, exam anxiety, and academic procrastination.
... Наприклад, в академічних колах деякі учні не можуть виконати свої завдання не через низький інтелект або погані навички, а через прокрастинацію [10]. Деякі учні можуть прокрастинувати під час роботи над складними завданнями через страх невдачі [9]. На противагу цьому, з особистої точки зору, люди можуть прокрастинувати через поганий тайм-менеджмент або низьку самооцінку [7]. ...
Стаття присвячена вивченню ролі мотивації в управлінні прокрастинацією серед учнів старших класів. Було винесено на огляд результати дослідницької роботи впливу різних мотиваційних чинників на ефективність навчання та здатність учнів долати тенденцію до відкладання завдань. В статті розглядаються психологічні аспекти мотивації, такі як внутрішня та зовнішня мотивація, а також вплив саморегуляції. Ця стаття має значущість для педагогічної практики та допомагає в розумінні механізмів ефективного управління мотивацією як інструментом боротьби з прокрастинацією у навчальному середовищі.
... Another need found to be negatively related to academic procrastination is competence. As well as autonomy, individuals' perceptions of competence are also effective in procrastination (Haghbin et al., 2012). Low self-efficacy increases academic procrastination (Tuckman, 1991). ...
Academic procrastination is the failure to perform academic tasks on time or not doing at all. It can cause undesirable consequences for students' academic development and mental health. It has a complex structure that includes cognitive and emotional components in addition to its behavioral dimension. This study seeks to answer whether social media addiction mediates the relationship between satisfaction of basic psychological needs and academic procrastination. The participants were 647 university students (70.6% female and 29.4% male) representative of all the programs in the College of Education at a public university in Turkey. We used two analytic approaches to test the mediation effect (regression with bootstrap and structural equation modeling) and arrived the same conclusion. Results showed that social media addiction partially mediated the relationship between university students' basic psychological needs and academic procrastination. While greater satisfaction of basic psychological needs was directly related to a reduction in academic procrastination, indirectly, it was associated with a further decrease in academic procrastination through social media addiction. Thus, we suggest that preventive and curative psychological services should focus on enhancing the satisfaction of basic psychological needs (autonomy, competence, and relatedness) to help mitigate the development of social media addiction, which further reduces academic procrastination.
... Regardless of the reasons that lead people to postpone their pre-planned duties and responsibilities (Steel, 2007;Burka and Yuen, 2008;Haghbin et al., 2012), procrastination behavior may increase stress and worry, lower mood, and negatively impact performance in school and at work (Sirois, 2007;Goroshit, 2018;Legood et al., 2018). Epidemiological research has also revealed a relationship between higher levels of trait procrastination with psychiatric symptomatology (i.e., anxiety and depression) and lower self-efficacy and satisfaction with life (van Eerde, 2003;Steel, 2007;Rozental et al., 2014;Duru and Balkis, 2017;Klein et al., 2017;Kim et al., 2020). ...
The objective of the current study was to adapt and validate the pure procrastination scale (PPS) for the Spanish adult population. Procrastination can have numerous consequences in daily life, making it essential to have reliable and valid instruments for measuring procrastination. Thus, this study was conducted to address this need. The sample consisted of 596 adults aged 18–83 years (M = 35.25, SD = 13.75). In addition to the PPS, participants completed two procrastination measures, namely the irrational procrastination scale and the decisional procrastination questionnaire, alongside the Big Five inventory and the satisfaction with life scale. The results of the confirmatory factor analysis revealed a three-factor structure of the PPS. The examination of the reliability of scores in terms of internal consistency and temporal stability showed satisfactory results for the PPS scores. Moreover, gender invariance was observed at the scalar level. Finally, the PPS scores correlated with other measures of procrastination, personality traits, and satisfaction with life in the expected direction and magnitude. In conclusion, the Spanish PPS offers valid and reliable scores when administered to adult population.
... For example, individuals with high levels of fear of failure tend to generalise failure across performance contexts (McGregor & Elliot, 2005). The literature shows that students' fear of failure has a significant impact on intrinsic motivation, academic procrastination, learning behaviour and student achievement (Caraway et al., 2003;Chen et al., 2009;Haghbin et al., 2012). ...
There is considerable empirical support for the study of factors that positively or negatively influence academic performance, including achievement goal orientation and fear of failure. According to research, fear of failure can, in some situations, threaten students' academic performance by affecting their engagement in learning activities. If remedial action is not taken to reduce it, this can affect students academic future. At the same time, earlier research has indicated that fear of failure influences thenature of achievement goals that students pursue. Nevertheless, there is a scarcity of studies that have explored the connection interplay between learning goal orientation, the fear of failure, and academic achievement. Based on data from 120 university students, we conducted correlational analyses to test the relationships between achievement goal orientation, fear of failure and academic performance. The findings showed significant correlations between fear of failure and mastery-avoidance goal, as well as between students' academic performance. Pedagogical implications and future research directions were discussed.
... Second, the negative contribution of autonomous motivation in the prediction of procrastination at the within-person level was smaller for students with lower intelligence. Possibly, even when autonomously motivated, students with lower intelligence are still tempted to procrastinate because they feel deeply insecure about their competence (Haghbin et al., 2012). ...
This study examined the unique and interactive role of students’ quality of motivation, as defined in self-determination theory, and their mindsets about intelligence, as conceptualized in Dweck’s framework, in predicting a variety of learning outcomes (engagement, learning strategies, persistence, procrastination, and test anxiety) and achievement. Moving beyond past work, this study examined their effects both at the level of between-student differences and at the level of semester-to-semester fluctuations within students’ own functioning, thereby controlling for students’ cognitive ability. The study had a four-wave longitudinal design, following 3,415 seventh-grade students across a 2-year period with 6-month intervals (49.8% female; Mage = 12.65 years). Multilevel analyses demonstrated that autonomous motivation and effort beliefs had independent and favorable associations with most outcomes and that controlled motivation and a fixed mindset related more uniquely to maladaptive outcomes, findings that emerged at both levels of analysis. This pattern of associations was held after controlling for students’ cognitive ability and applied to both students with high and low cognitive ability. The number of interactions between motivation and mindsets was quite limited. It can be concluded that the quality of motivation and mindsets about intelligence represent compatible resources for learning that help to explain between-student and within-student differences in learning and achievement.
