No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Overcoming Procrastination? A Meta-Analysis of Intervention Studies
Abstract
We present a meta-analysis of 24 studies on procrastination interventions (total k = 44, N = 1173) in order to find out 1) whether people can reduce their level of procrastination, and 2) if so, which type of intervention leads to the strongest reduction. We compared four different types of interventions: Self-regulation, cognitive behavioral therapy, other therapeutic approaches, and interventions focusing on individuals’ strengths and resources. A large reduction in procrastination after the interventions was found, and the effects remained stable in follow-up assessments. The findings so far suggest that cognitive behavioral therapy reduced procrastination more strongly than the other types of interventions. Other moderator variables, such as the duration of the intervention, had no significant effects. We propose future research that may help to build stronger evidence for the effects of interventions, as well as some guidelines for interventions.
... Have you ever put off doing something you thought you should do right now even though you knew it would be terrible for you? If this is the case, you have engaged in unreasonable delay, or known as procrastination (van Eerde & Klingsieck, 2018). Procrastination is a well-studied concept that refers to the voluntary postponement of a planned course of action despite the likelihood of undesirable effects (Ferrari et al., 2009;Steel, 2007). ...
... Procrastination is a well-studied concept that refers to the voluntary postponement of a planned course of action despite the likelihood of undesirable effects (Ferrari et al., 2009;Steel, 2007). The issue of procrastination's stability is a hot topic of discussion (van Eerde & Klingsieck, 2018). Some researchers investigate procrastination as a behavior closely tied to the characteristics of a given situation, while others study procrastination as a consistent personality trait (Argiropoulou & Ferrari, 2015;Goroshit & Hen, 2018;Zhang & Guo, 2021). ...
... The third class, lowest procrastination group showed the lowest probabilities of endorsing procrastination items. Employees in the lowest procrastination group engage in the least amount of procrastination in their everyday work and lives, have a good capacity to manage time, and have a strong ability to take action (van Eerde, 2015;van Eerde & Klingsieck, 2018). They serve as role models for personnel with lower procrastination, as well as those with high procrastination. ...
In this study, we explored whether there are different types of employee procrastination. A total of 2258 multinatinal corporation full-time employees (M = 40.32 years, 46.4% male) took part in the study. Latent class analysis was implemented using 15 categorical adult procrastination items to explore classes of employee procrastination. Multinomial logistic regression was conducted to ascertain whether employee procrastination classes could be differentiated by life satisfaction and demographic variables (i.e., income). The results showed three classes regarding the employee procrastination: lowest procrastination group, lower procrastination group, and high procrastination group. Life satisfaction, age, and whether or not one has kids were predictive of group membership in certain procrastination groups compared to high procrastination group. Preventative public policy and intervention strategies designed to overcome procrastination in multinational corporation employees should improve life satisfaction and should be tailored to the type-specific reasons (e.g. high procrastination group).
... Consequently, interventions against procrastination have mostly focused on changing person-related variables, e.g., by supporting the identification and correction of dysfunctional thoughts or the enhancement of planning skills (cf. van Eerde & Klingsieck, 2018), or by training emotion regulation skills (Eckert et al., 2016;Schuenemann et al., 2022). Meta-analytic evidence suggests that these programs are effective in reducing procrastination (van Eerde & Klingsieck, 2018). ...
... van Eerde & Klingsieck, 2018), or by training emotion regulation skills (Eckert et al., 2016;Schuenemann et al., 2022). Meta-analytic evidence suggests that these programs are effective in reducing procrastination (van Eerde & Klingsieck, 2018). However, heterogeneity of the effects points towards the need to refine programs, e.g., by considering situational and social factors. ...
... This study is motivated by the recent turn to situational and social factors of procrastination (e.g., Klingsieck, 2013;Nordby et al., 2017;Svartdal et al., 2020), by initial evidence on the effects of interdependent group work Koppenborg & Klingsieck, 2022a;Koppenborg & Klingsieck, 2022b) as well as by the need to extend current programs against procrastination (cf. van Eerde & Klingsieck, 2018). Given the theoretical arguments made above and the related empirical evidence (Torka et al., 2021;Weber & Hertel, 2007), we expect that, when a group work can help to reduce procrastination when the task structure of group work facilitates indispensability perceptions. ...
Group work can increase individual effort, performance, and positive affect, if group members perceive their own contribution as indispensable for the group product. A vignette methodology was applied to investigate whether group work may also reduce procrastination. The vignettes described a typical academic assignment, while varying the task structure (individual work vs. conjunctive group work vs. additive group work) and group member ability (high vs. low). For each vignette, student participants (N = 443) provided ratings on their perceived indispensability, procrastination of the assignment, and affect. When group member ability was high, procrastination was lower in additive group work as compared to individual work. When group member ability was low, procrastination was lower in conjunctive group work as compared to both individual work and additive group work. As predicted, perceived indispensability mediated the difference in procrastination between conjunctive and additive group work. Moderation analyses further revealed that the effects were more pronounced for high trait procrastinators. Further, both types of group work led to increases in task-related positive affect as compared to individual work. By demonstrating the relevance of group work as a social factor, the results
should be useful for the extension of existing programs targeting procrastination, and may inspire measures for preventing procrastination by changes in the study environment.
... Regarding the treatment of or intervention to curb procrastination, some researchers have evaluated the effectiveness of relevant treatments through reviews [18] or meta-analyses [19,20]. These studies concluded that people's procrastination behaviours can be changed; thus, procrastination interventions are essential for students during the learning phase. ...
... The follow-up study revealed that the behavioural tendencies of the subjects did not rebound or recur after the procrastination intervention, and its effect remained stable. However, the feasibility and cost-effectiveness of these interventions were not high because the research was influenced by several factors, such as accessibility, practitioner skills, the barriers faced by participants, and the significant time commitment required by participants [20,21]. ...
... The four internet-based psychological intervention methods are motivation enhancement, cognitive behavioural therapy (CBT), community reinforcement methods, and emergency management. The three procrastination intervention methods [20,44] are self-regulation (e.g., time management and emotion regulation training), CBT, and other therapies (e.g., conflict intervention, coherence therapy, and Acceptance and Commitment Therapy) focused on personal strengths and resources. These interventions include psychoeducation, social support, and relaxation techniques. ...
Background
Procrastination or “postponing until later” is a common phenomenon defined as the intentional delay in partaking in and finishing important activities despite negative outcomes potentially outweighing the positive. Procrastination adversely affects mental health, academic performance, and career achievement. Although studies on procrastination intervention methods and effectiveness exist, utility and cost-effectiveness are limited by various factors, including practitioner availability and skills, barriers to participant participation, and the time investment required by participants. Thus, internet-based interventions could increase the availability of evidence-based treatments for adult procrastination.
Methods
This study explored the efficacy of an online-based self-help intervention in the context of voluntary procrastination among undergraduate psychology students. The study design is a randomized controlled trial. Participants who self-reported procrastination-related problems and behaviours were included in the trial consisting of two groups; specifically, one group undergoing a self-directed internet-based intervention for coping with procrastination (N=160) and (2) another group with delayed access to the intervention programmes (waitlist control group; N=160). Follow-up assessments were scheduled 6 and 12 weeks after baseline, and the control group received the intervention after 12 weeks. Procrastination, measured by the Irrational Procrastination Scale and the Simple Procrastination Scale, was examined as the primary outcome. Meanwhile, secondary outcomes included susceptibility, stress, depression, anxiety, well-being, self-efficacy, time management strategies, self-control, cognition, and emotion regulation. Other measures comprised acceptability (e.g., intervention satisfaction, potential side effects, and expectations) and learning behaviour analysis to reflect adherence.
Discussion
This randomized controlled trial will provide data on the effectiveness of online interventions for adult procrastination. If deemed effective, this low-cost, high-coverage internet-based intervention could aid more people who seek to address their procrastination.
Trial registration
Chinese Clinical Trial Registry. https://www.chictr.org.cn/showproj.aspx?proj=171246.
... Regarding the treatment of or intervention to curb procrastination, some researchers have evaluated the effectiveness of relevant treatments through reviews [18] or meta-analyses [19,20]. These studies concluded that people's procrastination behaviours can be changed; thus, procrastination interventions are essential for students during the learning phase. ...
... The follow-up study revealed that the behavioural tendencies of the subjects did not rebound or recur after the procrastination intervention, and its effect remained stable. However, the feasibility and cost-effectiveness of these interventions were not high because the research was in uenced by several factors, such as accessibility, practitioner skills, the barriers faced by participants, and the signi cant time commitment required by participants [20,21]. ...
... The four internet-based psychological intervention methods are motivation enhancement, cognitive behavioural therapy (CBT), community reinforcement methods, and emergency management. The three procrastination intervention methods [20,44] are self-regulation (e.g., time management and emotion regulation training), CBT, and other therapies (e.g., con ict intervention, coherence therapy, and Acceptance and Commitment Therapy) focused on personal strengths and resources. These interventions include psychoeducation, social support, and relaxation techniques. ...
Background: Procrastination or "postponing until later" is a common phenomenon defined as the intentional delay in partaking in and finishing important activities despite negative outcomes potentially outweighing the positive. Procrastination adversely affects mental health, academic performance, and career achievement. Although studies on procrastination intervention methods and effectiveness exist, utility and cost-effectiveness are limited by various factors, including practitioner availability and skills, barriers to participant participation, and the time investment required by participants. Thus, internet-based interventions could increase the availability of evidence-based treatments for adult procrastination.
Methods: This study explored the efficacy of an online-based self-help intervention in the context of voluntary procrastination among undergraduate students. The study design is a randomized controlled trial. Participants who self-reported procrastination-related problems and behaviours were included in the trial consisting of two groups; specifically, one group undergoing a self-directed internet-based intervention for coping with procrastination (N=160) and (2) another group with delayed access to the intervention programs (waitlist control group; N=160). Follow-up assessments were scheduled 6 and 12 weeks after baseline, and the control group received the intervention after 12 weeks. Procrastination, measured by the Irrational Procrastination Scale and the Simple Procrastination Scale, was examined as the primary outcome. Meanwhile, secondary outcomes included susceptibility, stress, depression, anxiety, well-being, self-efficacy, time management strategies, self-control, cognition, and emotion regulation. Other measures comprised acceptability (e.g., intervention satisfaction, potential side effects, and expectations) and learning behaviour analysis to reflect adherence.
Discussion: This randomized controlled trial will provide data on the effectiveness of online interventions for adult procrastination. If deemed effective, this low-cost, high-coverage internet-based intervention could aid more people who seek to address their procrastination.
Trial registration: Chinese Clinical Trial Registry ChiCTR2200065752.
... Attempts to prevent and reduce procrastination include advice and web-based information, as well as treatment efforts to help students overcome more serious procrastination problems. A meta-analysis of 24 intervention studies (van Eerde and Klingsieck, 2018) found Cognitive Behavior Therapy (CBT) to demonstrate the most promising effects. Possible moderator variables, such as the duration of the intervention, had no significant effects. ...
... CBT can be seen as an approach that addresses the reflective system in self-regulation. Thus, in procrastination interventions, the focus is on correcting dysfunctional and irrational thoughts, improving prioritization and goal-setting skills, and training students in self-monitoring and stimulus control techniques (see van Eerde and Klingsieck, 2018). Unfortunately, CBT interventions are relatively costly and require a high degree of expertise to be implemented. ...
... Building on the promising results from meta-analyses demonstrating that CBT is an effective form of intervention against procrastination (Rozental et al., 2018;van Eerde and Klingsieck, 2018), a logical step forward is to incorporate FA. First, as suggested by Steel and Klingsieck (2016), interventions should be adapted to individual characteristics. ...
