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The scientific study of procrastination: Where have we been and where are we going? Foreword
... So, individuals sometimes delay tasks unconsciously, which can create a cycle of stress and anxiety as deadlines approach. This is because of their fear of not meeting expectations, which can lead to sense of low motivation that hinders their ability to take action and make progress on their tasks (Ferrari & Pychyl, 2000). On the other hand, the individuals who delay their tasks consciously are often aware of their behavior and may justify it as a way to prioritize other activities or cope with intense feelings. ...
This study investigated the impact of AI dependence on procrastination among university students by contributing to the understanding of over reliance on AI and its outcome as procrastination. The sample of the study was comprised of (N=113) university students, aged between 18 and 35 from various academic disciplines and universities Multan. Cross-sectional, quantitative methods were utilized, along with the convenient sampling technique. Data was collected through google forms. A self-structured demographic sheet along with the two scales was used in this study. Dependence on Artificial Intelligence Scale (DAI) (Morales-García et al., 2024), evaluated the extent of dependence that university students exhibit towards artificial intelligence. The Tuckman Procrastination Scale (TPS) (Tuckman, 1991), measured the level of procrastination among students. Results revealed that AI dependence is positively correlated (r=.241*), and predicts (p=.010*) the procrastination. This overreliance on AI results in higher tendency of procrastination among students. However, no significant difference was found in level of education and area of residence regarding AI dependence and procrastination among university students.
... So, individuals sometimes delay tasks unconsciously, which can create a cycle of stress and anxiety as deadlines approach. This is because of their fear of not meeting expectations, which can lead to sense of low motivation that hinders their ability to take action and make progress on their tasks (Ferrari & Pychyl, 2000). On the other hand, the individuals who delay their tasks consciously are often aware of their behavior and may justify it as a way to prioritize other activities or cope with intense feelings. ...
This study investigated the impact of AI dependence on procrastination among university students by contributing to the understanding of over reliance on AI and its outcome as procrastination. The sample of the study was comprised of (N=113) university students, aged between 18 and 35 from various academic disciplines and universities Multan. Cross-sectional, quantitative methods were utilized, along with the convenient sampling technique. Data was collected through google forms. A self-structured demographic sheet along with the two scales was used in this study. Dependence on Artificial Intelligence Scale (DAI) (Morales-García et al., 2024), evaluated the extent of dependence that university students exhibit towards artificial intelligence. The Tuckman Procrastination Scale (TPS) (Tuckman, 1991), measured the level of procrastination among students. Results revealed that AI dependence is positively correlated (r=.241*), and predicts (p=.010*) the procrastination. This overreliance on AI results in higher tendency of procrastination among students. However, no significant difference was found in level of education and area of residence regarding AI dependence and procrastination among university students.
... According to cognitive behavioral theory, academic procrastination behavior is based on cognitive distortions and irrational thinking (Flett et al., 2016). This is because academic procrastination occurs as a form of unreasonable procrastination when the person acts against better decision-making (Çakmak-Tolan, 2023;Ferrari, 2010;Svartdal et al., 2020). A cross-sectional study was conducted with a sample of students (Balkis et al., 2024) to investigate the relationship between irrational academic beliefs, fear of failure, and academic procrastination. ...
Recent studies have shown that several psychological factors commonly found in students are associated with academic procrastination. In this study, the effects of rational decision-making and intrinsic motivation on the mechanisms of academic procrastination in college students were investigated. In this context, data were collected from 689 (383 male and 306 female) students enrolled in physical education and sports at universities in Turkey using rational decision-making, academic procrastination, and intrinsic motivation scales. The results showed that students' intrinsic motivation positively influences rational decision-making and negatively influences academic procrastination behavior. In addition, intrinsic motivation has a negative influence on academic procrastination behavior. On the other hand, intrinsic motivation plays a mediating role between rational decision-making and academic procrastination behavior with a high degree of effectiveness. The effect of intrinsic motivation on the effect of rational decision-making on academic procrastination behavior is 45.2%. Thus, intrinsic motivation indirectly and significantly offsets the negative effects of students' rational decision-making on academic procrastination behavior. Since the results of the study are not only scientifically but also practically important, the analytical relationship between students' decision-making styles and academic procrastination behavior as well as the necessary predictions for all motivational components underlying procrastination leading to academic failure should be made.