... Among these factors, there are common difficulties in adapting to university life, economic problems, accommodation, and academic difficulties (Bülbül & Acar-Güvendir, 2014;Donat et al., 2019). Studies show that there is a general increase in the symptoms of mental disorders in university students (Haghbin et al., 2012;Hjeltnes et al., 2015). Especially exams, graduation projects, and other assignments are reported as one of the most fear-inducing events among university students (Bamber & Schneider, 2016;Brady et al., 2018). ...
Within the context of the cognitive-motivational-relational theory of emotion (CMR), current research has examined the relationships between academic perfectionism, social support from friends, and fear of failure in university students. 372 university students (73.5% were female, 26.5% were male) voluntarily completed the questionnaires. The results showed positive relationships between academic perfectionism and fear of failure. In addition, social support from friends and fear of failure were negatively related. Furthermore, as a result of the structural equation modeling applied to determine the relationships between latent variables, it was determined that academic perfectionism predicted fear of failure positively and support from friends negatively. Our findings provide important evidence that academic perfectionism and social support from friends can influence fears of failure in university students.
... Individuals tend to procrastinate due to feeling anxiety from criticism or judgment of others because they are afraid that what they have done will fail or not do the task well. According to (Haghbin, 2012) fear of failure is referred to as the result of reactions arising from provocation and intimidation from a failure. Further research conducted by Sutrisno (Sutrisno, 2019) if students experience a high fear of failure, it is likely that the individual will procrastinate in writing a thesis. ...
Students come from various family backgrounds, individuals who are born as the eldest child will face various demands in living their lives so that they are prone to experiencing feelings of insecurity, anxiety or worry when facing failure, this condition has an impact on individuals, namely by the emergence of procrastination behavior. The purpose of this study was to determine the relationship between fear of failure and academic procrastination in the eldest child who is a student working on a thesis in North Sulawesi. This study used an incidental sampling technique involving 105 participants. Data collection uses a scale of fear of failure and academic procrastination. The results showed that the value of Rxy = 0.154 and sig. = 0.058 had a positive relationship between fear of failure and academic procrastination
... For example, studies on procrastination posit that it is more of an emotional regulation problem than a time management one [51]. Many current tools, however, tend to focus on the symptoms of procrastination, such as by blocking distractions [80], but fail to address the root cause, which may be more deeply tied to one's emotional and cognitive state [66,108,119,124]. Workplace stress studies have also demonstrated the benefits of adopting a "positive stress mindset" [34,44]. ...
Today’s knowledge workers face cognitively demanding tasks and blurred work-life boundaries amidst rising stress and burnout in the workplace. Holistic approaches to supporting workers, which consider both productivity and well-being, are increasingly important. Taking this holistic approach, we designed an intervention inspired by cognitive behavioural therapy that consists of: (1) using the term “Time Well Spent” (TWS) in place of “productivity”, (2) a mobile self-logging tool for logging activities, feelings, and thoughts at work, and (3) a visualization that guides users to reflect on their data. We ran a 4-week exploratory qualitative comparison in the field with 24 graduate students to examine our Therapy-inspired intervention alongside a classic Baseline intervention. Participants who used our intervention often shifted towards a holistic perspective of their primary working hours, which included an increased consideration of breaks and emotions. No such change was seen by those who used the Baseline intervention.
... The literature indicates that a set of variables on how people perceive and assess their ability is associated with procrastination. This set is formed by variables such as self-efficacy, selfconfidence, self-esteem and fear of failure (Haghbin, et al., 2012;Klassen, et al., 2008;Steel, 2007;Wäschle, et al., 2014;Yerdelen et al., 2016). All these variables refer to the beliefs and/or expectations that individuals have about their ability to be successful or perform well . ...
The one-dimensional procrastination theory is dominant and impacts clinical practice. However, structural validity studies provide evidence that this model should be refuted. This study proposes the Bi-factor Hierarchical Model of Procrastination as an alternative. This work presents the model rationale, as well as the Procrastination Mechanisms Questionnaire, created to test the model empirically. This paper also presents initial evidence of the validity of the model, by the analysis of content validity, in which eleven raters rated the questionnaire items in terms of their targeted dimensions. The rating was reliable and consistent with the original rating by the authors in the vast majority of items. Diverging ratings were analyzed and some items were modified. The initial evidence is favorable, and future studies that investigate the internal structure of the questionnaire and its association with related constructs and clinical outcomes are essential to obtain solid evidence of the validity of the model.
... According to Haghbin et al. (2012), fear of failure is often used negatively to define emotional predictors. This word appears when a person faces a task to acquire a skill. ...
Academic procrastination among students is becoming more widespread. The lack of time management causes this issue. Students without clear schedules or priorities can be more easily tempted to put off work or important academic assignments when managing their time. Other psychological factors contributing to this academic procrastination behavior are perfectionism and fear of failure. This study aims to empirically prove the relationship between perfectionism and fear of failure in academic procrastination. The method used in this research was correlational quantitative with a population of 153 students. The instruments used included academic procrastination, perfectionism, and fear of failure scales. The analysis technique was multiple linear regression. The results showed a positive correlation between perfectionism and fear of failure in academic procrastination, with an F score of 29.133 and a significance value of 0.001. This study also concluded that it is important for students to learn time management strategies, deal with anxiety effectively, and better understand failure and mistakes as part of the learning process. It is also important to emphasize that high standards can motivate success but must be balanced with good mental and physical health. They must not come at the expense of an individual’s mental well-being.
... According to SDT, need-supportive environments enhance self-determined motivation and, as a consequence, can reduce academic procrastination (Katz et al., 2014;Sen ecal et al., 1997). For instance, the satisfaction of the basic need for autonomy was found to be accompanied by reduced academic procrastination (Codina et al., 2018;Haghbin et al., 2012). Nevertheless, in an autonomous context, self-regulatory skills are essential. ...
... A temporal mood regulation perspective posits that people procrastinate tasks which elicit negative emotional states as a means of regulating their immediate mood through task avoidance [2,19]. Negative states can arise from the nature of the task when it is inherently aversive or unpleasant (e.g., public speaking), or because the individuals' interaction with the task generates difficult emotions including uncertainty, anxiety, or stress [29,30]. Indeed, research confirms that encountering tasks which are perceived as aversive or that generate negative emotions are a precursor to procrastination [26,31]. ...