Academic procrastination – habitually delaying work with academic tasks to the extent that the delays become detrimental to performance, wellbeing, and health – represents a substantial personal, systemic, and societal problem. Still, efforts to prevent and reduce it are surprisingly scarce and often offered as treatment regimens rather than preventive efforts. Based on the principles of functional analysis and a broad examination of factors that are important for academic procrastinatory behaviors, this paper aims to describe a strategy for analyzing individual controlling conditions for procrastination and give parallel advice on how to change those controlling conditions. Both are ideographic, allowing for individual and dynamic analyses of factors responsible for instigating and maintaining procrastination, as well as tailor-made remedies that address controlling conditions in preventive and curative efforts to reduce procrastination. Although functional analysis integrates well with important research findings in the procrastination field, this approach suggests new criteria for identifying procrastinatory behaviors and an alternative model for analyzing their control conditions. We conclude that a functional approach may supplement procrastination research and efforts to prevent and alleviate this detrimental habit.
... Similar to self-efficacy beliefs, research evidence shows that academic procrastination can be ameliorated (see meta-analysis by Van Eerde and Klingsieck, 2018, Malouff andSchutte, 2019). According to Van Eerde and Klingsieck (2018), cognitivebehavior therapy is the most effective approach. Still, such interventions are usually either ad hoc, time-consuming or require the involvement of professionals. ...
... As discussed, although the assumption is reasonable, there is no evidence on whether procrastination is related to other types of academic attrition beyond dropout (i.e., transfer-out intentions and behaviors). Hence, we aim to elucidate this aspect which may have practical utility for universities since both academic self-efficacy and procrastination are malleable to change (e.g., Van Dinther et al., 2011;Wäschle et al., 2014;Bartimote-Aufflick et al., 2016;Van Eerde and Klingsieck, 2018). ...
... Some researchers (e.g., Bartimote-Aufflick et al., 2016) provide research-based best practice suggestions on how students' self-efficacy can be improved via teaching, learning support, and curriculum design. Similarly, evidence shows that procrastination can be ameliorated, with self-efficacy being one of the proposed alternatives for intervention (Wäschle et al., 2014;Van Eerde and Klingsieck, 2018). Nevertheless, counselors and university staff might need to adjust assistance or intervention strategies. ...
Why do students leave universities? The current study addresses the problem of academic attrition from the perspective of students’ intentions. Specifically, we focus on the roles of academic self-efficacy and procrastination in exploring their relationships with attrition intentions. Based on existing research, we expected a negative relationship between academic self-efficacy and attrition intentions, with procrastination as a possible mediator. Furthermore, it was expected that this relationship would differ depending on the type of attrition (i.e., drop-out, transfer university, transfer study field). These hypotheses were investigated among Norwegian students in a questionnaire study ( N = 693). Results showed that procrastination partially mediated the relationship between academic self-efficacy and three attrition intentions categories. Although procrastination was a significant mediator of self-efficacy for all types of intentions, the sizes of the direct and indirect effects were different. We conclude that academic procrastination is important in understanding the relationship between students’ self-efficacy beliefs and attrition intentions.
... The commonalities between the various explanations are the academic procrastinator's experience of discomfort and a desire to reduce this maladaptive behavior (Ferrari, 2010). Although studies of academic procrastination emphasized the need to find effective intervention programs (Zacks & Hen, 2018), there seemed to be no consensus on a theoretical approach which fully explains the phenomenon of procrastination ( Van-Eerde & Klingsieck, 2018), especially with international student samples such as Israel students. ...
... Despite variety intervention programs, they share one common goal: reducing the "intention-action" gap (Van-Eerde & Klingsieck, 2018). Our brief, exploratory study posited that to comprehensively understand academic procrastination, one must acknowledge the different intervention approaches: behavioral (focusing on self-regulation), cognitive (focusing on self-efficacy) and emotional-motivational (Schouwenburg, 2004). ...
... included perseverance in the implementation of change (Neenan, 2008). In a meta-analysis of various intervention programs (Kim & Seo, 2015), it was noted that moderate effects were shown with this form of intervention implying that the effect of similar programs remained stable over time to treating academic procrastination ( Van-Eerde & Klingsieck , 2018). ...
Academic procrastination is common among students, yet few studies
offer effective psycho-educational intervention programs. The present
brief qualitative study examined the effect of increasing self-regulation
behaviors and self-efficacy beliefs to reduce academic procrastination
among 11 undergraduate students participating in an intervention
group. Results indicated that participants described cognitive, behavioral, and emotional changes and reported decreased procrastination
through the intervention. In addition, a sense of belonging within the
group and an understanding of underlying causes of their delay behaviors contributed to behavioral changes. The brief intervention program decreased academic procrastination and moderately increased
academic self-regulation and self-efficacy. Taken together, it seems
integrating cognitive, behavioral, and emotional aspect of academically related behaviors (e.g., raising awareness and familiarity with
time-management tools, understanding restrictive thoughts) support
the management of academic procrastination by students.
... Remarkably, the cutoff value of 55 years old is also observed in men's median age, it was 55 (44-64) years, (as presented in Table S2, Supplemental Digital Content, http://links.lww.com/ MD2/A904) meanwhile women's was 49 (42)(43)(44)(45)(46)(47)(48)(49)(50)(51)(52)(53)(54)(55)(56)(57). Median age of participants with motor FIM <61 was also 55 (44-64) meanwhile median age was 52 (43)(44)(45)(46)(47)(48)(49)(50)(51)(52)(53)(54)(55)(56)(57)(58)(59)(60) for those with motor FIM >61. ...
... MD2/A904) meanwhile women's was 49 (42)(43)(44)(45)(46)(47)(48)(49)(50)(51)(52)(53)(54)(55)(56)(57). Median age of participants with motor FIM <61 was also 55 (44-64) meanwhile median age was 52 (43)(44)(45)(46)(47)(48)(49)(50)(51)(52)(53)(54)(55)(56)(57)(58)(59)(60) for those with motor FIM >61. ...
... Median age of participants with stroke was 57 (51-64) and for participants with TBI was 44 (39)(40)(41)(42)(43)(44)(45)(46)(47)(48)(49)(50)(51)(52)(53)(54). ...
Compare community integration of people with stroke or traumatic brain injury (TBI) living in the community before and during the coronavirus severe acute respiratory syndrome coronavirus 2 disease (COVID-19) when stratifying by injury: participants with stroke (G1) and with TBI (G2); by functional independence in activities of daily living: independent (G3) and dependent (G4); by age: participants younger than 54 (G5) and older than 54 (G6); and by gender: female (G7) and male (G8) participants.Prospective observational cohort studyIn-person follow-up visits (before COVID-19 outbreak) to a rehabilitation hospital in Spain and on-line during COVID-19.Community dwelling adults (≥18 years) with chronic stroke or TBI.Community integration questionnaire (CIQ) the total-CIQ as well as the subscale domains (ie, home-CIQ, social-CIQ, productivity CIQ) were compared before and during COVID-19 using the Wilcoxon ranked test or paired t test when appropriate reporting Cohen effect sizes (d). The functional independence measure was used to assess functional independence in activities of daily living.Two hundred four participants, 51.4% with stroke and 48.6% with TBI assessed on-line between June 2020 and April 2021 were compared to their own in-person assessments performed before COVID-19.When analyzing total-CIQ, G1 (d = -0.231), G2 (d = -0.240), G3 (d = -0.285), G5 (d = -0.276), G6 (d = -0.199), G7 (d = -0.245), and G8 (d = -0.210) significantly decreased their scores during COVID-19, meanwhile G4 was the only group with no significant differences before and during COVID-19.In productivity-CIQ, G1 (d = -0.197), G4 (d = -0.215), G6 (d = -0.300), and G8 (d = -0.210) significantly increased their scores, meanwhile no significant differences were observed in G2, G3, G5, and G7.In social-CIQ, all groups significantly decreased their scores: G1 (d = -0.348), G2 (d = -0.372), G3 (d = -0.437), G4 (d = -0.253), G5 (d = -0.394), G6 (d = -0.319), G7 (d = -0.355), and G8 (d = -0.365).In home-CIQ only G6 (d = -0.229) significantly decreased, no significant differences were observed in any of the other groups.The largest effect sizes were observed in total-CIQ for G3, in productivity-CIQ for G6, in social-CIQ for G3 and in home-CIQ for G6 (medium effect sizes).Stratifying participants by injury, functionality, age or gender allowed identifying specific CIQ subtotals where remote support may be provided addressing them.
... By definition, individuals who are high in trait passive procrastination tend to delay due to self-regulatory failure. It is hard for them to get started on things, and even though they may intend to act, they often fail to follow through on their intentions (van Eerde & Klingsieck, 2018). Based on this, we propose that trait passive procrastination will be positively related to passive CAP. ...
... In view of this, organizations could provide employees with information about available psychological services (e.g., through Employee Assistance Programs) for those individuals who feel that dispositional procrastination is interfering with their own optimal functioning and career success. Indeed, there is evidence that dispositional tendencies to procrastinate can be dampened through psychological interventions, such as cognitive behavior therapies (see meta-analysis by van Eerde & Klingsieck, 2018). For individuals who want to make a change, such services can help them learn to self-regulate better, and potentially engage in career self-management in a more regular and timely fashion. ...
This research explored procrastination in the context of career self‐management, a construct that we refer to as career advancement procrastination (CAP). Drawing on the career self‐management model extension of social cognitive career theory, we hypothesized that personality traits (i.e., trait passive procrastination and trait active procrastination) and contextual factors (i.e., career resources and career barriers) have effects on passive CAP and active CAP via career self‐efficacy. Hypotheses were tested on a sample of employed Canadians in a two‐wave study (N = 201). As predicted, we found that trait passive procrastination was positively related to passive CAP, trait active procrastination was positively related to active CAP, and career barriers were related to both passive CAP and active CAP. We also found positive indirect effects of trait passive procrastination and career barriers, and negative indirect effects of career resources, on both passive CAP and active CAP via career self‐efficacy. Taken together, these findings suggest that companies can decrease CAP by helping employees curb their dispositional procrastination tendencies, as well as by reducing career barriers and increasing career resources, all of which should also aid in increasing employees' career self‐efficacy.
... Despite the growing body of research on procrastination, we still have little understanding of the nature of procrastination and its causes [13,14]. Procrastination is a behavioral style of delaying the performance of tasks, and patients themselves play an important role in its formation; therefore, understanding the experiences of patients with diabetes about procrastination requires qualitative studies to discover the depth and complexity of their attitudes, values, and feelings in life in relation to this issue. ...
... There are very few qualitative studies on health-related procrastination, and most of the studies on this subject are focused on academic procrastination among students [13,14], while less attention has been paid to health-related procrastination, which is of great importance. Due to the risks of procrastination for the care and treatment of patients with diabetes, an in-depth study of the various types of healthrelated procrastination in these patients is necessary in order to make better clinical decisions for them. ...
Background and objectives:Health-related procrastination refers to a delay in the performance of health-related activities, which is a rather neglected subject despite being critical. Due to the adverse effects of procrastination on the care and treatment of patients with type-2 diabetes, it is necessary to explore procrastination among this group of patients through in-depth studies. The present research was conducted to explain different types of health-related procrastination in patients with type-2 diabetes.Materials and methodsThis qualitative study applied content analysis with 13 patients with type-2 diabetes selected via purposive sampling. Data were collected through individual and semi-structured interviews. The data were then analyzed using Lundman and Graneheim content analysis method.Findings:Based on the analysis of the data, instances of health-related procrastination in patients with type-2 diabetes were classified into six main categories, including minimizing self-care, poor adherence to treatment, poor nutritional habits, poor adherence to drug regimen, disregard for disease monitoring, and a sedentary lifestyle.Conclusions
The results of this study provide an in-depth understanding of the various forms of health-related procrastination in patients with type-2 diabetes. These findings can be employed in the design, implementation, and monitoring of treatment and care programs targeting these patients.
... A huge amount of self-help literature deals with the question of how to optimize one's motivation, self-regulation, or time management to avoid procrastination. Most available interventions focus on changing students' behavior using cognitive-behavioral approaches van Eerde & Klingsieck, 2018). Approaches that address more contextual mechanisms of agency and promote self-determined student engagement in learning have been scarce (van Eerde & Klingsieck, 2018). ...