... Bu öncelikler hayatın diğer alanlarında olduğu gibi iş yaşamında da etkisini göstermekte ve çalışanların erteleme gibi bazı davranışlar sergilemesine neden olabilmektedir (Berk, Altunışık Eskiler & Sarıkaya, 2021). Erteleme davranışının belirlenmesine dönük çalışmalar incelendiğinde davranışın kişilik özelliklerinden kaynaklandığı yönünde görüşlere rastlanırken (Ferrari & Pychyl, 2000), içinde yaşanılan toplumdan, aileden ve çevreden kaynaklı ortaya çıkan ve öğrenmeye bağlı şekillenen bir durum olduğu görüşlerine de rastlanmakta (Berk | 111 vd., 2021) ve farklı biçimlerde gerçekleştiği görülmektedir (Uzun & Demir, 2015). Bunlardan ilki örgütsel davranış alan yazınında yoğun olarak çalışma konusu olan ve akademik görevlerin zamanında yapılmamasını ifade etmek için kullanılan akademik ertelemedir (Solomon & Rothblum, 1984). ...
Bu çalışmanın amacı iş erteleme davranışının iş stresine olan etkisini araştırmaktır. İş ertelemenin iş stresine etkisinde yönetici desteğinin rolünün tespiti çalışmanı bir diğer amacını oluşturmaktadır. Bu kapsamda Trb2 bölgesindeki özel ve kamu bankası çalışanı 318 kişi ile anket çalışması yapılmıştır. Hipotez testi sonuçlarına göre iş ertelemenin iş stresi üzerinde pozitif yönlü ve anlamlı; yönetici desteği üzerinde negatif yönlü ve anlamlı bir etkiye sahip olduğu belirlenmiştir. Yönetici desteğinin ise iş stresi üzerinde negatif yönlü ve anlamlı bir etkiye sahip olduğu görülmüştür. Ayrıca yönetici desteğinin iş erteleme ile iş stresi arasındaki ilişkiye aracılık ettiği sonucuna ulaşılmıştır.
... Yet, one may think that a number of variables associated with procrastination behavior that are mentioned in the following parts of the paper could be considered among the reasons of procrastination. Academic procrastination behavior is a kind of procrastination included in the "situational procrastination" group and is almost the most frequently examined type of procrastination [13,14]. ...
Introduction: The purpose of this study was to investigate the direct and indirect effects of classroom management practices and perception of school climate on procrastination.
Method: The Statistical population of the study includes all high schools teachers in Dehdasht city’s that number is 500. A sample size of 216 people was selected through multistage random sampling. Data collection tools were included questionnaire on attitudes and beliefs of teachers about classroom management style of Martin and Baldwin (1998), Inventory of Organizational Climate by Halpin and Kraft (1984), and the scale of organizational procrastination by Sfarinia and Amirkhni (2011). To analyze the data, SPSS and AMOS Software’s and Methods of path analysis were used.
Result: this research revealed that the pure effect of intervening and no-intervening of classroom management on the perceptions of school climate was: 0/19, /22, respectively. And that non- direct effect on the procrastination was -0/055, -0/06 respectively. And that intervening, no intervening and interactive classroom management was: 0/000, 0/07, 0/09 respectively.
Conclusions: the results showed that; none of the classroom management procedures hadn’t have any direct effect
On teacher’s procrastination. But the effects of intervening and non-intervening management with the perceptions of school climate’s mediating was meaningful on teacher’s procrastination. Finally intervening and non-intervening management procedures (but not interactive) had meaningful direct effect on the perceptions of school climate.
Keywords: procrastination, classroom management, perceptions of school climate.
The subject of the study is the ideas of laziness, self-attitude and self-regulation of working young people. The aim of the study is to establish relationships between ideas about the content, conditions of occurrence, self-regulation of laziness and types of self-attitude, styles of self-regulation of working young people with varying degrees of self-esteem of laziness. The empirical object of the study - 110 young people. Laziness is considered as a condition that arises in a situation of experiencing inconsistency between external requirements and internal willingness to invest available resources to fulfill them, lack of internal readiness to act in order to save resources. Laziness is interpreted as a personality trait manifested in a person's tendency to frequent and intense experiences of a state of laziness at a low threshold of its occurrence in a wide range of situations. The following methods were used: the questionnaire "Style of self-regulation of behavior" (Morosanova V.I.), a multidimensional questionnaire for self-attitude research (Pantileev S.R.), the method of self-assessment of laziness (Bogdanova D.A., Posokhova S.T.); self-assessment of the level of laziness. A content analysis of the self-description of ideas about laziness is carried out. The methods of mathematical statistics are applied. The concepts of laziness are defined in the form of interpretations of the content of laziness as an action, as an emotional and ethical assessment, as a motivational and characterological trait; interpretations of the circumstances of laziness associated with the conditions of past, current or upcoming activities, motivational formations, the state of the subject; broadcast options for regulating laziness as a transition to activity, elements of internal dialogue, self-motivation, mental operations and reflections, acceptance and passivity in experiencing laziness. Groups with varying degrees of self-assessment of laziness have been identified. The types of self-attitude and styles of self-regulation of young people with varying degrees of self-esteem of laziness are ranked. It has been established that the leading type of self-attitude among the low-lazy and lazy below average is the type of self-attitude with an external evaluative basis, while the lazy above average and the highly lazy have a high degree of types of self-attitude with both external and internal evaluative grounds. The interrelationships between ideas about the content, conditions of occurrence, self-regulation of laziness and types of self-attitude, self-regulation of working young people with different degrees of self-esteem of laziness (low, below average, above average and high) have been established, the specifics of these relationships have been established.
