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Meditation and Procrastination
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... It has been found that one of the facilitators of avoiding negative emotion associated with tasks and ultimately neglecting them are low mindfulness. In fact, low mindfulness is conducive to poor emotional self-regulation in procrastination (Cheung & Ng, 2019;Jayaraja et al., 2017;Sirois & Tosti, 2012;Thyea et al., 2016). So, one approach for promoting emotional self-regulation that shows promise for addressing procrastination is mindfulness. ...
... During the mindfulness training sessions, they learned to reduce their procrastination by increasing awareness and acceptance of experiences, especially negative emotions along with experiences. Mindfulness training in students can lead to factors such as time-management, the focus of attention, self-regulation, pressure to perform, self-worth, and acuteness of thoughts, and also reduce anxiety (Schutte & de Bolger, 2020;Cheung & Ng, 2019;Jayaraja et al., 2017;Blouin & Pychyl, 2017;Thyea et al., 2016;Sirois & Tosti, 2012). Mindfulness training directly increases the quality of curiosity, openness, and acceptance of instant experience without judging and impulsive reaction through attention regulation (Bishop et al., 2004;Gilbert & Waltz, 2010). ...
Procrastination is a form of self-regulation failure that can have significant negative consequences for individuals. Research evidence indicates that mindfulness can be beneficial for self-regulation, and also procrastination is associated with low levels of mindfulness. Therefore, the current study tested the effectiveness of mindfulness training in reducing procrastination among students. Thirty-six procrastinating students were screened using the cluster sampling method and the multidimensional scale of academic procrastination. Participants were randomly assigned to either mindfulness training or wait-list control groups. Questionnaires related to procrastination were used to collect data at the beginning and end of the study. The mindfulness intervention was performed in eight 90-min weekly sessions for the training group to compare it with a wait-list control group. Analyses of covariance and follow-up comparisons between the mindfulness training and the wait-list control groups pre-and 1-week post-intervention revealed large effect sizes, with the mindfulness training group showing higher scores on self-regulation and mindfulness scales. They also reduced procrastination behavior and showed lower scores on negative emotions and perceived negative consequences. Our results indicate that mindfulness training may be an effective strategy to help students improve their self-regulation and reduce procrastination.
... The results and findings can assist educators in taking precautions so that academic procrastination in the online learning process during Covid-19 pandemic era can be avoided to reach a high level. Several previous research findings indicate that some variables influence academic procrastination level during offline learning, namely impulsivity, perfectionist attention and concern, low self-efficacy and self-regulation, low self-esteem, and time management (Asri, Setyosari, Hitipeuw, & Chusniyah, 2017;Gustavson et al., 2014;Klassen et al., 2009;Smith, Sherry, Saklofske, & Mushqaush, 2017;Thye, Mosen, Weger, & Tauschel, 2016). These variables are the results of findings during offline learning, but can also be used as references to investigate online learning conditions during the Covid-19 pandemics more deeply. ...
This research aims to describe the level of college students' academic procrastination, analyze differences in academic procrastination among the college students, and analyze the relationship between academic procrastination and academic achievement. This research uses a quantitative method with a survey and correlational design. The research population is 620 Sekolah Tinggi Keguruan dan Ilmu Pendidikan Singkawang (STKIP) Singkawang college students. The sample is taken using a simple random sampling technique as many as 352 college students (76 male and 276 female). The instrument used in data collection is the academic procrastination scale and great point academic. The data are analyzed using descriptive analysis, ANOVA, and correlation. The findings show that college students' academic procrastination is at a moderate level which is dominated by time management skill indicators. Male students and students who are in the middle years have higher levels of academic procrastination. Intercorrelation shows a significant but negative relationship between academic procrastination and academic achievement.