Research over the past two decades has continued to highlight the robust associations between procrastination and stress across multiple populations and contexts. Despite this burgeoning evidence base and theory linking procrastination to higher levels of stress, as well as the reverse, the role of context in this potentially dynamic association has received relatively little attention. In this conceptual review I argue that from a mood regulation perspective of procrastination, stressful contexts necessarily increase risk for procrastination because they deplete coping resources and lower the threshold for tolerating negative emotions. Drawing on insights from coping and emotion regulation theory, the new stress context vulnerability model of procrastination proposes that the risk for procrastination increases in stressful contexts primarily because procrastination is a low-resource means of avoiding aversive and difficult task-related emotions. The new model is then applied to evidence on the primary and secondary sources of stress during the COVID-19 pandemic and how they may have increased vulnerability for procrastination. After discussing potential applications of the new model for understanding how and why risk for procrastination may increase in other stressful contexts, approaches that might mitigate vulnerability for procrastination in high-stress contexts are discussed. Overall, this new stress context vulnerability model underscores the need for taking a more compassionate view of the antecedents and factors that may increase the risk for procrastination.
... Students avoid doing academic tasks such as writing homework, preparing for exams, and doing reading assignments because they perceive that they cannot perform their academic tasks adequately. Similarly, in a study conducted by Haghbin et al. (2012) on procrastination, fear of failure was found to be the most common factor among the reasons for postponing an important task. In other words, it can be said that irrational beliefs about fear of failure cause students to exhibit procrastination behavior. ...
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.
Background
Procrastination consists of behavioral, emotional, and cognitive components. It is behavioral when someone frequently delays starting or finishing a task. The cognitive aspect of procrastination involves the difference between goals and behavior. Students often postpone completing tasks that they are required to finish, which negatively impacts their academic performance. The goal of rational emotive behavior therapy (REBT) is to address the dysfunctional behavioral, emotional, and cognitive components of procrastination. This study was conducted based on that premise.
Methods
The study utilized a quasi-experimental design. A sample size of 128 students from secondary schools participated using the Gpower method and were assigned to 2 groups. Academic procrastination behaviors and irrational beliefs associated with these behaviors were assessed using procrastination and irrational beliefs scales. After an initial screening, a 12-session intervention program was implemented.
Results
The study found that the REBT intervention significantly reduced participants’ academic procrastination behaviors. Furthermore, 3 months after the intervention, the participants’ academic procrastination remained significantly lower. Participants who received REBT had lower mean academic procrastination ratings posttreatment compared to the control group.
Conclusion
These results indicate that rational emotive behavioral therapy effectively reduces procrastination in educational settings. Future research should focus on investigating the clinical significance of rational emotive behavioral therapy across different cultures using larger and more diverse populations. Additionally, future studies should examine the therapeutic benefits of rational emotive behavioral therapy across cultural boundaries.
This study explored various challenges related to academic procrastination among digital natives, a generation profoundly integrated with technology. The study seeks to investigate the impact of digital distractions, including social media and online entertainment, on task avoidance and to analyse procrastination behaviours in students. A qualitative case study methodology was employed, engaging digital natives within an academic context. This research included 20 undergraduate students from Central University of South Bihar, all of whom were digital natives. They engaged in a voluntary survey regarding their academic procrastinating behaviours, digital media usage, and study habits. The research corroborated their procrastination behaviours via interviews and the Academic Procrastination Scale (APS). A developed questionnaire evaluated the frequency and types of digital distractions experienced during study or academic duties. Procrastination among digital natives is a multifaceted problem that necessitates a thorough strategy. It is affected by psychological issues including anxiety, perfectionism, and fear of failure. To address this issue, students must to be provided with time management and organisational skills by universities and educational institutions. Psychological support programs, stress management, and mindfulness workshops may prove advantageous. Educators ought to include digital wellness efforts into the curriculum and counsel students to establish boundaries on technology usage.
The current study investigated perfectionism and procrastination from the trait and cognitive perspectives and addressed how they relate to components of a personal orientation toward failure. A sample of 327 undergraduate students completed three perfectionism measures (i.e., Frost Multidimensional Perfectionism Scale, Hewitt–Flett Multidimensional Perfectionism Scale, and Perfectionism Cognitions Inventory), two procrastination measures (i.e., Lay Procrastination Scale and Procrastinatory Cognitions Inventory), and measures of fear of failure and overgeneralizing failure. Correlational analyses showed that the composite trait dimension of perfectionistic concerns and the cognitive dimension of perfectionistic automatic thoughts had modest links with trait procrastination but much stronger links with the cognitive measure of procrastinatory automatic thoughts. All perfectionism and procrastination measures were significantly correlated with fear of failure and overgeneralization of failure. More extensive analyses showed that fear of failure mediated trait and cognitive pathways between perfectionism and procrastination, and the overgeneralization of failure mediated most pathways. Other evidence supported a sequential mediation between perfectionism and procrastination (i.e., fear of failure followed by the overgeneralization of failure). Overall, the results suggest that procrastinating perfectionists have a cognitive hypersensitivity to failure and a potentially debilitating form of perfectionistic reactivity characterized by overgeneralizing failures to the self. The theoretical and practical implications are discussed.