... Most available interventions focus on changing students' behavior using cognitive-behavioral approaches van Eerde & Klingsieck, 2018). Approaches that address more contextual mechanisms of agency and promote self-determined student engagement in learning have been scarce (van Eerde & Klingsieck, 2018). ...
Procrastination is thought to be affected by trait-based and by situational, or task-specific determinants. Situational and task-specific influences on students' procrastination behavior have rarely been studied. Most research has examined trait-based individual differences in students' general procrastination tendencies. This study used an adaptive experience sampling approach to assess students' (N = 88) task-related perceptions of ambiguity and their situation-specific procrastination behavior during exam preparation six times a day for seven days (n = 3581 measurements). Results revealed that 30% of all intended study sessions were procrastinated. The risk that study sessions were procrastinated increased with students' task-related ambiguity perceptions. Individuals' average risk of procrastinating study sessions was further predicted by their procrastination tendency and conscientiousness assessed at baseline. The findings suggest interventions that promote students’ ability to self-regulate but also modify tasks and instructions. Further implications and suggestions for future research are discussed.
... 18 In a meta-analytic study, Van Eerde and Klingseick revealed that cognitive-behavioral therapy interventions help to reduce individuals' procrastination. 19 The extant research related to these two perspectives revealed some limitations. First, trait-based procrastination views procrastination as an unchangeable behavior, while situation-based procrastination emphasizes that procrastination is dynamic and changeable. ...
Purpose:
Procrastination has become a pervasive phenomenon in the workplace, yet knowledge of its antecedents remains limited. Therefore, this study explains when and why employees procrastinate. As procrastination is an individual intentional behavior to escape potential resource loss by taking actions to relax; this study regards procrastination as resource-protection behavior. Building on the conservation of resources (COR) theory, the purpose of the current study is to explore the direct impact of external situational factors (ie, stressor appraisals) and individual traits (ie, personality) and their interactive effect on workplace procrastination behavior.
Participants and methods:
The study adopts a quantitative approach and uses two-wave data. Data was collected through the randomized cluster sampling technique and a structured questionnaire survey. The sample consisted of civil servants in an organization located in the Shandong province of China. Received 347 valid questionnaires representing an overall response rate of 87%. The theoretical model was tested through confirmatory factor analysis and regression analyses using Mplus 7.2.
Results:
The results show that hindrance stressor appraisal is positively related to procrastination, whereas challenge stressor appraisal is negatively related to procrastination. Neuroticism had a positive relationship with procrastination, while conscientiousness had a negative relationship with procrastination. Conscientiousness moderates the relationship between challenge stressor appraisal and procrastination such that the relationship is salient under high conscientiousness.
Conclusion:
Overall, our study suggests that procrastination is affected by personal traits and workplace stressor appraisals. This study makes potential contributions to employees' procrastination literature by and its understanding within the job procrastination knowledge base. Also, this study confirms the comprehensive reach and applicability of the COR theory developed by scholars such as Hobfoll (1989). In practically, the research benefits organizations by providing suggestions for managing employees' procrastination behavior.
... Previous studies have suggested that there are treatments available to target procrastination in students, with cognitive behavior therapy (CBT) being the most effective treatment (van Eerde and Klingsieck, 2018). However, several barriers to seeking and receiving treatment need to be accounted for to implement treatment successfully. ...
Unlabelled:
Procrastination is a widespread problem that is highly prevalent among the young adult population and is associated with several negative consequences. However, current evidence on the effectiveness of e-health interventions for procrastination either lack a comparison to an inactive control, do not include a student population or are of poor quality. This protocol describes the design of a trial that will overcome these limitations and examine the effectiveness of a guided internet-based intervention (GetStarted) to reduce problematic procrastinating behaviors in college students compared to a waitlist control. This study will be a two-armed randomized controlled trial with a calculated sample size of N = 176. Participants will be students from seven universities in the Netherlands. The intervention group will receive a four-week e-coach-guided intervention for procrastination. The waitlist control group will get access to treatment four weeks after randomization. Assessments will take place at baseline, post-test (4 weeks post-baseline) and follow-up (6 months post-baseline). Data will be analyzed with an intent-to-treat principle. The primary outcome is change in procrastination behaviors measured on the Irrational Procrastination scale (IPS). Secondary outcomes are depression, anxiety, stress, and quality of life. Additionally, sociodemographic characteristics of the participants, satisfaction with treatment, program usability, satisfaction with e-coach and treatment adherence will be examined as potential moderators. The results from this study can build evidence for the effectiveness of a guided internet-based intervention for treating procrastination in college students. Should it be effective, GetStarted could provide a flexible, low-intense and cost-effective treatment for procrastination and prevent common mental health problems in college students.
Trial registration:
This trial is registered at ClinicalTrials.gov Protocol Registration and Results System (Trial number: NCT05478096).
... A comprehensive examination of interventions aimed at reducing test anxiety by Von der Embse and colleagues (2013) suggests methods that involve a combination of cognitive-behavioral strategies, as well as interventions that focus on cognitive or behavioral approaches, may be effective for students with high test anxiety. On the other hand, meta-analytical studies (Rozental et al., 2018;Van Eerde and Klingsiek, 2018) indicate that cognitive-behavioral therapy may be beneficial for students who struggle with high rates of procrastination. Controlling test anxiety and procrastination could involve modifying cognitive factors related to low self-efficacy, as suggested by control-value theory and TMT. ...
Test anxiety or examination anxiety is a common problem that can significantly affect academic performance, leading to procrastination and low self-confidence. Students experiencing elevated levels of anxiety before exams are more prone to achieving satisfactory results, while those with low self-efficacy may doubt their abilities and feel unprepared for the exam. However, there are several effective methods for managing test anxiety and improving self-confidence. Relaxation techniques, cognitive-behavioral interventions, time management, and study skills training can all be helpful in reducing anxiety and improving academic performance. By understanding the impact of test anxiety and taking steps to manage it, students can overcome this obstacle and succeed in their academic endeavors.
... Based on what has been discovered, procrastination intervention programs were designed and tried. A meta-analysis [17] on 24 studies on procrastination interventions (total k=44, N=1173) compared four different types of interventions: self-regulation, cognitive behavioral therapy, other therapeutic approaches, and interventions focusing on individual's strengths and resources. They suggested that cognitive behavioral therapy reduced procrastination more strongly than the other types of interventions. ...
span lang="EN-US">Most studies tend to report that academic procrastination (AP) was caused by students’ internal factors, such as educational self-efficacy, perfectionism, fear of failure, expectancy value belief (perception of the task value), or classroom engagement. Nevertheless, some studies in the past have reported that students’ perception of their educators’ expectancy has significantly predicted their educational efficacy, fear of failure, and perception of the task value. Therefore, we hypothesized that students’ perception of educators’ expectancy predicted the students’ AP, fully mediated by educational self-efficacy, moderated by the expectancy value belief. The data was collected from 361 purposively recruited students from universities in Indonesia and Malaysia who completed the scales of perceived lecturers’ expectancy (PLE), educational self-efficacy (ESE), and expectancy value belief (EVB) and procrastination assessment scale-students (APSS). The data was analyzed by using AMOS-SEM and it was suggested that PLE significantly predicted ESE and APSS. Nevertheless, ESE was not a significant predictor of APSS; therefore, no mediation occurs. Furthermore, the link between PLE and APSS is significantly moderated by the EVB. In other words, lecturers might have played some active role, albeit indirect, in pushing students toward academic procrastination. Further implications, limitations, and suggestions are discussed.</span
... fallo en el proceso de autorregulación (Steel & Klingsieck, 2016) por lo que es dañina para la persona (Grunschel, Patrzek, & Fries, 2013) e inherentemente desadaptativa (Corkin et al., 2011), por lo que es necesaria una intervención terapéutica (van Eerde & Klingsieck, 2018). ...
El objetivo fue realizar un análisis psicométrico de la Nueva Escala de Procrastinación Activa (NEPA). La investigación instrumental contó con la participación de 472 estudiantes (66.1% mujeres; Medad = 20.138) de tres carreras profesionales de una universidad privada de Lima. Los resultados muestran que la estructura de cuatro dimensiones (preferencia por la presión, decisión intencional, habilidad para cumplir los plazos, y satisfacción con los resultados) presenta evidencia favorable (adecuados índices de ajuste, ítems con cargas factoriales moderadas y simplicidad factorial). Asimismo, la asociación bivariada entre las dimensiones del constructo y medidas de procrastinación pasiva, burnout académico, ansiedad y depresión fue significativa (r > .20), aunque una regresión jerárquica llevada a cabo posteriormente indicó que solo aporta varianza significativa al burnout académico (ΔR 2 > .10). Por último, todos los coeficientes de confiabilidad fueron aceptables (> .70). Se concluye que la NEPA cuenta con evidencia psicométrica favorable en estudiantes universitarios peruanos.
... Procrastination is a common phenomenon during working from home situations (Allen et al., 2015). Previous studies show that in work from home setting, there is a greater chance of procrastination (Metin et al., 2016;van Eerde and Klingsieck, 2018). Studies also show that employee who gets social support reported little procrastination, unlike the less self-regulated people (Sun and Kim, 2022;Wang et al., 2021). ...
The COVID-19 pandemic gave rise to work from home; however, its complexities, effects, and effectiveness in project-based settings have received little attention. The current study aims to test the effects of working from home on project performance, with procrastination acting as a mediator. The survey method is used to collect cross-sectional data for telecom sector-related projects, which is then analyzed using the SEM analysis in AMOS. The study's key findings are that working from home has a significant positive effect on project performance and staff procrastination. While staff procrastination has a negative impact on project performance. Furthermore, procrastination was discovered to be a mediator in the relationship between work from home and project performance. The finding implies that work from home must be properly managed in order to be effective in a project setting especially in Pakistan.
... Over time, several meta-analyses on procrastination have been accomplished in which findings coming from different studies were combined and reviewed to provide information about the relationship between procrastination and a wide range of variables (Kim & Seo, 2015;Steel, 2007;van Eerde & Klingsieck, 2018;Zhou et al., 2022). In his study Steel (2007) reviewed 216 publications (book chapters, conference proceedings, journal articles, etc.) between 1982 and 2005 to explore the causes and correlates of procrastination. ...
Bu çalışmanın amacı akademik erteleme üzerine Türkiye’de yayımlanmış lisansüstü tezlerin çeşitli değişkenler açısından durumunu değerlendirmeye yönelik analizini yapmaktır. Bu amaç doğrultusunda Ulusal Tez Merkezi’nde “akademik erteleme” ve İngilizcesi olan “academic procrastination” anahtar kelimeleri kullanılarak yapılan tarama sonucunda bulunan lisansüstü tezlerinin bir listesi çıkarılmıştır. Bu tezler arasından çalışma grubunu öğrencilerin oluşturduğu ve erişim izni bulunan tüm lisansüstü tezler araştırmaya dahil edilmiştir. Belirlenen ölçütler doğrultusunda 2003-2021 yılları arasında yayımlanan toplam 101 lisansüstü tez, betimsel içerik analizi yöntemine dayalı doküman analizi yapılarak incelenmiştir. Çalışmada incelenen tezler program türü, basıldığı yıl, araştırmanın yapıldığı üniversite, enstitü ve anabilim dalı, yazıldığı dil, araştırmacının cinsiyeti, araştırma deseni, örneklem belirleme yöntemi, örneklem büyüklüğü, veri toplanan bölge, öğrenim kademesi ve akademik ertelemeyi ölçmek için kullanan veri toplama aracı değişkenlerine göre dağılımı incelenmiştir. Çalışma sonucunda incelenen tezlerin ağırlıklı olarak yüksek lisans programında (%86.14), 2019 yılında (%15.84), Gazi Üniversitesinde (%5.94), Eğitim Bilimleri Enstitüsünde (%56,44), Eğitim Bilimleri Anabilim Dalında (%53,47), Türkçe dilinde (%92,08), kadın araştırmacılar tarafından (%59,41), tarama desenine dayalı (%94,06), seçkisiz örnekleme yöntemi kullanılarak (% 59,41), 400-499 arasında örneklem büyüklüğü ile (%22,77), İç Anadolu Bölgesinde (28.71%), lisans öğrencileri ile (%53,46) ve Çakıcı (2003) tarafından geliştirilen Akademik Erteleme Ölçeği (%56,43) kullanılarak yapıldığı tespit edilmiştir.