Academic procrastination has occurred throughout human life, but until now this behavior still continues to occur, even experienced by undergraduate and postgraduate students, so efforts to resolve must continue. This study aims to explore the causes, impacts, and strategies for handling academic procrastination in students. The subjects of this study were 20 students of the Faculty of Psychology at an accredited university in Surabaya, drawn randomly from 98 students who had previously stated their willingness to become research subjects. This research is descriptive qualitative research, making it possible to explore subjective experiences in greater depth. Data collection techniques in this study used open questions and in-depth interviews. The data obtained is then verbally digitized and analyzed to find themes related to the research objectives. The results found 10 categories and 25 sub-categories of internal factors causing academic procrastination, 3 categories, and 10 sub-categories of external factors causing academic procrastination. There are 8 categories and 32 impact sub-categories of academic procrastination. The handling strategies used by students vary greatly, most of which choose to motivate themselves and take notes on task reminders in writing. This study provides a very comprehensive picture so that it can be used as a reference in explaining and handling academic procrastination in students.Keywords: factors causing academic procrastination, the impact of academic procrastination, handling academic procrastination Abstrak: Prokrastinasi akademik telah terjadi sepanjang kehidupan manusia, tetapi hingga saat ini perilaku tersebut masih terus terjadi, bahkan banyak dialami oleh mahasiswa sarjana dan pasca sarjana, sehingga upaya untuk penyelesaian harus terus dilakukan. Penelitian ini bertujuan untuk mengeksplorasi faktor penyebab, dampak dan strategi penanganan prokrastinasi akademi pada mahasiswa. Subjek penelitian ini berjumlah 20 mahasiswa Fakultas Psikologi di sebuah universitas ter-akreditasi A di Surabaya, yang diambil secara random dari 98 mahasiswa yang sebelumnya telah menyatakan kesediaannya menjadi subjek penelitian. Penelitian ini adalah penelitian kualitatif deskriptif, sehingga memungkinkan untuk menggali pengalaman subjektif secara lebih mendalam. Teknik pengumpulan data dalam penelitian ini menggunakan pertanyaan terbuka dan wawancara mendalam. Data yang diperoleh kemudian dibuat verbatim secara digital dan dianalisis untuk menemukan tema-tema yang terkait dengan tujuan penelitian. Hasil penelitian menemukan 10 kategori dan 25 sub kategori faktor internal penyebab prokrastinasi akademik, 3 kategori dan 10 sub kategori faktor eksternal penyebab prokrastinasi akademik. Ada 8 kategori dan 32 sub kategori dampak dari prokrastinasi akademik. Strategi penangan yang digunakan mahasiswa sangat bervariasi, yang sebagian besar memilih memotivasi diri dan membuat catatan pengingat tugas secara tertulis. Penelitian ini memberikan gambaran yang sangat komprehensif sehingga dapat dijadikan sebagai acuan dalam menjelaskan dan menangani prokrastinasi akademik pada mahasiswa.Kata kunci: faktor penyebab prokrastinasi akademik, dampak prokrastinasi akademik, penangan prokrastinasi akademik
Eine wesentliche Anforderung, die es im Rahmen der Bologna-Reformen umzusetzen gilt, ist die Studierendenfokussierung bei der Gestaltung von Lehr- und Lernprozessen. Diese Herausforderung ist dabei vor dem Hintergrund tradierter Lernkulturen zu bewältigen. In diesem Zusammenhang bringen die Studierenden bestimmte motivationale Voraussetzungen und ein gewisses Rollenverständnis ihrer Rolle in die Lernkulturen ein. Sofern die Hochschuldidaktik die organisationalen Strukturen erfolgreich gestalten möchte, sind diese internalen Bedingungen seitens der Studierenden zu berücksichtigen. Die im Artikel beschriebene lernkulturelle Bestandsaufnahme an drei Universitäten in Deutschland, Österreich und der Schweiz zeigt, dass die personalen Dispositionen der Studierenden optimiert werden können und dass dies über die Gestaltung organisationaler Rahmenbedingungen ein Stück weit gesteuert werden kann.
10.08.2011 | Taiga Brahm & Anja Gebhardt (St. Gallen)
The role of autonomous self-regulation as a predictor of academic procrastination was assessed. French-Canadian students from a junior college (N = 498) completed the Academic Motivation Scale as well as an academic procrastination scale and other measures (anxiety, self-esteem, and depression) that have been found to be related to fear of failure. Correlation results indicated that students with intrinsic reasons for pursuing academic tasks procrastinated less than those with less autonomous reasons (external regulation and amotivation). Regression results indicated that the measures of depression, self-esteem, and anxiety accounted for 14% of the variance in academic procrastination, whereas the self-regulation variables accounted for 25%. These results support the notion that procrastination is a motivational problem that involves more than poor time management skills or trait laziness.
Growing evidence demonstrates that psychological risk variables can contribute to physical disease. In an effort to thoroughly investigate potential etiological origins and optimal interventions, this broad review is divided into five sections: the stress response, chronic diseases, mind-body theoretical models, psychophysiological interventions, and integrated health care solutions. The stress response and its correlation to chronic disorders such as cardiovascular, gastrointestinal, autoimmune, metabolic syndrome, and chronic pain are comprehensively explored. Current mind-body theoretical models, including peripheral nerve pathway, neurophysiological, and integrative theories, are reviewed to elucidate the biological mechanisms behind psychophysiological interventions. Specific interventions included are psychotherapy, mindfulness meditation, yoga, and psychopharmacology. Finally, the author advocates for an integrated care approach as a means by which to blur the sharp distinction between physical and psychological health. Integrated care approaches can utilize psychiatric nurse practitioners for behavioral assessment, intervention, research, advocacy, consultation, and education to optimize health outcomes.