مقارنة في التسويف الأكاديمي و تسويف وقت النوم و الخجل لدى طلبة الجامعة المرحلين وغير المرحلين دراسيا
Bu araştırmanın amacı Öz Eleştirel Ruminasyon Ölçeğinin Türk kültüründeki psikometrik özelliklerini ortaya koymak ve üniversite öğrencilerinin mükemmeliyetçilik ile akademik erteleme davranışları arasındaki ilişkide öz eleştirel ruminasyonun aracılık rolünün incelemektir. Bu amaç doğrultusunda ilk olarak 2018-2019 Eğitim Öğretim yılı Güz döneminde Muğla Sıtkı Koçman Üniversitesinde öğrenim gören 282 lisans öğrencisine ulaşılmıştır. Elde edilen veriler doğrultusunda Doğrulayıcı Faktör Analizi yapılmıştır. Yapılan geçerlik ve güvenirlik analizleri sonucunda Öz Eleştirel Ruminasyon Ölçeğinin Türk kültüründe geçerli ve güvenilir bir ölçme aracı olduğu sonucuna varılmıştır. Ardından mükemmeliyetçilik, öz eleştirel ruminasyon ve akademik erteleme davranışı arasındaki ilişkiyi incelemek ve öz eleştirel ruminasyonun aracılık rolünü ortaya koymak amacıyla yaşları 18 ile 33 arasında değişen 712 lisans öğrencisine ölçek uygulaması yapılmıştır. Elde edilen verilerle Basit Aracılık Analizi yapılmıştır. Verilerin analizinde Jamovi ve RStudio programlarından yararlanılmıştır. Elde edilen bulgulara göre uyumsuz mükemmeliyetçilik ile akademik erteleme davranışı arasındaki ilişkide öz eleştirel ruminasyonun tam aracı rolünün olduğu görülmüştür. Öte yandan uyumlu mükemmeliyetçilik ile akademik erteleme arasında düşük düzeyde negatif ve anlamlı bir ilişkinin olduğu görülürken öz eleştirel ruminasyon arasında anlamlı herhangi bir ilişkiye rastlanmamıştır. Son olarak elde edilen bulgular alanyazındaki çalışmalar doğrultusunda tartışılmış ve hem araştırmacılara hem de uygulayıcılara yönelik önerilerde bulunulmuştur.
Procrastination is an irrational delay of task completion. Previous studies have demonstrated that individuals who often procrastinate present deficits in attentional control and performance monitoring and that these dysfunctions might be differentially manifested depending on the motivational context. Building upon these results, the present event-related potential (ERP) study aimed to investigate the impact of norm-referenced feedback on executive functions among students with high (HP; N = 75) or low (LP; N = 77) procrastination levels. Participants completed the parametric Go/No-Go task, while receiving either positive or negative false feedback indicating how well they performed in comparison to others. The results indicated that positive (as opposed to negative) feedback led to higher self-reported arousal and increased post-error slowing in HP (vs. LP) participants. Moreover, neurophysiological measures indicated lower neural activation linked to attentional control (P300) and performance monitoring (ERN, CRN and Pe) in HP than LP participants, while the groups did not differ in these indices during the positive feedback condition. Obtained findings indicate that HP might be more sensitive to the motivating effects of success and more vulnerable to the detrimental influence of failure.
Academically disengaged college students are often judged as detached, alienated, and uncommitted to the rigors of learning. While these assumptions are sometimes true, academic disengagement is a multi-faceted phenomenon consisting of intrinsic and extrinsic factors. A restorative approach to disengagement requires faculty to demonstrate vulnerability in telling their own stories of success and failure to foster learning and change of behavior. This chapter is a case study outlining the steps of a restorative experiential learning activity conducted in a criminal justice course in response to 71% of students failing an examination. Using scholarly personal narrative methodology and a qualitative content analysis of open-ended questionnaires from students, this chapter focuses on the need for faculty to be vulnerable to connect and build trusting relationships with students as both prevention and intervention to academic disengagement.
Üniversite öğrencilerinde yoğun olarak görülen eğilimlerden birisi akademik ertelemedir. Öğrencilerin akademik erteleme eğilimlerini azaltmaya yönelik yapılacak uygulamalarda, akademik erteleme ile ilişkili değişkenleri belirlemek önemli yol göstericilerden birisi olacaktır. Bu bağlamda yürütülen bu araştırma ile üniversite öğrencilerinin kariyer karar pişmanlıkları ile akademik ertelemeleri arasındaki ilişkide kariyer uyumunun aracı rolünün incelenmesi amaçlanmıştır. Araştırmanın katılımcıları Niğde Ömer Halisdemir Üniversitesi’nde öğrenim gören 304 lisans öğrencisinden oluşmaktadır. Katılımcıların 193’ü kadın, 111’i erkektir. Öğrencilerin yaş aralıkları 17 ile 29 arasında değişmekte olup yaş ortalamaları 20.38’dir. Veri toplamak amacıyla Kariyer Karar Pişmanlığı Ölçeği, Kariyer Uyum Yetenekleri Ölçeği- Kısa Form ve Akademik Erteleme Ölçeği kullanılmıştır. Veriler Pearson korelasyon analizi ve yapısal eşitlik modelleme yöntemi kullanılarak analiz edilmiştir. Araştırma sonucunda akademik erteleme ile kariyer karar pişmanlığı ve kariyer uyumu arasında anlamlı ilişkilere ulaşılmıştır. Ayrıca kariyer uyumunun kariyer karar pişmanlığı ile akademik erteleme arasındaki ilişkide aracı role sahip olduğu araştırmada ulaşılan bir diğer sonuçtur. Ulaşılan sonuçlar kuramsal açıklamalar ve geçmiş araştırmalar ışığında tartışılmıştır.
The goals of this article are twofold: (a) briefly highlight the merits of residual centering for representing interaction and powered terms in standard regression contexts (e.g., Lance, 1988), and (b) extend the residual centering procedure to represent latent variable interactions. The proposed method for representing latent variable interactions has potential advantages over extant procedures. First, the latent variable interaction is derived from the observed covariation pattern among all possible indicators of the interaction. Second, no constraints on particular estimated parameters need to be placed. Third, no recalculations of parameters are required. Fourth, model estimates are stable and interpretable. In our view, the orthogonalizing approach is technically and conceptually straightforward, can be estimated using any structural equation modeling software package, and has direct practical interpretation of parameter estimates. Its behavior in terms of model fit and estimated standard errors is very reasonable, and it can be readily generalized to other types of latent variables where nonlinearity or collinearity are involved (e.g., powered variables).
Fear of failure (FF) energizes individuals to avoid failure because of the learned aversive consequences of failing (e.g., shame). Although FF is socialized in childhood, little is known about the meaning of scores from FF measures used with children and adolescents. This study addresses that void by establishing a preliminary nomological network for FF scores from a younger population than has previously been studied. Girls (N = 97) aged 8 to 18 years (M = 13.2) completed measures of FF, situational motivation, sport anxiety, self-esteem, physical self-concept, and social competence during the first week of a recreational softball league. Results indicated that FF scores were positively associated with age. General FF also was associated with higher levels of sport anxiety and lower levels of self-determined motivation, self-esteem, skill-related physical self-concept, and social competence. Age did not moderate any of these relationships; thus, aspects of the nomological network for interpreting FF scores from the Performance Failure Appraisal Inventory can be extended to children as young as age 8.