... However, a recent meta-analysis study suggested that future Canadian Journal of Education / Revue canadienne de l'éducation 45:3 (2022) www.cje-rce.ca intervention studies should utilize self-determination theory, as BPN may be implicated in enhancing students' initiative(Van Eerde & Klingsieck, 2018). Our results showed a significant relationship between BPN satisfaction and procrastination, supporting the notion that targeting students' BPN in an intervention could potentially increase their autonomous motivation and, subsequently, decrease their procrastination.Many post-secondary institutions are beginning to provide students with autonomy-supportive learning environments. ...
Procrastination is particularly prevalent in the post-secondary student population, with prevalence rates ranging between 70-95%. Students have consistently cited motivation, or a lack thereof, as one of the main sources of their procrastination. One of the most prominent theories explaining motivation is self-determination theory (SDT). Despite the direct links between motivation and procrastination, procrastination has been scarcely examined through the lens of SDT. The current study examined the relationship between basic psychological need (BPN), satisfaction and frustration, academic motivation, and academic procrastination. A sample of 617 undergraduate students completed an online questionnaire about their university experience. Data were analyzed using mediational SDT, Motivation, and Procrastination 620 Canadian Journal of Education / Revue canadienne de l'éducation 45:3 (2022) www.cje-rce.ca structural equation models. Results suggested that academic motivation significantly mediated the relationship between BPN satisfaction and procrastination, but not the relationship between BPN frustration and procrastination. These results demonstrate the importance of satisfying the BPN of undergraduate students, as it may increase their academic motivation and, subsequently, reduce their procrastination.
... Furthermore, motivation and procrastination constitute malleable features (Dunn, 2014), open to intervention (van Eerde & Klingsieck, 2018). In this line, several reports have alluded to the benefit of enhancing academic performance through motivational interventions (Hulleman et al., 2016). ...
This study aimed to analyze the influence of academic motivation on procrastination and, in turn, to examine the impact of procrastination on academic achievement, on the grounds of self-determination theory. Undergraduate students (N = 928) completed a sociodemographic and academic survey, the Tuckman Procrastination Scale, and the Academic Motivation Scale. Path-analysis findings revealed procrastination was negatively and significantly predicted by intrinsic motivation toward stimulating experiences, intrinsic motivation towards achievement, and extrinsic motivation external regulation. Further, procrastination was positively predicted by intrinsic motivation to know, extrinsic motivation identified regulation, extrinsic motivation introjected regulation, and amotivation. In turn, procrastination negatively predicted academic achievement. Overall, combining components of motivational interventions could aid in tailoring higher education interventions that seek to decrease procrastination and reduce the impact of this variable on academic achievement. Discussion of findings continues in light of previous literature concerning the relationship between motivation and procrastination.
... In line with prior scientific insights, our approach reinforces that practicing the regulation of one's own emotions effectively bridges the gap between intention and action (Eckert et al., 2016;Mohammadi Bytamar et al., 2020;Sirois & Pychyl, 2016;van Eerde, 2015). However, to date there are only few interventions that take into account emotional regulation skills (e.g., Eckert et al., 2016;Mirzaei et al., 2014). ...
Effectively managing to-do lists and getting things done is a desirable competence. However, when things get difficult or demanding, many individuals struggle to put their intentions into subsequent actions. According to Personality Systems Interactions (PSI) theory, changes in positive affect are decisive for efficient intention enactment. Based on this understanding, in the present study we designed and evaluated an affect-focused intervention that practices shifting between high and low positive affect. In a control group design (N = 252, Mage = 26.40, SD = 10.24, range 18-66) the affective shifting intervention was contrasted against two other conditions (affective boosting and neutral). To test our assumptions, personal real-life intentions were assessed, and multifaceted measures (self-report, nonreactive) were applied and measured at different time points. To evaluate affective shifting, we tested interindividual benefits in the Stroop task. Additionally, we analyzed intervention effects on positive affect and intention enactment in real life. In line with our assumptions, we found that specifically those individuals who struggle with intention enactment (i.e., state-oriented) benefited in terms of better intention enactment ability in the Stroop task. Further, affective shifting fostered the decisive self-regulation of positive affect that directly improved intention enactment 3 weeks after the intervention. Lastly, affective shifting led to more self-coherent intention enactment, meaning a greater integration of Expectancy × Value considerations 3 weeks after the intervention. Discussion of our findings highlights the importance of theory-driven and affect-related interventions to close the gap between intention and action. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
... By helping employees set and strive for time-related goals, time management training has been found to enhance their time management capabilities [96]. As procrastination may be more rooted in behavioral styles, managers can further capitalize on cognitive behavioral therapy interventions to reduce procrastination in organization [97]. This approach involves helping employees explore how they feel about and behave towards procrastination and eventually change their procrastination behaviors into productive ones [98]. ...
Extended work availability (EWA) captures the experience of an employee who needs to be available for job demands during nonworking hours. It is a ubiquitous phenomenon because of the prevalent use of information and communication technology (ICT) such as mobile devices and internet services for work purposes. Although it has been found to impair employee health and well-being, evidence that delineates how to mitigate employee EWA is sparse. Thus, an important research question is: How can managers alleviate employee EWA in the ICT-prevalent work environment? Given EWA has a close connection with the time-based work–nonwork conflict, the present study addresses this question by taking a temporal lens and focusing on the roles of three time-related determinants of employee EWA. Particularly, we first include temporal leadership as a predictor of employee EWA, which concerns a particular type of time management behavior in which a manager aims at helping employees to achieve effective use of time while performing job duties. Then, we incorporate both the individual tendency to delay an intended course of action (i.e., procrastination) and the time management environment in an organization (i.e., organizational time norms) into our research model to further reveal how employee EWA could be shaped. Drawing on spillover theory, the goal of the present study was to examine the effect of temporal leadership in determining employee EWA, as well as the roles employee procrastination and organizational time norms play. Analyses of cross-sectional survey data from a sample of 240 full-time employees showed that temporal leadership has a U-shaped association (β = 0.32, p < 0.001) with employee EWA. Both employee procrastination (r = 0.40, p < 0.001) and organizational time norms (r = 0.30, p < 0.001) are positively related to employee EWA, respectively. Moreover, the U-shaped association between temporal leadership and employee EWA becomes more salient when the organizational time norms is strong, with a standardized regression coefficient of 0.24 (p < 0.05) for the interaction between temporal leadership squared and organizational time norms. These findings contribute to a more comprehensive view of how managers can alleviate employee EWA in today’s ICT-prevalent work environment.
... Revisões anteriores Van Eerde & Klingsieck, 2018;Zacks & Hen, 2018) verificaram a escassez de estudos que investigassem os benefícios de tratamentos não medicamentosos para a procrastinação em estudantes, como intervenções psicológicas, por exemplo. Estes estudos fornecem pistas a respeito da eficácia significativa de intervenções terapêuticas, sobretudo abordagens cognitivas e comportamentais. ...
Resumo A procrastinação é caracterizada pelo adiamento voluntário do início e do término de tarefas independente de suas consequências. No ambiente acadêmico, esse atraso pode afetar negativamente o desempenho acadêmico. Objetivo: identificar, analisar e categorizar, através de uma revisão integrativa, as intervenções não medicamentosas na procrastinação em estudantes de todos os níveis de ensino. Método: Foram utilizadas as bases Portal Capes, Lilacs, PubMed e Scielo. Foram selecionados 22 artigos produzidos no período de 2010-2020 que descreveram uma ou mais intervenções destinadas ou usadas para redução da procrastinação acadêmica em estudantes. Resultados: Do total de estudos, 77,3% relataram melhoras significativas na redução da procrastinação acadêmica. O principal tipo de intervenção foi a terapêutica. Conclusão: diversas intervenções aqui relatadas foram eficazes para a redução da procrastinação em estudantes de todos os níveis de ensino. Palavras-chave: Procrastinação; Procrastinação acadêmica; Intervenção. Efficacy of non-drug interventions in academic procrastination: integrative review Abstract Procrastination is characterized by the voluntary postponement of starting and finishing tasks regardless of their consequences. In the academic environment, this delay can negatively affect academic performance. Objective: To identify, analyze, and categorize, through an integrative review, non-drug interventions in procrastination in students of all educational levels. Method: The databases Portal Capes, Lilacs, PubMed and Scielo were used. Twenty-two articles were selected, produced in the period 2010-2020, that described one or more interventions designed or used to reduce academic procrastination in students. Results: Of the total number of studies, 77.3% reported relevant improvements in reducing procrastination in at least one of the measures evaluated. The main type of intervention was therapeutic. Conclusion: several interventions reported here were effective in reducing procrastination in students at all educational levels.
... The finding that intervention duration did not significantly moderate intervention effects fits with prior research, as there seem to be mixed results on if and how the length of an intervention moderates its effects. While some studies have found small effects for intervention duration (Hattie et al., 1996;Slavin & Lake, 2009), other meta-analyses on interventions have also not found any significant effects of intervention duration (van Eerde & Klingsieck, 2018). However, given the relatively small sample size of our meta-analysis, and that we treated intervention duration as a continuous variable, it is possible that we did not have enough power to detect any effects that might be present. ...
Background: Research shows that gender differences tend to exist in student motivational-affective factors in core subjects such as math, science or reading, where one gender is stereotypically disadvantaged.
Aims: This study aimed to investigate strategies that could reduce these gender differences by conducting a meta-analysis on school-based
intervention studies that targeted student motivational-affective
factors. We therefore evaluated whether interventions had differential effects for male and female students' motivational-affective factors in a given academic subject.
We also evaluated potential moderator variables.
Method: After conducting a systematic database search and screening abstracts for inclusion, we synthesized 71 effect sizes from 20 primary studies. All included studies were conducted in science or mathematics-related subjects, which are stereotypically female-disadvantaged.
Results: While the interventions had significant positive effects for both genders, there was no statistically significant difference between the two genders with regard to the intervention effects on motivational-affective factors. However, the descriptive effect size for female students (g = .49) was far greater than for male students (g = .28). Moderator analyses showed no significant effects for grade level, intervention duration, or school subject, but there was a significant influence of intervention method used.
Conclusions: This study demonstrated that school-based interventions have positive effects on motivational-affective factors for both genders. It also provides evidence that interventions in subjects where female students are stereotypically disadvantaged may have greater effects for females than for males. Implications and suggestions for future research are discussed.
... Δεδομένου ότι τα ποσοστά αναβλητικότητας των φοιτητών είναι εντυπωσιακά υψηλά, με αρνητικές επιπτώσεις στην ακαδημαϊκή τους επιτυχία (Kim & Seo, 2015), τα αποτελέσματα της παρούσας μελέτης μπορούν να συμβάλλουν σημαντικά σε πρακτικό επίπεδο, στο σχεδιασμό παρεμβάσεων με στόχο τον περιορισμό της ακαδημαϊκής αναβλητικότητας. Για παράδειγμα, μπορούν να εφαρμοστούν στην τριτοβάθμια εκπαίδευση στρατηγικές, που θα ενισχύσουν αφενός τη χρήση του συναισθήματος για κινητοποίηση του εαυτού (Bandura & Schunk, 1981) και αφετέρου την αυτόνομη κινητοποίηση (Van Eerde & Klingsieck, 2018). Εξάλλου, οι ικανότητες συναισθηματικής νοημοσύνης έχει αποδειχθεί ότι μπορούν να καλλιεργηθούν με την κατάλληλη εξάσκηση, με στόχο την επαγγελματική και την ακαδημαϊκή επιτυχία (Hodzic et al., 2018· Mattingly & Kraiger, 2019 και ως εκ τούτου αρκετά πανεπιστήμια έχουν ενθαρρυνθεί να διεξαγάγουν μελέτες προκειμένου να προαγάγουν τη συναισθηματική νοημοσύνη μεταξύ των φοιτητών τους (Foster et al., 2017· Li & Xu, 2019. ...