Cultivation of mindfulness, the nonjudgmental awareness of experiences in the present moment, produces beneficial effects on well-being and ameliorates psychiatric and stress-related symptoms. Mindfulness meditation has therefore increasingly been incorporated into psychotherapeutic interventions. Although the number of publications in the field has sharply increased over the last two decades, there is a paucity of theoretical reviews that integrate the existing literature into a comprehensive theoretical framework. In this article, we explore several components through which mindfulness meditation exerts its effects: (a) attention regulation, (b) body awareness, (c) emotion regulation (including reappraisal and exposure, extinction, and reconsolidation), and (d) change in perspective on the self. Recent empirical research, including practitioners' self-reports and experimental data, provides evidence supporting these mechanisms. Functional and structural neuroimaging studies have begun to explore the neuroscientific processes underlying these components. Evidence suggests that mindfulness practice is associated with neuroplastic changes in the anterior cingulate cortex, insula, temporo-parietal junction, fronto-limbic network, and default mode network structures. The authors suggest that the mechanisms described here work synergistically, establishing a process of enhanced self-regulation. Differentiating between these components seems useful to guide future basic research and to specifically target areas of development in the treatment of psychological disorders.
© Association for Psychological Science 2011.
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.
Die Praxis der Achtsamkeit ist eine grundlegende Übung buddhistischer und auch christlicher Meditationswege. Seit Ende der 70er-Jahre wird sie in den USA losgelöst von jeglichem religiösen oder ideologischen Kontext zur Stressbewältigung eingesetzt und findet mittlerweile auch im deutschsprachigen Raum mehr und mehr Anwendung. Maßgeblich an dieser Entwicklung beteiligt ist der Verhaltensmediziner Professor Dr. Jon Kabat-Zinn. Er entwickelte 1979 ein Trainingsprogramm zur Stressbewältigung durch die Praxis der Achtsamkeit (MBSR - Mindfulness-Based Stress Reduction) an der Universitätsklinik von Massachusetts.
Im Folgenden werden Entstehung, Hintergründe und Anwendungsgebiete des Programms vorgestellt sowie Fragen zur Indikation und Kontraindikation diskutiert. Die Kernelemente und Basisübungen des Kurses werden beschrieben und es wird dargestellt, wie durch Achtsamkeit eine erfolgreiche Stressbewältigung gelingen kann. Der Artikel schließt mit einem kurzen Überblick über andere Formen des MBSR-Programms und Vertiefungsmöglichkeiten für die Praxis.
The purpose of this study was to develop a self-report measure of procrastination tendencies and to investigate its relationship to a behavioral measure of procrastination and to a self-report measure of general self-efficacy. In a pilot study, the 72-item scale in a 4-point Likert-type response format was developed and administered to 50 college juniors and seniors. A factor analysis of the results yielded two factors which formed the basis for reducing the scale to 35 items with a resulting reliability of .90. The relationship between scores on the 35-item instrument and performance on a self-regulated performance task called the Voluntary Homework System (VHS) yielded a correlation of -.54, and a coefficient of -.47 was observed between the 35-item scale and the General Self-Efficacy Test (GSE; both correlations of p < .001). The correlation between GSE and VHS scores was .29 (p < .05). In a subsequent study of 183 college students, a factor analysis of scores on the 35-item scale yielded a single-factor structure and a condensed scale of 16 items with a reliability of .86. This shortened version of the procrastination scale was recommended for use as a means of detecting students who may tend to procrastinate in the completion of college requirements.
This paper presents a general statistical methodology for the analysis of multivariate categorical data arising from observer reliability studies. The procedure essentially involves the construction of functions of the observed proportions which are directed at the extent to which the observers agree among themselves and the construction of test statistics for hypotheses involving these functions. Tests for interobserver bias are presented in terms of first-order marginal homogeneity and measures of interobserver agreement are developed as generalized kappa-type statistics. These procedures are illustrated with a clinical diagnosis example from the epidemiological literature.
Achtsamkeitstraining als psychotherapeutische Interventionsmethode: Konzeptklärung, klinische Anwendung und aktuelle empirische Befundlage
- M Berking
- M Känel
Berking, M. & Känel, M. (2007). Achtsamkeitstraining als psychotherapeutische
Interventionsmethode: Konzeptklärung, klinische Anwendung und aktuelle
empirische Befundlage. Psychotherapie, Psychosomatik, Medizinische Psychologie, 57, 170-177.
Prokrastination: Ein Manual zur Behandlung des pathologischen Aufschiebens
- A Höcker
- M Engberding
- F Rist
Höcker, A., Engberding, M. & Rist, F. (2013). Prokrastination: Ein Manual zur
Behandlung des pathologischen Aufschiebens. Göttingen: Hogrefe.