Prior research and theoretical considerations suggested that motive to avoid failure would serve as a basic and general factor of test anxiety. This suggestion led to the expectation that motive to avoid failure should account for a considerable amount of variation and covariation among the four factors of test anxiety responses suggested by Sarason (1984). A covariance structural modeling approach applied to a sample of 260 college students provided support for the expectation. Furthermore, the four test anxiety response factors correlated with motive to avoid failure to the extent they measured evaluative achievement themes. The findings were considered promising support for integrating the research traditions of achievement motivation and test anxiety.
Describes a procedure that enables researchers to estimate nonlinear and interactive effects of latent variables in structural equation models. Given that the latent variables are normally distributed, the parameters of such models can be estimated. To do this, products of the measured variables are used as indicators of latent product variables. Estimation must be done using a procedure that allows nonlinear constraints on parameters. The procedure is demonstrated in 3 examples. The 1st 2 examples use artificial data with known parameter values. These parameters are successfully recovered by the procedure. The final complex example uses national election survey data. (14 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A hierarchical model of approach and avoidance achievement motivation was proposed and tested in a college classroom with 178 undergraduates. Mastery, performance-approach, and performance-avoidance goals were assessed and their antecedents and consequences examined. Results indicated that mastery goals were grounded in achievement motivation and high competence expectancies; performance-avoidance goals, in fear of failure and low competence expectancies; and performance-approach goals, in achievement motivation, fear of failure, and high competence expectancies. Mastery goals facilitated intrinsic motivation, performance-approach goals enhanced graded performance, and performance-avoidance goals proved inimical to both intrinsic motivation and graded performance. The proposed model represents an integration of classic and contemporary approaches to the study of achievement motivation. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Positive Psychology has focused attention on positive human experiences and healthy outcomes, which is an important step toward a fuller understanding of human functioning in the social world. We argue, however, that the positive psychology movement has not gone far enough in specifying a meta-theoretical basis for a true positive psychology and that a full understanding of optimal experience and healthy development can not be achieved without relating those processes and outcomes to non-optimal experiences and diminished functioning. In this article we discuss self-determination theory, specifying an organismic-dialectical meta-theory and suggesting that the concept of basic psychological needs provides a useful basis for predicting whether the social environment will support optimal functioning or will, alternatively, promote maladaptation and ill-being. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Self-determination theory and a motivational model of engagement were used to determine the impact of perceived competence and autonomy on engagement and performance in school of 77 3rd and 4th graders identified as above average in ability by scoring above the median on the Stanford Achievement Test. Despite this high ability, children who reported experiencing a lack of competence (those less certain of their abilities) or a lack of autonomy (being externally motivated) reported more negative affect and withdrawal behaviors than did children who perceived themselves as having ability or who perceived themselves to be autonomous. Implications for the achievement and adjustment of children in school are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Investigated the frequency of 342 college students' procrastination on academic tasks and the reasons for procrastination behavior. A high percentage of Ss reported problems with procrastination on several specific academic tasks. Self-reported procrastination was positively correlated with the number of self-paced quizzes Ss took late in the semester and with participation in an experimental session offered late in the semester. A factor analysis of the reasons for procrastination Ss listed in a procrastination assessment scale indicated that the factors Fear of Failure and Aversiveness of the Task accounted for most of the variance. A small but very homogeneous group of Ss endorsed items on the Fear of Failure factor that correlated significantly with self-report measures of depression, irrational cognitions, low self-esteem, delayed study behavior, anxiety, and lack of assertion. A larger and relatively heterogeneous group of Ss reported procrastinating as a result of aversiveness of the task. The Aversiveness of the Task factor correlated significantly with depression, irrational cognitions, low self-esteem, and delayed study behavior. Results indicate that procrastination is not solely a deficit in study habits or time management, but involves a complex interaction of behavioral, cognitive, and affective components. (16 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study investigated links between three forms of perfectionism and beliefs associated with fear of failure (FF). College
students (N=372) enrolled in physical activity classes completed the Multidimensional Perfectionism Scale and Performance Failure Appraisal
Inventory in a single session. After controlling for other forms of perfectionism, only socially prescribed perfectionism
(SPP) was strongly associated with beliefs that failure led to aversive interpersonal consequences (i.e., important others
losing interest, upsetting important others). Other-oriented perfectionism (OOP) exhibited a weak negative relation with beliefs
that failure would lead to devaluation of one’s self-estimate; individuals who held the highest standards for others’ behavior
had the weakest beliefs that failure would lead to them devaluing their self-estimate. Self-oriented perfectionism (SOP) was
not associated with any beliefs that failure led to aversive consequences; however, when SOP and OOP were simultaneously elevated,
they contributed positively to fears of experiencing shame and embarrassment (above and beyond main effects of SPP). Collectively
these findings indicated that FF was not ubiquitous with all forms of perfectionism because the specific beliefs about the
consequences of failure that underlie different forms of perfectionism varied tremendously.
This article attempted to demonstrate that the perfectionism construct is multidimensional, comprising both personal and social components, and that these components contribute to severe levels of psychopathology. We describe three dimensions of perfectionism: self-oriented perfectionism, other-oriented perfectionism, and socially prescribed perfectionism. Four studies confirm the multidimensionality of the construct and show that these dimensions can be assessed in a reliable and valid manner. Finally, a study with 77 psychiatric patients shows that self-oriented, other-oriented, and socially prescribed perfectionism relate differentially to indices of personality disorders and other psychological maladjustment. A multidimensional approach to the study of perfectionism is warranted, particularly in terms of the association between perfectionism and maladjustment.
A theory was proposed to reconcile paradoxical findings on the invariance of personality and the variability of behavior across situations. For this purpose, individuals were assumed to differ in (a) the accessibility of cognitive-affective mediating units (such as encodings, expectancies and beliefs, affects, and goals) and (b) the organization of relationships through which these units interact with each other and with psychological features of situations. The theory accounts for individual differences in predictable patterns of variability across situations (e.g., if A then she X, but if B then she Y), as well as for overall average levels of behavior, as essential expressions or behavioral signatures of the same underlying personality system. Situations, personality dispositions, dynamics, and structure were reconceptualized from this perspective.