H ακαδημαϊκή αναβλητικότητα φαίνεται ότι επηρεάζεται και από μη γνωστικούς παράγοντες, όπως οι συναισθηματικές ικανότητες και τα κίνητρα μάθησης. Σκοπός της μελέτης ήταν η διερεύνηση της σχέσης ανάμεσα στην ακαδημαϊκή αναβλητικότητα, στη συναισθηματική νοημοσύνη και στην ακαδημαϊκή κινητοποίηση. Οι συμμετέχοντες ήταν 108 προπτυχιακοί φοιτητές του τμήματος Δημοτικής Εκπαίδευσης του Πανεπιστημίου Δυτικής Μακεδονίας. Συμπλήρωσαν ερωτηματολόγιο με τις κλίμακες Procrastination Assessment Scale for Students, Wong and Law Emotional Intelligence Scale και Academic Motivation Scale. Τα αποτελέσματα ανέδειξαν αρνητική σχέση ανάμεσα σε όλες τις ικανότητες συναισθηματικής νοημοσύνης και στην ακαδημαϊκή αναβλητικότητα και επιπλέον αρνητική σχέση ανάμεσα στην αυτόνομη κινητοποίηση και στην ακαδημαϊκή αναβλητικότητα. Ειδικότερα, η κατανόηση των συναισθημάτων του εαυτού, η χρήση των συναισθημάτων για ενίσχυση της επίδοσης και η εσωτερική ρύθμιση προβλέπουν χαμηλότερα επίπεδα ακαδημαϊκής αναβλητικότητας. Τα αποτελέσματα της έρευνας υποστηρίζουν τις ευεργετικές επιδράσεις της συναισθηματικής νοημοσύνης και της αυτόνομης κινητοποίησης στην ακαδημαϊκή αναβλητικότητα και θα μπορούσαν να συμβάλουν στον τρόπο με τον οποίο τα πανεπιστημιακά τμήματα οργανώνουν το πρόγραμμα σπουδών τους αλλά και στην ανάδειξη του αντικειμένου σπουδών από τους ίδιους τους πανεπιστημιακούς δασκάλους, ώστε να ενισχυθούν οι ακαδημαϊκές επιδόσεις των φοιτητών.
... This lack of theoretical-empirical clarity implies possible misguided interventions, since the identification of the causes (mechanisms) and moments allows establishing how and in what sense the intervention can lead the person to direct their cognitive, emotional and behavioral resources in order to regulate their functional fail . In this context, van Eerde & Klingsieck's (2018) meta-analysis provides evidence that the clinical studies take as reference only the general definition of procrastination: the voluntary delay of tasks, leading to negative outcomes. ...
... This lack of theoretical-empirical clarity implies possible misguided interventions, since the identification of the causes (mechanisms) and moments allows establishing how and in what sense the intervention can lead the person to direct their cognitive, emotional and behavioral resources in order to regulate their functional fail . In this context, van Eerde & Klingsieck's (2018) meta-analysis provides evidence that the clinical studies take as reference only the general definition of procrastination: the voluntary delay of tasks, leading to negative outcomes. ...
... This lack of theoretical-empirical clarity implies possible misguided interventions, since the identification of the causes (mechanisms) and moments allows establishing how and in what sense the intervention can lead the person to direct their cognitive, emotional and behavioral resources in order to regulate their functional fail . In this context, van Eerde & Klingsieck's (2018) meta-analysis provides evidence that the clinical studies take as reference only the general definition of procrastination: the voluntary delay of tasks, leading to negative outcomes. ...
... This lack of theoretical-empirical clarity implies possible misguided interventions, since the identification of the causes (mechanisms) and moments allows establishing how and in what sense the intervention can lead the person to direct their cognitive, emotional and behavioral resources in order to regulate their functional fail . In this context, van Eerde & Klingsieck's (2018) meta-analysis provides evidence that the clinical studies take as reference only the general definition of procrastination: the voluntary delay of tasks, leading to negative outcomes. ...
... However, demographic features such as age are not significant predictors of procrastination (Steel, 2007). More recent metaanalyses have discussed demographic features of procrastination (Balkis and Erdinç, 2017;Krispenz et al., 2019) and focused on the relation between specific topics such as procrastination and time perspective (Sirois, 2014), academic performance (Kim and Seo, 2015;Saele et al., 2017) and intervention (van Eerde and Klingsieck, 2018). In addition to the general demographic features of procrastination and these specific features, other social factors should be probed, including SES, cultural differences, and educational background. ...
Procrastination describes a ubiquitous scenario in which individuals voluntarily postpone scheduled activities at the expense of adverse consequences. Steel (2007) pioneered a meta-analysis to explicitly reveal the nature of procrastination and sparked intensive research on its demographic characteristics. However, conflicting and heterogeneous findings reported in the existing literature make it difficult to draw reliable conclusions. In addition, there is still room to further investigate on more sociodemographic features that include socioeconomic status, cultural differences and procrastination education. To this end, we performed quantitative sociodemographic meta-analyses ( k = 193, total n = 106,764) to fill this gap. It was found that the general tendency and academic procrastination tendency of males were stronger than females ( r = 0.04, 95% CI: 0.02–0.05). No significant effects of differences in socioeconomic status (i.e., poor or rich), multiculturalism (i.e., Han nation or minorities), nationality (i.e., China or other countries), family size (i.e., one child or > 1 child), and educational background (i.e., science or arts/literature) were found to affect procrastination tendencies. Furthermore, it was noteworthy that the gender differences in procrastination tendencies were prominently moderated by measurements, which has a greater effect on the Aitken Procrastination Inventory (API) ( r = 0.035, 95% CI: −0.01–0.08) than on the General Procrastination Scale (GPS) ( r = 0.018, 95% CI: −0.01–0.05). In conclusion, this study provides robust evidence that males tended to procrastinate more than females in general and academic profiles, and further indicates that procrastination tendencies do not vary based on sociodemographic situations, including socioeconomic status, multiculturalism, nationality, family size, and educational background.
This review aims to provide a detailed overview of the current status and development trends of blended learning in physical education by reviewing journal articles from the Web of Science (WOS) database. Several dimensions of blended learning were observed, including research trends, participants, online learning tools, theoretical frameworks, evaluation methods, application domains, Research Topics, and challenges. Following the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), a total of 22 journal articles were included in the current review. The findings of this review reveal that the number of blended learning articles in physical education has increased since 2018, proving that the incorporation of online learning tools into physical education courses has grown in popularity. From the reviewed journal articles, most attention is given to undergraduates, emphasizing that attention in the future should be placed on K-12 students, teachers, and educational institutions. The theoretical framework applied by journal articles is also limited to a few articles and the assessment method is relatively homogeneous, consisting mostly of questionnaires. This review also discovers the trends in blended learning in physical education as most of the studies focus on the topic centered on dynamic physical education. In terms of Research Topics, most journal articles focus on perceptions, learning outcomes, satisfaction, and motivation, which are preliminary aspects of blended learning research. Although the benefits of blended learning are evident, this review identifies five challenges of blended learning: instructional design challenges, technological literacy and competency challenges, self-regulation challenges, alienation and isolation challenges, and belief challenges. Finally, a number of recommendations for future research are presented.
We are living in the digital world and being techno savvy is becoming increasingly important in many aspects of life. Yet in this modern high-tech world we see plight of the students trying to cop up with studies. When students are not able to achieve what they need, they give into a sluggish feeling which results in procrastination. Studies have shown that at least half of all students routinely put off key responsibilities like studying for exams, preparing for term papers and keeping up with weekly homework. Students can achieve success only through hard work and perseverance. Though good education is unquestionably important, procrastination is a tendency that frequently occurs and is closely associated with academic achievement. Researcher has used the Academic Procrastination Scale by Savita Gupta and Liyaqat Bashir (2018) to measure the academic procrastination of students. 684 college going students (male and female) of Prayagraj, from urban and rural area are taken into consideration for this study. The result indicates that academic procrastination of urban Students is more than rural Students. The individual factors are more responsible for academic procrastination in urban area is may be due to the fact that the students pay less attention to studies as they are more exposed to social media. A few suggestions to improve the academic procrastination are also mentioned. Information is at the fingertips yet it is surprising that academic procrastination continues to remain as phobia and enigma. The study of procrastination is inevitable and is becoming more popular due to the contemporary climate of rapid development in a digital culture and the abundance of demands on the individual. Face-to face learning and teaching environments have evolved over the past few decades to include technology integrated face-to-face, blended, remote and open learning environments. Despite this change, all these settings continue to be used for the essential teaching phases, including analysis, planning, content delivery, carrying out activities and evaluation. Students are expected to complete duties including term project preparations with deadlines, exam preparations and daily or weekly reading assignments regardless of the degree of technology integration (Uzun zer, 2009). Assignments can be viewed as a tool to control the amount, mode and subject of learning for pupils. Poor academic achievement often follows from completing theses duties incompletely or failing to finish them by the due date. Procrastination affects a wide range of people, from employees to independent contractors, homeowners to office workers, academic to non-academics and so on. Procrastination essentially represents a fundamental aspect of human nature. On the academic front, a student is forced to put off writing papers and studying for examinations
Aims and rationale
This study aimed to increase understanding of academic procrastination (AP), as well as indicating strategies which might reduce it.
Methods
During phase one, semi-structured interviews were carried out with post-16 students (N=20). Template analysis (TA) was then used to analyse the interview transcripts. General themes were derived which formed the basis of phase two surveys, which were completed by post-16 students (N=343), teachers (N=52), and educational psychologists (EPs, N=43). Quantitative methods, including the Hochberg’s GT2 and the Games-Howell procedure, were then employed to compare the mean responses of each group on the survey items.
Findings and implications
Support for the constructs making up temporal motivation theory (TMT) was found among all three groups of respondents. However, the respondents also agreed with items relating to additional themes which emerged during phase one, such as emotion, and the role of the teacher. Similarly, support for TMT was observed when it came to strategies aimed at tackling procrastination. Again, the role of emotion was highlighted, as were potential issues with designing and implementing an intervention. Nevertheless, strategies were suggested which are outlined in the discussion, and arranged in relation to each of the themes addressed in the surveys.
Limitations
Sample sizes were relatively small, and convenience sampling reduced the likelihood of obtaining a random sample. Template analysis was carried out by one researcher, increasing the likelihood of subjective interpretation.
Conclusion
Temporal motivation theory provides a useful – but not entirely comprehensive – theoretical model for understanding academic procrastination (AP) among post-16 students in the UK. Students, teachers and EPs have useful insights into why AP occurs, and each group believes that practical strategies may help to overcome it.
Previous researchers have suggested the influence of parents’ and teachers’ social support on adolescents’ subjective well-being (SWB) without addressing the possible role of the academic process. In this longitudinal study we constructed a chain-mediated model to examine whether cognitive regulatory learning (i.e., cognitive focusing and metacognition) and academic procrastination mediated the relationships between parents’ and teachers’ social support and adolescents’ SWB. A total of 453 Chinese adolescents (M age = 13.87, SD = 1.75) completed surveys at four time points. Results from the chain-mediated model showed that (a) parents’ social support at Time 1 was directly and indirectly linked to adolescents’ SWB at Time 4, whereas teachers’ social support at Time 1 was indirectly linked to adolescents’ SWB at Time 4; (b) metacognition at Time 2 separately mediated the associations of parents’ and teachers’ social support at time1 and SWB at Time 4; and (c) cognitive focusing at Time 2 and academic procrastination at Time 3 fully chain mediated the link between teachers’ social support at Time1 and SWB at Time 4. A discussion and outline of the path from parents’ and teachers’ social support to the effect they had on adolescents’ SWB provide important practical guidance for improving adolescents’ psychological well-being.