Üniversite öğrencileri arasında yaygın olarak
gözlenen akademik erteleme davranışı, araştırmacılar
tarafından farklı değişkenlerle ilişkilendirilerek
açıklanmaya çalışılmaktadır. Akademik erteleme davranışı
bu çalışmada kişilik, akademik öz-yeterlik ve akademik
kontrol odağı değişkenleri ile ilişkilendirilerek
incelenmektedir. Çalışmanın araştırma grubu farklı
programlarda öğrenim gören 885 (Kız=496, Erkek=389)
üniversite öğrencisinden oluşmaktadır. Araştırma
sonuçları, beş faktör kişilik özelliklerinin alt faktörlerinden
sorumluluk ve yumuşak başlılık boyutları ile akademik
kontrol odağının alt faktörlerinden dışsal kontrol odağının,
üniversite öğrencilerinin akademik erteleme eğilimlerini
anlamlı düzeyde açıkladığını göstermektedir. Erkek
öğrencilerin akademik erteleme eğilimleri kızlara oranla
daha yüksek bulunmuştur. Sonuçların bir kısmı literatür
bulgularıyla benzer bir kısmı ise farklı çıkmıştır
Introduction
This study aims to describe, predict and explain job procrastination through the variable of organizational justice. Numerous factors affect job procrastination, some of which are personal. They are mostly interesting for psychologists. Several studies, including Walker (2004), Steed et al. (2010) and Corkin and colleagues (2011) have examined the role of individual characteristics and personality traits on procrastination. However, there are organizational and environmental factors such as job satisfaction, organizational commitment, job motivation, job characteristics, and payroll system which affect job procrastination as well as individual factors. Scholars of organization, management and organizational sociology often focus on these factors. Perceived organizational justice is one of the organizational factors that can be investigated within the perspective of organizational sociology, and organizational behavior. Using an organizational perspective, the present study tries to investigate the role of perceived organizational justice on job procrastination.
Materials & Methods
The research method is descriptive in this study (non-experimental), and research design is multi-variable correlation, in which using regression models to examine correlational relationships between variables is done. The statistical population includes all employees of Payam Noor University of Hamedan, of whom 80 employees were randomly selected. Data collection tools consist of two questionnaires. In order to measure job procrastination, researcher-made questionnaire (29 items) and to assess the perceived organizational justice Niehoff and Moorman questionnaire (20 items) were used, respectively.
Discussion of Results & Conclusions
The results of the study show that there is a negative relationship between variables of organizational justice and job procrastination. Also, the relationship between procedural justice and interactional justice with job procrastination is significant. Regression analysis (stepwise method) indicates that interactional justice is a valid predictor of job procrastination and more than 15% of the variance in job procrastination (R Square = 0.126) is explained by it. When it comes to the relationship between field of study and job procrastination and perceived organizational justice, the results indicate that there is no significant difference among employees in job procrastination and perceived organizational justice. Also, there are no significant relationships between the staffs’ age and work experience with variables of organizational justice and job procrastination. However, a significant difference was perceived between gender and the variables of organizational justice and job procrastination.
Overall, we believe little research is done in this area. Some studies - indirectly - have tried to link job procrastination and organizational justice. Most studies, however, have concentrated on the relationship between organizational justice and occupational burnout, or organizational citizenship and job satisfaction.
Studies such as Abekah-Nkrumah & Ayimbillah Atinga (2013), Amirkhani & Poorezzat (2009), Blakely etal (2005), Greenberg (2004), Guangling (2011), Kumcagiz etal (2014), Karriker & Williams (2009), Poursoltani &Mirzaei (2011) & Nazemi et al (2013), have concluded that perceived organizational justice is associated with citizenship behavior, job stress, organizational identity, job satisfaction, burnout, organizational citizenship, cognitive arousal and empowering employees. Each of these variables can be directly or indirectly linked to job procrastination.
We believe that when it comes to job procrastination in an organization, it is essential that instead of linking procrastination to personal factors, researchers pay a closer attention to organizational variables such as perceived justice.
ResearchGate has not been able to resolve any references for this publication.