This study examined the contribution of perceived control and autonomy to children's self-reported behavior and emotion in the classroom (N = 246 children ages 8-10 years). Multiple regression analyses revealed unique effects of autonomy over and above the strong effects of perceived control. In addition, both sets of perceptions (and their interaction) were found to distinguish children who were active but emotionally disaffected from those who were active and emotionally positive. Specific predictions were also tested regarding the effects of (a) control attributions to 5 causes and (b) 4 reasons for task involvement that differed in degree of autonomy on children's active (vs. passive) behavior and 4 kinds of emotions: boredom, distress, anger, and positive emotions. Implications of the findings for theories of children's motivation are discussed, as well as for diagnostic strategies to identify children at risk for motivational problems
Why do people's impulse controls break down during emotional distress? Some theories propose that distress impairs one's motivation or one's ability to exert self-control, and some postulate self-destructive intentions arising from the moods. Contrary to those theories, Three experiments found that believing that one's bad mood was frozen (unchangeable) eliminated the tendency to eat fattening snacks (Experiment 1), seek immediate gratification (Experiment 2), and engage in frivolous procrastination (Experiment 3). The implication is that when people are upset, they indulge immediate impulses to make themselves feel better, which amounts to giving short-term affect regulation priority over other self-regulatory goals.
Human beings can be proactive and engaged or, alternatively, passive and alienated, largely as a function of the social conditions in which they develop and function. Accordingly, research guided by self-determination theory has focused on the social-contextual conditions that facilitate versus forestall the natural processes of self-motivation and healthy psychological development. Specifically, factors have been examined that enhance versus undermine intrinsic motivation, self-regulation, and well-being. The findings have led to the postulate of three innate psychological needs--competence, autonomy, and relatedness--which when satisfied yield enhanced self-motivation and mental health and when thwarted lead to diminished motivation and well-being. Also considered is the significance of these psychological needs and processes within domains such as health care, education, work, sport, religion, and psychotherapy.
Procrastination is a prevalent and pernicious form of self-regulatory failure that is not entirely understood. Hence, the relevant conceptual, theoretical, and empirical work is reviewed, drawing upon correlational, experimental, and qualitative findings. A meta-analysis of procrastination's possible causes and effects, based on 691 correlations, reveals that neuroticism, rebelliousness, and sensation seeking show only a weak connection. Strong and consistent predictors of procrastination were task aversiveness, task delay, self-efficacy, and impulsiveness, as well as conscientiousness and its facets of self-control, distractibility, organization, and achievement motivation. These effects prove consistent with temporal motivation theory, an integrative hybrid of expectancy theory and hyperbolic discounting. Continued research into procrastination should not be delayed, especially because its prevalence appears to be growing.
It has been estimated that over 70% of college students engage in procrastination (Ellis & Knaus, 1977). Solomon and Rothblum (1984) concluded that academic procrastination may depend on the task: Among university students in an introductory psychology course, 46% of students reported procrastination when writing a term paper, 30% when reading weekly assignments, 28% when studying for exams, 23% on attendance tasks, and 11% on administrative tasks. In addition, they examined possible causes of academic procrastination, as perceived by students. Results indicated that fear of failure and task aversiveness were the primary motives reported. These motives have been replicated with Dutch university students as well (Schouwenburg, 1992a).
This book sets forth a provocative agenda for the scientific study of human personality. Blending no-nonsense empiricism with the humanistic desire to understand the whole person, the book is as relevant today as it was to its many readers seventy years ago. The book sets forth a full theory of human personality, illustrated with a bevy of creative methods for personality assessment, and presenting the results of a landmark study of fifty Harvard men. The book is one of the great classics in 20th-century psychology.
The multidimensional, hierarchical model of fear of failure (FF) has gained popularity in sport; however, the unique meaning of lower-order fears of failing in previous research may have been obscured by the hierarchical structure of the model. The present research aimed to establish the unique psychological meaning of lower-order fears of failing. Samples of recreational athletes (N = 440) and female varsity intercollegiate track and field athletes (N = 71) completed measures of multidimensional fears of failing, self-talk While failing, 2 × 2 achievement goals, and contextual motivation. Partial correlation analyses revealed unique patterns of relationships for each lower-order FF score with the external measures of self-talk, achievement goals, and contextual motivation. Fears of experiencing shame and embarrassment appeared to be at the heart of dysfunctional aspects of FF, whereas fears of having an uncertain future evidenced some uniquely adaptive components.
The present paper examines the nature of procrastination-related auto-matic thoughts by examining the correlates of the Procrastinatory Cognitions Inventory (PCI). The PCI was administered along with numerous other measures to three samples of students (two undergraduate samples and one graduate student sample). Analyses confirmed that the PCI is associated with elevated levels of neuroticism and low levels of conscientiousness but is a unique predictor of distress over and above the variance attributable to these broad personality traits. The PCI was associated significantly with negative automatic thoughts in general as well as automatic thoughts reflecting the need to be perfect. Tests of achievement goal orientation showed that students with high scores on the PCI are focused on per-formance avoidance goals. Elevated levels of procrastinatory cognitions among graduate students were associated with apprehension about writing, graduate student stress, low self-actualization, and feelings of being an impostor. Overall, the find-ings suggest that the experience of frequent procrastination-related thoughts con-tributes uniquely to increased levels of psychological distress and stress. Our findings point to the potential utility of incorporating an emphasis on procrastination cognitions when conducting assessments and when implementing cognitive-behavioral interventions focused on procrastination-related themes.
The Performance Failure Appraisal Inventory (PFAI) is a multidimensional measure of cognitive-motivational-relational appraisals associated with fear of failure (FF). College students ( N = 544) completed the PFAI and a variety of other measures. Calibration sample analyses reduced the PFAI to 25 items measuring five appraisals in a higher-order factor structure that demonstrated tight cross-validity in the second half of the sample. The five aversive consequences of failure assessed by the PFAI included (a) experiencing shame and embarrassment, (b) devaluing one's self-estimate, (c) having an uncertain future, (d) important others losing interest, and (e) upsetting important others. A five-item short form also demonstrated tight cross-validity. FF was associated with (a) high levels of worry, somatic anxiety, cognitive disruption, and sport anxiety, and (b) low levels of optimism. General FF was unrelated to either perceived competence or fear of success.