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.
Procrastination is regarded as a prevalent problematic behavior that impairs people’s physical and mental health. Although previous studies have indicated that trait rumination is robustly positively correlated with procrastination, it remains unknown about the neural substrates underlying the relationship between trait rumination and procrastination. To address this issue, we used voxel-based morphometry (VBM) and resting-state functional connectivity (RSFC) approaches to explore the neural basis of the relationship between trait rumination and procrastination. Our behavior results found that trait rumination was significantly positively correlated to procrastination, while the VBM analysis showed that trait rumination was negatively correlated with gray matter volume of the insula. Furthermore, the RSFC results revealed a negative association of the left insula-lmSFG (left medial superior frontal gyrus) functional connectivity with trait rumination. More importantly, the mediation analysis showed that trait rumination could completely mediate the relationship between left insula-lmSFG functional connectivity and procrastination. These results suggest that the left insula-lmSFG functional connectivity involved in emotion regulation modulates the association between trait rumination and procrastination, which provides neural evidence for the relationship between trait rumination and procrastination.
The balanced life is a state of equally moderate-to-high levels of satisfaction in important and multiple life domains that contribute to overall life satisfaction. This book strives to improve the reader's understanding of what the balanced life is, and how it can be both achieved and maintained. Its primary goal is therefore to identify the major principles of life balance, and to introduce a comprehensive construct of the balanced life reflective of these principles. It discusses how life balance substantially contributes to subjective well-being – defined as life satisfaction, a preponderance of positive over negative feelings, and absence of ill-being – and explores strategies to attain life balance. It argues that achieving life balance, through manipulating one's thoughts and taking concrete action, will lead to increased personal happiness. Aimed at professional, academic, and lay audiences, this book is grounded in scientific studies related to work-life balance and the balanced life.
Bedtime procrastination is defined as the volitional delay of going to bed, without any external circumstances causing the delay, and is associated with inadequate sleep. Alleviating bedtime procrastination is an important target for interventions promoting adequate sleep, yet the correlates of bedtime procrastination are poorly understood. This study examined (1) correlates of bedtime procrastination, and (2) strength and direction of the association between bedtime procrastination and sleep outcomes. Six databases (CINAHL, EMBASE, PsychINFO, PubMed, Scopus, Web of Science) were searched from inception to September 2021 against pre-determined eligibility criteria. Forty-four studies were included (GRADE = low). Meta-analysis revealed that bedtime procrastination had a moderate negative association with self-control (z = −0.39; CI: −0.45, −0.29) and a moderate positive association with evening chronotype (z = 0.43; CI: 0.32, 0.48). Furthermore, bedtime procrastination was moderately negatively associated with sleep duration (z = −0.31; CI: −0.37, −0.24), sleep quality (z = −0.35; CI: −0.42, −0.27) and moderately positively associated with daytime fatigue (z = 0.32; CI: 0.25, 0.38). Further high-quality studies are needed to identify causal relationships between bedtime procrastination and correlates, as well as bedtime procrastination and sleep. Future work will guide the development of interventions targeting bedtime procrastination for improved sleep outcomes.
Study registration
PROSPERO registration number CRD42021248891.
Temporary school lockdowns and physical distancing practices due to the Covid‐19 pandemic have led to the risk of problematic social media use (PSU) in students who need to socialize. The effect of PSU on students' academic commitment and the mechanisms that moderate this effect spark interest in researchers. For this reason, the present study sought answers to the following two research questions: (a) Whether PSU positively predicts academic procrastination (AP), (b) Whether this relation is moderated by self‐control and gender. Employing the additive multiple moderation model, the study was carried out with 370 Turkish middle school students (female: 65.1%, Mage: 12.82). The findings indicate that PSU positively affects AP. The positive effect of PSU on AP is higher in boys than in girls. Self‐control acts as a buffering moderator in the positive effect of PSU on AP. As students' self‐control levels increase, the positive effect of PSU on AP weakens. Self‐control plays a greater role as a buffering moderator in girls than in boys. Regarding the context of middle school students' PSU and AP, the results extend the literature, which states that boys tend to act more impulsively. Also, this study adds new empirical evidence to the literature regarding the importance of high levels of self‐control in minimizing the negative effects of PSU, which has become more common among middle school students after the Covid‐19 pandemic, on AP.
Stress- und Zeitmanagement-Interventionen (SZMI) gehören zu den Maßnahmen, die vergleichsweise häufig zur Förderung von Gesundheit und Wohlbefinden angeboten werden. Sie fehlen in kaum einem Programm gesundheitsbezogener Interventionen in der Arbeitswelt und werden mit unterschiedlichen Zielgruppen, z. B. mit Beschäftigten aus dem Verwaltungsbereich oder aus der Pflege, durchgeführt. Theoretische Konzepte und Modelle zu Stress bilden die Grundlage für Stressmanagementinterventionen.
The relationship between employees and the organization is not only transactional, which is regulated in formal contracts, but also involves informal and relational relationships as described in the social exchange theory. The formal relationship is in the form of organizational justice, while the informal relationship is in the psychological contract between the organization and employees. A fair relationship can positively affect job satisfaction, and can negatively affect employee behavior such as procrastination. Procrastination is behavior influenced by complex factors such as personal characteristics, task characteristics, and organizational environment. The relationship between organizational justice, psychological contract, job satisfaction, and procrastination is still a gap in the literature, as well as has become the motivation for this research. This article discusses the moderating role of psychological contract breach on the effect of organizational justice on job satisfaction and procrastination. This study contributes through a literature review on the effect of flexible and fair contracts on job satisfaction and procrastination behavior.
Although academic procrastination is prevalent, few interventions targeting it have been rigorously tested. We propose a novel approach to developing effective classroom interventions for academic procrastination, based on the ideas that changing complex behaviors requires a holistic, multipronged approach and that intervention research must embrace objective measures of procrastination behavior. We illustrate what such intervention efforts may look like by deriving some easily implementable techniques from a simple process model of self-control, which characterizes procrastination as a goal-management failure resulting from a need to repair negative emotion triggered by impending academic tasks.
Procrastination is one of the most common behaviors among individuals, including students, which leads to several psychological and physical damages. Hence it needs attention and treatment. The purpose of this study was to determine the effect of Morita therapy and Art therapy on students' academic procrastination. The research design was a clinical trial with a control group. The statistical population consisted of all female students in psychology and education sciences at Payam Noor University in the first semester of the 2015-2016 academic year. For this purpose, 40 students were selected by the implementation of the Academic Procrastination Questionnaire (Savari, 1390) and were randomly divided into experimental and control groups. The experimental group received Morita-Art therapy in eight two-hour sessions over two months based on the Williams-Patterson (2012) protocol. Analysis of MANCOVA demonstrated that the experimental group had a significant decline in academic procrastination (p=.020). Moreover, the results of the univariate analysis showed that Morita-Art therapy had a significant effect on components of Academic Procrastination (intentional, due to physical and mental fatigue, due to lack of planning) (p<.05). Based on the results of the research, it seems that Morita-Art therapy is a suitable procedure to reduce academic procrastination.
Academic thriving stands for a combination of academic outcomes as well as success in other relevant domains, such as well-being or finding the right job. What causes students to thrive academically? The studies in this dissertation contributed to this question with the use of experimental, interdisciplinary and longitudinal studies, and a critical theoretical examination of the arguments against evidence-based education. A large-scale field experiment showed that first-year students who reflected on their desired future, prioritized goals, and wrote detailed plans on how to reach these goals, performed significantly better (in study credits and retention) than students who made a control assignment. This low-cost and scalable goal-setting assignment was made at the start of college and only took the students two hours to complete. Personalized follow-up feedback delivered by an AI-enhanced chatbot could further improve benefits to study outcomes as well as well-being. The final study in this dissertation tracked the effects of different types of work on the study progress of teacher education students over a four-year span. This longitudinal study showed that student who had a paid job in education gained more study credits than students with other types of work or without a job. Additionally it showed that working 8 hours per week relates with the most study progress in the first and third semester of college.
In contrast to the striking discussion of working overtime in the media, it remains unclear in academic research whether longer work time leads to job burnout and procrastination. Informed by job demands-resources model and challenges-hinderance model, this study examined the role of work hour, time perspective, and income in predicting job burnout and procrastination at work. The results of this survey study, conducted with 223 Chinese employees located in 30 provincial areas, show that work hour only predicted emotional exhaustion. Neither emotional exhaustion nor procrastination at work was predicted by income. Screen time on mobile phone predicted procrastination. By contrast, time perspective predicted both. The findings suggest that work hour can work as resources when it is appraised as supporting personal growth and development, whereas income was not necessarily appraised as supportive of personal development. Additionally, a theoretical perspective of imbalance between effort and reward explained job burnout and procrastination better than their independent effects. Theoretical framework for promoting off-task activities based on context-aware persuasion was proposed. Finally, informed by the philosophy of socio-technical design, this study called for a holistic and collective-oriented perspective to design technical systems for employee.
KeywordsJob burnoutProcrastination at workWork hourTime perspectiveIncomeJob demands-resources modelContext-aware persuasion
Procrastination remains an omnipresent phenomenon impeding especially students' academic performance and well-being. Preliminary findings suggest that procrastination emerges due to dysfunctional emotion regulation efforts to regulate aversive emotions. This study's objective was to clarify whether the enhancement of general adaptive emotion regulation skills reduces subsequent procrastination. For the purpose of this study, data from a two-armed randomized controlled trial (RCT) with (N = 148) university students, comprising an active intervention (IG) and a passive wait-list control (WLC) group, was collected. Participants of the intervention group were provided with an online emotion regulation training over a period of 9 weeks. The results showed that the enhancement of general emotion regulation skills significantly reduced subsequent procrastination behavior within the IG as compared to the untreated WLC. Moreover, subsequent mediation analyses revealed that the reduction of procrastination was significantly mediated by the increase in general ER skills. The present results suggest that trainings which enhance general ER skills are an appropriate measure to reduce procrastination behavior among university students. The practical value of ER training interventions, particularly for student populations, is discussed.
Current research has paid little attention to contextual or social factors that may contribute to procrastination. One social factor, which may influence procrastination, is group work among students. Compared to individual work, group work can enhance individual effort and performance when the individual's contribution is indispensable for group success. In a field experiment, students with high levels of trait procrastination completed a typical academic assignment (i.e., compiling a bibliography), either in group work with an indispensable contribution or in individual work. Lower procrastination and higher performance were found in group work with an indispensable contribution as compared to individual work. Exploration of positive and negative task-related affect revealed no differences between conditions. Results add to the current theoretical understanding of procrastination and might inspire a new approach, which aims at preventing procrastination by changes in the learning environment.
This paper investigates online learning during the COVID-19 pandemic and explores the possibility that procrastinators have been impacted differently as compared to others. The research is explorative in nature and employs interviews from participants at a higher education institution in Norway as a primary method of investigation. The preliminary findings presented in the paper highlight differences between procrastinators and non-procrastinators regarding the desire to study and satisfaction with learning outcomes. The procrastinators are encountering a higher degree of challenges related to motivation as opposed to non-procrastinators. The preliminary findings also highlight challenges associated with student engagement and the use of the camera during online classes for all the students.