Measuring fear of failure (FF) is a tremendous challenge for researchers and practitioners because (a) existing measures have demonstrated limited support for the validity of their score interpretations, and (b) existing measures are unidimensional while accumulating evidence suggests that FF is multidimensional. The Performance Failure Appraisal Inventory (PFAI) was developed to measures a set of empirically-derived congnitive-motivational-relational appraisals associated with FF. Results indicated that PFAI scores represented fears of (a) experiencing shame and embarrassment, (b) devaluing one's self-estimate, (c) losing social influence, (d) having an uncertain future, and (e) upsetting important others. Correlations with external measures of achievement goal orientations, trait anxiety, and social desirability were consistent with theoretical predictions. PFAI scores correctly classified 76.5% of participants' perceptions of underachievement.
SUMMARY Measures of multivariate skewness and kurtosis are developed by extending certain studies on robustness of the t statistic. These measures are shown to possess desirable properties. The asymptotic distributions of the measures for samples
from a multivariate normal population are derived and a test of multivariate normality is proposed. The effect of nonnormality
on the size of the one-sample Hotelling's T2 test is studied empirically with the help of these measures, and it is found that Hotelling's T2 test is more sensitive to the measure of skewness than to the measure of kurtosis.
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.
Traces the development of the cognitive approach to psychopathology and psy hotherapy from common-sense observations and folk wisdom, to a more sophisticated understanding of the emotional disorders, and finally to the application of rational techniques to correct the misconceptions and conceptual distortions that form the matrix of the neuroses. The importance of engaging the patient in exploration of his inner world and of obtaining a sharp delineation of specific thoughts and underlying assumptions is emphasized. (91/4 p ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
review various theoretical notions on the manifestations and underlying psychological mechanisms of academic procrastination / more specifically, types of procrastinatory behavior, the issue of irrationality, the assumed relationship with fear of failure, the nature of trait procrastination, and a presumed function of academic procrastination, will be discussed / these aspects then will be integrated into a working hypothesis with respect to the nature and function of the phenomenon
self-report instruments for measuring different aspects of academic procrastination will be presented / research projects using these instruments will be evaluated
measurement: development of new instruments [Procrastination Checklist Study Tasks (PCS), Academic Procrastination State Inventory (APSI), Study Problems Questionnaire (SPQ)] (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Affective correlates of procrastination were examined through experience-sampling. 45 undergraduate students carried electronic pagers for 5 days preceding an academic deadline. Students were paged 8 times daily. At each signal, the participants indicated what they were doing, extent of procrastination and affective state. Contrary to previous research, procrastination was not found to be correlated with either positive or negative affect. Participants' appraisals of their tasks when paged revealed that they procrastinated on unpleasant, stressful and difficult tasks, while engaging in activities that were significantly more pleasant. Specious rewards, self-regulation and the apparent short-term benefits of procrastination are discussed in relation to these findings and as a basis for counseling intervention. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Presents a new edition of the 1953 study establishing the validity of the TAT measure of need for achievement (nAch). Basic problems in the measurement of fantasy and the development of appropriate content analysis procedures, the nature of the achievement imagery index score, and the general development of nAch are examined. A new preface with "hindsight" is also included. (8 p ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Procrastination, the act or tendency of putting things off that should be done today until tomorrow, has recently become a field of interest in the study of academic underachievement. In constructing tests for the measurement of procrastination, and in comparing test scores with self-attributions of reasons for procrastination, an unexpected discrepancy has been observed between fear of failure as a prominent reason for procrastination and test fear of failure being unrelated to procrastination. This study was meant to clarify this discrepancy. Students who procrastinate generally endorse many reasons for procrastination simultaneously. For some relatively homogeneous groups of students fear of failure is one of these reasons. Other groups of students do not attribute procrastination to fear of failure at all. For the sample as a whole, procrastination and fear of failure appear unrelated. However, trait procrastination and fear of failure may interact and result in increased levels of actualprocrastinatory behaviour.
The hierarchical model of achievement motivation proposes that, in addition to need achievement, fear of failure (FF) energizes achievement behaviour and predisposes individuals to adopt particular types of achievement goals. An impressive volume of cross-sectional support for this model has emerged, however, the causal assumptions of the model have never been tested. College students (N0/356) enrolled in physical activity classes completed multidimensional measures of FF and achievement goals on four occasions in a 3-week interval. FF was positively related to mastery-avoidance (MAv), performance-approach (PAp), and performance-avoidance (PAv) achievement goals. FF scores predicted residualized change in MAv and PAv (but not MAp or PAp) goal scores across occasions. Goal scores did not reliably predict residualized change in FF scores across occasions. Results were consistent with the hierarchical model of achievement motivation and suggest that FF may indeed have a causal influence on achievement goals. Early motivation research identified the motive to avoid failure, or fear of failure (FF), as an energizing agent for human behaviour (Murray, 1938). Subsequent achievement motivation researchers have emphasized FF and achievement goals as determinants of achievement processes and outcomes. 1 Elliot (1997) proposed a hierarchical model of achievement motivation that integrated motive-based and goal-based perspectives. Briefly, this model asserts that FF and goals energize and direct (respectively) achievement-related processes and outcomes. An impressive amount of empirical support for this hierarchical model has accumulated (primarily in the academic performance domain); however, the evidence is largely cross-sectional, thereby leaving the proposed causal sequence an assumption. Much like the proverbial chicken and egg, it is not clear whether FF antecedes goals or vice-versa. The present research aimed 1 The need for achievement is also a key component in classic achievement motivation models; however, it will not be discussed because the focus of this manuscript is avoidance motivation at the motive level.
Coaching makes exciting claims about helping clients to realize their potential but the ‘unexciting’ side of coaching is often
tackling the same goal-blocking problems found in therapy. REBT can be used by coaches to extend and deepen their understanding
of psychological issues such as procrastination which is the subject of this article. A definition of procrastination is offered
along with views on what causes it and descriptions of six fundamental procrastination styles. A coaching case study is used
to guide the reader through the ABCDE model of psychological disturbance and change as well as examining some of the pitfalls
involved in tackling procrastination.
The purpose of this research was to explore notions of task aversiveness across stages of personal projects. 95 female and 66 male undergraduate students enrolled in an introductory psychology class completed Personal Projects Analysis (PPA; Little, 1983 [Personal projects: a rationale and method for investigation. Environment and Behaviour, 15, 273–309]). Based on theories of action proposed by and [Gollwitzer, P. M. (1990). The volitional benefits from planning. In P. M. Gollwitzer & J. A. Bargh, The psychology of action: linking cognition and motivation to behaviour (pp. 287–312). New York: Guilford Press], respondents’ projects were sorted into four broad stages: inception, planning, action and termination. Principal components analysis (PCA) revealed that boredom, frustration and resentment emerge as PPA dimensions associated with task aversiveness at each stage of project development. Personal meaning, autonomy, structure, stress and negative emotions were also found to be related to task aversiveness, but these aspects of aversiveness varied across the stages of project development. As hypothesized, each principal component identified with task aversiveness was found to be positively related with procrastination. These findings are discussed in terms of previous research in the area of procrastination and Kuhl's theory of action [Kuhl, J. (1987). Action control: the maintenance of motivational states. In F. Halisch & J. Kuhl, Motivation, intention and volition (pp. 279–291). New York: Springer-Verlag.; Kuhl, J. (1994). A theory of action and state orientations. In J. Kuhl & J. Beckman, Volition and personality: action versus state orientation (pp. 9–46). Toronto: Hogrefe & Huber].
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.
Self-determination theory (SDT) maintains that an understanding of human motivation requires a consideration of innate psychological needs for competence, autonomy, and relatedness. We discuss the SDT concept of needs as it relates to previous need theories, emphasizing that needs specify the necessary conditions for psychological growth, integrity, and well-being. This concept of needs leads to the hypotheses that different regulatory processes underlying goal pursuits are differentially associated with effective functioning and well-being and also that different goal contents have different relations to the quality of behavior and mental health, specifically because different regulatory processes and different goal contents are associated with differing degrees of need satisfaction. Social contexts and individual differences that support satisfaction of the basic needs facilitate natural growth processes including intrinsically motivated behavior and integration of extrinsic motivations, whereas those that forestall autonomy, competence, or relatedness are associated with poorer motivation, performance, and well-being. We also discuss the relation of the psychological needs to cultural values, evolutionary processes, and other contemporary motivation theories.
This article reviews the cognitive therapy of depression. The psychotherapy based on this theory consists of behavioral and verbal techniques to change cognitions, beliefs, and errors in logic in the patient's thinking. A few of the various techniques are described and a case example is provided. Finally, the outcome studies testing the efficacy of this approach are reviewed.
Fear of failure can have negative effects on children in achievement settings, affecting many aspects of their lives. Perceiving the consequences of failure to be aversive provides the basis for fear of failure, and the anticipation of a threatening outcome elicits fear. Problems attributed to fear of failure in achievement settings are prevalent. Sport is a popular and significant achievement domain for children and adolescents and there is a lack of research on fear of failure in sport among this age group. Therefore, the aim of the present study was to investigate fear of failure in the sport domain among young elite athletes, and to explore their perceptions of the consequences of failure. Interviews were conducted individually with nine athletes aged 14 - 17 years (5 males, 4 females). Analysis identified and organized perceived consequences of failure into themes and categories. Results revealed that the most commonly perceived aversive consequences of failure were diminished perception of self, no sense of achievement, and the emotional cost of failure. These findings are consistent with those reported in adult population, suggesting the potential for generalizing existing results to young elite athletes.
New developments and techniques in structural equation modeling Cognitive therapy and the emotional disorders New York: New American Library Cognitive therapy of depression An evaluation of test anxiety scales: Convergent, divergent, and predictive validity
- A T Beck
- A Rush
- B Shaw
- G Emery
A. Marchoulides & R. E. Schumacker (Eds.), New developments and techniques in structural equation modeling (pp. 269–296). Mahwah, NJ: Lawrence Erlbaum Associates Publishers. Beck, A. T. (1976). Cognitive therapy and the emotional disorders. New York: New American Library. Beck, A. T., Rush, A., Shaw, B., & Emery, G. (1979). Cognitive therapy of depression. New York: Guilford Press. Bedell, J. R., & Marlowe, H. A. (1995). An evaluation of test anxiety scales: Convergent, divergent, and predictive validity. In C. Spielberger & P. Vagg (Eds.), Test anxiety: Theory, assessment, and treatment (pp. 35–45). Washington, DC: Taylor & Francis.
Interaction and nonlinear effects in structural equation modeling Basic psychological needs scale Academic procrastination: frequency and cognitive behavioural correlates
- R E Schumacker
- G A Marcoulides
- U Rochester
- Sdt
- L J Solomon
- B D Rothblum
Schumacker, R. E., & Marcoulides, G. A. (1998). Interaction and nonlinear effects in structural equation modeling. Mahwah, NJ: Lawrence Erlbaum Associates. SDT Questionnaires. (2008). Basic psychological needs scale. Retrieved Sept 2, 2008, from Rochester U., SDT website: http://www.psych.rochester.edu/SDT/measures/bpns_description.php. Solomon, L. J., & Rothblum, B. D. (1984). Academic procrastination: frequency and cognitive behavioural correlates. Journal of Counselling Psychology, 31, 503–509.
AUT) and competence (COM) was measure by the basic need satisfaction in general scale (Deci and Ryan These two subscales consist of 13 items and use a seven-point Likert scale. References Bandalos, Item parceling issues in structural equation modeling
- D L Finney
Satisfaction of the needs for autonomy (AUT) and competence (COM) was measure by the basic need satisfaction in general scale (Deci and Ryan 2000; SDT Questionnaires 2008). These two subscales consist of 13 items and use a seven-point Likert scale. References Bandalos, D. L., & Finney, S. J. (2001). Item parceling issues in structural equation modeling. In G.
The motivational component refers to the energising nature of FF to avoid or reduce negative consequences (e.g., see
- Marlowe Mcclelland
Marlowe 1995). The motivational component refers to the energising nature of FF to avoid or reduce negative consequences (e.g., see Murray 1985; McClelland et al. 1953; Conroy and Elliot 2004).