This study reports on the effect of a newly developed four-week strengths-based training ap-proach to overcome academic procrastination, given to first-year elementary teacher education students (N = 54). The training was based on a strengths-based approach, in which elements of the cognitive behavioral approach were also used. The purpose of the training was to pro-mote awareness of the personal strengths of students who experience academic procrastination regularly and to teach them how to use their personal strengths in situations in which they usually tend to procrastinate. With a pretest-posttest control group design (two experimental groups: n = 31, control group: n = 23), the effect of the training on academic procrastination was studied after 1, 11, and 24 weeks. Results of a one-way analysis of covariance revealed a significant short-term effect of the training. In the long term (after 11 and 24 weeks), the scores for academic procrastination for the intervention groups remained stable, whereas the scores for academic procrastination for the control group decreased to the same level as those of the intervention groups. The findings of this study suggest that a strengths-based approach can be helpful to students at an early stage of their academic studies to initiate their individual process of dealing with academic procrastination. The findings for the long term show the importance of measuring the outcomes of an intervention not only shortly after the interven-tion but also in the long term. Further research is needed to find out how the short-term effect can be maintained in the long-term.
Recent work on procrastination has begun to unravel the genetic and environmental correlates of this problematic behavior. However, little is known about how strongly procrastination is associated with internalizing and externalizing psychopathology, and the extent to which shared genetic/environmental factors or relevant personality constructs (e.g., fear of failure, impulsivity, and neuroticism) can inform the structure of these associations. The current study examined data from 764 young adult twins who completed questionnaires assessing procrastination and personality and structured interviews regarding psychopathology symptoms. Results indicated that procrastination was positively correlated with both internalizing and externalizing latent variables and that these correlations were driven by shared genetic influences. Moreover, the association between procrastination and internalizing was accounted for by fear of failure and neuroticism, whereas the association between procrastination and externalizing was primarily explained by impulsivity. The role of procrastination in psychopathology is discussed using a framework that highlights common and broadband-specific variance.
This study examined the relationship between academic procrastination and goal accomplishment in two novel ways. First, we experimentally tested whether undergraduate students (N = 177) could reduce their academic procrastination over a course of three weeks after performing goal-related exercises to set so-called SMART goals and/or to prepare those students with specific strategies to resist their temptations (forming implementation intentions). Second, we conducted systematic regression analyses to examine whether academic procrastination at baseline uniquely predicts later goal-related outcomes, controlling for various correlated variables, including personality traits (e.g., impulsivity), motivational factors (e.g., motivation for the generated goals), and situational factors (e.g., memory for the goals). Results indicated that neither the SMART-goal nor implementation-intention intervention significantly reduced academic procrastination in the three-week interval, even when relevant moderating variables were examined. Initial levels of academic procrastination, however, were predictive of the success of accomplishing the goals generated during the initial exercises, above and beyond a wide range of other candidate correlates. These results provided new correlational evidence for the association between academic procrastination and goal accomplishment, but suggest a need for further research to understand what interventions are effective at reducing academic procrastination.
Few empirical studies have used a randomized controlled design to evaluate the impact of coaching, and there are even fewer that have compared coaching with other interventions. In the current field study, we investigated the relative effectiveness of coaching as an intervention to reduce procrastination. In a randomized controlled study, participants (N = 84) were assigned to an individual coaching, a self-coaching, a group training, or a control group condition. Results indicate that individual coaching and group training were effective in reducing procrastination and facilitating goal attainment. Individual coaching created a high degree of satisfaction and was superior in helping participants attaining their goals, whereas group training successfully promoted the acquisition of relevant knowledge. The results for the self-coaching condition show that independently performing exercises without being supported by a coach is not sufficient for high goal attainment. Moreover, mediation analysis showed that a coach’s transformational and transactional leadership behavior influenced participants’ perceived autonomy support and intrinsic motivation, resulting in beneficial coaching outcomes. The results may guide the selection of appropriate human resource development methods: If there is a general need to systematically prepare employees to perform on specific tasks, group training seems appropriate due to lower costs. However, when certain aspects of working conditions or individual development goals are paramount, coaching might be indicated. However, further research is needed to compare the relative effectiveness of coaching with other interventions in different contexts.
Addressing the lack of population-based data the purpose of this representative study was to assess procrastination and its associations with distress and life satisfaction across the life span. A representative German community sample (1,350 women; 1,177 men) between the ages of 14 and 95 years was examined by the short form of the General Procrastination Scale (GPS-K; 1) and standardized scales of perceived stress, depression, anxiety, fatigue and life satisfaction. As hypothesized, procrastination was highest in the youngest cohort (14-29 years). Only in the youngest and most procrastinating cohort (aged 14 to 29 years), men procrastinated more than women. As we had further hypothesized, procrastination was consistently associated with higher stress, more depression, anxiety, fatigue and reduced satisfaction across life domains, especially regarding work and income. Associations were also found with lack of a partnership and unemployment. Findings are discussed with regard to potential developmental and cohort effects. While procrastination appears to be a pervasive indicator for maladjustment, longitudinal analyses in high-risk samples (e.g. late adolescence, unemployment) are needed to identify means and mechanisms of procrastinating.
This study examined the effectiveness of a cognitive-behavioral theory (CBT) psycho-educational group program on the academic procrastination behaviors of university students and the persistence of any training effect. This was a quasi-experimental research based on an experimental and control group pretest, posttest, and followup test model. Twenty-six students participated in the research, with 13 each in the experimental and control groups. The Academic Procrastination Scale (APS), Melbourne Decision-Making Questionnaire I-II, Rosenbaum’s Learned Resourcefulness Scale, State-Trait Anxiety Inventory, and Beck Depression Inventory were administered for the synchronization of the two groups in the selection process. The APS was used to collect quantitative data from the participants. In the analysis of the quantitative data, analysis of covariance and t-test were used for statistical analyses. The qualitative data were collected via a general evaluation form of group processes, and thematic analysis was applied to the collected data. It was observed that CBT-based skill training decreased university students’ academic procrastination behaviors and had a long-term effect on the students.
Its salient example is to procrastinate in studying lessons until the night of examination and haste and anxiety resulting from it that has entangled students. The prevalence of educational procrastination among students justifies the necessity of the attention by officials, planners and practitioners of the educational system to the variables related with it like educational self-efficacy and training assertiveness skills; because educational procrastination on the one hand, indicates low educational self-efficacy and on the other hand, is an incompatible and ineffective defense strategy including the problem in establishing collective communication and lacking necessary social skills where the learners utilize it for avoiding defeat, maintaining self-respect and personal value, thus entailing non-compensable repercussions for the procrastinator . The current research has been conducted with the aim of determining the effectiveness of training assertiveness skill on selfefficacy and procrastination of the female seventh grade junior students. The statistical population of this research included 30 students who were selected through available sampling method while they were randomly assigned in the group. The research tools in addition to the Personal Characteristics Inventory consisted of three Ratos assertiveness inventory (PRAS), Scherer selfefficacy (SGSES) and Procrastination Inventory by Tuckman (1991). To analyze the data the Covariance analysis was applied. Results indicated that there was not a significant relationship between training effectiveness of assertiveness skill on self- efficacy and procrastination.
Writing intervention research can enhance our knowledge about writing, its development, and how to teach it effectively. Despite the importance of such research, many of the writing intervention studies conducted previously were of poor quality, as documented by Graham and colleagues in a series of meta-analyses (Graham, McKeown, Kiuhara, & Harris, 201 2; Graham & Perin, 2007; Rogers & Graham, 2008). In this article, we offer 12 recommendations for conducting high quality intervention research, recommendations that draw on those meta-analyses as well as previous work on improving the quality of intervention research (Pressley & Harris, 1994a, 1 994b) and our experiences as writing intervention researchers and editors of journals that publish intervention research (including the Journal of Writing Research) . The recommendations address issues and actions involved in designing, conducting, and reporting such research.
In a field experiment, we use a novel method to test whether instilling a greater sense of vividness of the future self motivates people to act in a more future-oriented way and reduces their delinquent involvement. We manipulate vividness of the future self by having participants, a sample of high-school youth (N = 133), “befriend” an avatar representing their future self on a social network website. For 7 days, they reply to short messages from their future self designed to trigger thinking about that distant self. Using repeated-measures analysis of variance (ANOVA), we find that participants who had been linked to their future self report less delinquent involvement, whereas controls did not. Furthermore, the results of a nonparametric bootstrapping procedure show that this effect is mediated by changes in vividness of the future self, such that increases in vividness lead to lower self-reported delinquency. We conclude that vividness of the future self holds promise not only as a cognitive explanation for the failure to make informed cost–benefit trade-offs but also for interventions aiming to reduce delinquency.
This article addresses ego depletion as a mechanism influencing media-based stress recovery processes. Using structural equation modeling, relationships between ego depletion, procrastination, guilt, enjoyment, vitality, and recovery experience were tested using data from an online survey (N = 471). Results suggest that ego depletion may increase the risk of negatively appraising the use of interactive (video games) and noninteractive (television) entertaining media as a form of procrastination. The resulting guilt is negatively related to the recovery experience associated with using entertainment. Therefore, ego-depleted individuals may benefit less from the psychological recovery potential of entertainment media, despite their greater need for recovery. These findings are an important step in understanding the pivotal role of appraisal processes for media-induced recovery and the entertainment experience.
Previous research has revealed a moderate and positive correlation between procrastination and impulsivity. However, little is known about why these two constructs are related. In the present study, we used behavior-genetics methodology to test three predictions derived from an evolutionary account that postulates that procrastination arose as a by-product of impulsivity: (a) Procrastination is heritable, (b) the two traits share considerable genetic variation, and (c) goal-management ability is an important component of this shared variation. These predictions were confirmed. First, both procrastination and impulsivity were moderately heritable (46% and 49%, respectively). Second, although the two traits were separable at the phenotypic level (r = .65), they were not separable at the genetic level (rgenetic = 1.0). Finally, variation in goal-management ability accounted for much of this shared genetic variation. These results suggest that procrastination and impulsivity are linked primarily through genetic influences on the ability to use high-priority goals to effectively regulate actions.
Because unemployment negatively affects people's well-being, it is of crucial importance that unemployed individuals move back to work. The process of getting reemployed, however, is difficult and complex. Therefore, many unemployed job seekers are assisted by employment counselors. The present study focuses on motivating and hindering factors in the reemployment process, examining the added value of the counselors' assessment of job seekers' attitudes, perceptions, and behaviors. The results of a 3-wave study with job seeker self-ratings and counselor-ratings indicated that perceived health problems is the most consistent predictor of job search and reemployment status. The findings further provide some convergent validity evidence for self- and counselor-rated situational-level motivators (i.e., attitude, social pressure, self-efficacy) and job search intensity. Although method effects did not seem to threaten the validity of the prediction of job search intensity and procrastination, employment counselors' assessments of job seekers' job search intensity and procrastination were significantly more strongly related to reemployment success than job seekers' self-ratings. Future research should therefore include other-reports, in addition to job seeker self-reports, to get a more complete view of people's job search behavior. Also reemployment counseling firms may want to use the expert knowledge of their employment counselors more systematically. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
The present study assessed a short-term group treatment program using cognitive interventions focused on students’ procrastination. A structured 90-min session program was used with 10 students (5 female, 5 male; M
age = 21.8, SD = 3.2) across 5 weeks. In the first and last session of the program participants completed a two reliable and valid procrastination scales, and then 8 weeks later in the follow up sessions filled out the same questionnaires. During the group sessions, participants identified their irrational thoughts as well as cognitive distortions associated with their procrastination tendencies. Results of a non-parametric Friedman Test revealed a significant decrease in participants’ academic procrastination score and general procrastination scores from the pre-test to follow-up test suggesting that the program was deemed to be successful.
ZusammenfassungHintergrund: Pathologisches Aufschieben (Prokrastination) ist eine klinisch bedeutsame Störung der Selbststeuerung, die besonders in Beratungs- und Psychotherapieeinrichtungen an Universitäten gut bekannt ist. Trotzdem gibt es bisher kaum systematisch evaluierte Behandlungsmethoden. In der vorliegenden Studie wird die Wirksamkeit der Methode der Arbeitszeitrestriktion in der Prokrastinationsbehandlung dargestellt. Patienten und Methoden: Untersucht wurden 116 Studierende, die unter Prokrastination litten und deshalb in der Psychotherapie- Ambulanz des Instituts für Psychologie der Universität Münster vorstellig wurden. Die Arbeitszeitrestriktion beruht auf der Idee, die Arbeitszeit zu verknappen und dadurch kostbar zu machen. Betroffene dürfen nur noch zu bestimmten Zeiten arbeiten; auf diese Weise wird die Trennung von Arbeitszeit und Freizeit wiederhergestellt. Erst wenn ein definierter Anteil der vorgesehenen Arbeitszeit effektiv genutzt wurde, darf zusätzliche Arbeitszeit geplant werden. Neben Fragebogendaten zu State- und Trait-Prokrastination, Planung, Zeitmanagement und Gestaltung der Lernumgebung wurden Verhaltensmaße in Form von täglich im «Münsteraner Arbeitstagebuch» protokolliertem Arbeitsverhalten erhoben. Die Fragebogendaten wurden zu 4 Messzeitpunkten erhoben. Ergebnisse: Alle selbstberichteten Maße und das täglich protokollierte Arbeitsverhalten verbesserten sich signifikant. Die State- Prokrastination (Academic Procrastination State Inventory (APSI)) verbesserte sich mit einer Effektstärke von 2,24 und die Trait-Prokrastination (Aitken Procrastination Scale (APS)) mit einer Effektstärke von 1,30. Schlussfolgerung: Die Arbeitszeitrestriktion ist ein vielversprechender Ansatz zur Behandlung von Prokrastination.Copyright © 2012 S. Karger AG, Basel
The tendency to live in the here and now, and the failure to think through the delayed consequences of behavior, is one of the strongest individual-level correlates of delinquency. We tested the hypothesis that this correlation results from a limited ability to imagine one's self in the future, which leads to opting for immediate gratification. Strengthening the vividness of the future self should therefore reduce involvement in delinquency. We tested and found support for this hypothesis in two studies. In Study 1, compared with participants in a control condition, those who wrote a letter to their future self were less inclined to make delinquent choices. In Study 2, participants who interacted with a realistic digital version of their future, age-progressed self in a virtual environment were less likely than control participants to cheat on a subsequent task.
Although previous research has demonstrated that procrastinators experience high levels of stress, less is known about the internal sources of stress associated with this behavioural style. This study is the first to investigate low self-compassion as a source of procrastinators’ self-generated stress. Across four samples (145 undergraduates, 339, undergraduates, 190 undergraduates, and 94 community adults) trait procrastination was associated with low self-compassion and high stress. A meta-analysis of these effects revealed a moderately strong negative association of procrastination with self-compassion. In all four samples bootstrapping tests found that low self-compassion explained the stress associated with procrastination. These findings suggest that low self-compassion is a source of stress for procrastinators and interventions that promote self-compassion may be beneficial for these individuals.
Academic procrastination is considered to be a result of self-regulation failure having detrimental effects on students’ well-being and academic performance. In the present study, we developed and evaluated a group training that aimed to reduce academic procrastination. We based the training on a cyclical process model of self-regulated learning, thus, focusing on improving deficient processes of self-regulated learning among academic procrastinators (e.g., time management, dealing with distractions). The training comprised five sessions and took place once a week for 90 min in groups of no more than 10 students. Overall, 106 students completed the training. We evaluated the training using a comprehensive control group design with repeated measures (three points of measurement); the control group was trained after the intervention group’s training. The results showed that our training was successful. The trained intervention group significantly reduced academic procrastination and improved specific processes of self-regulated learning (e.g., time management, concentration), whereas the untrained control group showed no change regarding these variables. After the control group had also been trained, the control group also showed the expected favorable changes. The students rated the training overall as good and found it recommendable for procrastinating friends. Hence, fostering self-regulatory processes in our intervention was a successful attempt to support students in reducing academic procrastination. The evaluation of the training encourages us to adapt the training for different groups of procrastinators.
Procrastination is a common self-regulatory failure that can have a negative impact on well-being and performance. However, few clinical trials have been conducted, and no follow-up has ever been performed. The current study therefore aimed to provide evidence for the long-term benefits and investigate predictors of a positive treatment outcome among patients receiving Internet-based cognitive behavior therapy (ICBT). A total of 150 self-recruited participants were randomized to guided or unguided ICBT. Self-report measures of procrastination, depression, anxiety, and quality of life were distributed at pre-treatment assessment, post-treatment assessment, and one-year follow-up. Mixed effects models were used to investigate the long-term gains, and multiple linear regression for predictors of a positive treatment outcome, using the change score on the Irrational Procrastination Scale as the dependent variable. Intention-to-treat was implemented for all statistical analyses. Large within-group effect sizes for guided and unguided ICBT, Cohen’s d = .97–1.64, were found for self-report measures of procrastination, together with d = .56–.66 for depression and anxiety. Gains were maintained, and, in some cases, improved at follow-up. Guided and unguided ICBT did not differ from each other, mean differences −.31–1.17, 95% CIs [−2.59–3.22], and none of the predictors were associated with a better result, bs −1.45–1.61, 95% CIs [−3.14–4.26]. In sum, ICBT could be useful and beneficial in relation to managing procrastination, yielding great benefits up to one year after the treatment period has ended, with comparable results between guided and unguided ICBT.
Information technology is broadly influencing many aspects of modern life, including the activities of healthcare users and providers. As part of this evolution, opportunities for utilizing technology are being realized and evaluated in the field of addiction. This chapter reviews progress toward achieving the goals of an Addiction Treatment Technology Test that comprises development of technological applications that advance the addiction treatment delivery system by facilitating better access to care, improving efficiency of treatment delivery, enhancing treatment outcomes, proliferating the translation and implementation of evidence-based interventions, and fostering implementation of cost-effective care. The chapter provides an overview of the types of treatments that have been adapted for technology delivery, a review of studies that have evaluated computer- and Web-based programs, and examples of innovative technology-based applications designed to supplement or enhance traditional psychosocial therapies. We synthesize these findings into general conclusions recognizing the limitations of current knowledge. We additionally discuss the prospects for current use and future possibilities. Understanding optimal models of deployment of addiction treatment may be particularly important in light of evolving healthcare systems (such as those evolving under the Affordable Care Act in the USA). We view the future optimistically and anticipate that continued research exploring novel aspects of addiction and its treatment will reveal interventions that can be effectively deployed using innovative technological approaches. Such technologies can clearly extend the reach of our interventions, which will contribute to improving the lives of those suffering from problems related to addiction.
Extracts available on Google Books (see link below). For integral text, go to publisher's website : http://www.elsevierdirect.com/product.jsp?isbn=9780121098902
Procrastination refers to the tendency to postpone the initiation and completion of a given course of action. Approximately one-fifth of the adult population and half of the student population perceive themselves as being severe and chronic procrastinators. Albeit not a psychiatric diagnosis, procrastination has been shown to be associated with increased stress and anxiety, exacerbation of illness, and poorer performance in school and work. However, despite being severely debilitating, little is known about the population of procrastinators in terms of possible subgroups, and previous research has mainly investigated procrastination among university students. The current study examined data from a screening process recruiting participants to a randomized controlled trial of Internet-based cognitive behavior therapy for procrastination (Rozental et al., in press). In total, 710 treatment-seeking individuals completed self-report measures of procrastination, depression, anxiety, and quality of life. The results suggest that there might exist five separate subgroups, or clusters, of procrastinators: "Mild procrastinators" (24.93%), "Average procrastinators" (27.89%), "Well-adjusted procrastinators" (13.94%), "Severe procrastinators" (21.69%), and "Primarily depressed" (11.55%). Hence, there seems to be marked differences among procrastinators in terms of levels of severity, as well as a possible subgroup for which procrastinatory problems are primarily related to depression. Tailoring the treatment interventions to the specific procrastination profile of the individual could thus become important, as well as screening for comorbid psychiatric diagnoses in order to target difficulties associated with, for instance, depression.
Objective
This study tested the efficacy of Acceptance and Commitment Therapy (ACT), compared with Cognitive–Behavioral Therapy (CBT), in alleviating academic procrastination.
Method
A total of 60 (53.3% male) undergraduates suffering from academic procrastination were randomly assigned to two treatment groups (ACT and CBT) and a control group. The procrastination symptoms and related psychological mechanisms were assessed immediately after the closure of treatment and at 3-month follow-up (FU).
Results
Both therapies showed remarkable short-term effects in decreasing procrastination, but ACT had a better long-term effect. Participants achieved self-esteem enhancement through treatment of both ACT and CBT. While ACT significantly decreased negative affect and improved neuroticism, CBT had a stronger effect on time management.
Conclusion
The findings suggest that both CBT and ACT are effective interventions for procrastinators but may have different therapeutic mechanisms.
In light of the drawbacks of academic procrastination, it is surprising that not all students want to decrease academic procrastination. To find out why students are motivated (or not) to change academic procrastination, we investigated the characteristics of 377 German students with different motivations to change based on the Transtheoretical Model of change. The students who did not contemplate changing their behavior were not negatively affected by academic procrastination, in contrast to those students who intended to reduce academic procrastination. The students who started to decrease academic procrastination presented themselves as optimistic. Based on our results, we suggest offering tailormade interventions to help students successfully overcome academic procrastination.
Although numerous studies have shown that coaching works, the search for “active ingredients” of successful coaching is ongoing. We argue that the coach’s transactional and transformational leadership behavior contributes to coaching effectiveness. In an experimental study on reducing procrastination, participants (N = 108) defined individual goals related to procrastination. They were then randomly assigned to a dyadic coaching session, a group coaching session, or a control group. Procrastination was reduced in all conditions, but participants in the two coaching conditions were better at attaining their individual goals. Furthermore, compared with participants who received group coaching, participants in the dyadic coaching had a higher increase in goal commitment and showed more goal reflection and higher intrinsic goal motivation. Mediation analyses further revealed that the differences between dyadic and group coaching were explained by the coach’s transformational and transactional leadership behavior.
Procrastination can be a persistent behavior pattern associated with personal distress. However, research investigating different treatment interventions is scarce, and no randomized controlled trial has examined the efficacy of cognitive-behavior therapy (CBT). Meanwhile, Internet-based CBT has been found promising for several conditions, but has not yet been used for procrastination.
Participants (N = 150) were randomized to guided self-help, unguided self-help, and wait-list control. Outcome measures were administered before and after treatment, or weekly throughout the treatment period. They included the Pure Procrastination Scale, the Irrational Procrastination Scale, the Susceptibility to Temptation Scale, the Montgomery Åsberg Depression Rating Scale-Self-report version, the Generalized Anxiety Disorder Assessment, and the Quality of Life Inventory. The intention-to-treat principle was used for all statistical analyses.
Mixed-effects models revealed moderate between-groups effect sizes comparing guided and unguided self-help with wait-list control; the Pure Procrastination Scale, Cohen's d = 0.70, 95% confidence interval (CI) [0.29, 1.10], and d = 0.50, 95% CI [0.10, 0.90], and the Irrational Procrastination Scale, d = 0.81 95% CI [0.40, 1.22], and d = 0.69 95% CI [0.29, 1.09]. Clinically significant change was achieved among 31.3-40.0% for guided self-help, compared with 24.0-36.0% for unguided self-help. Neither of the treatment conditions was found to be superior on any of the outcome measures, Fs(98, 65.17-72.55) < 1.70, p > .19.
Internet-based CBT could be useful for managing self-reported difficulties due to procrastination, both with and without the guidance of a therapist. (PsycINFO Database Record
(c) 2015 APA, all rights reserved).
Previous findings on the relationship between procrastination and academic performance are inconsistent. We conducted a meta-analysis of 33 relevant studies involving a total of 38,529 participants to synthesize these findings. This analysis revealed that procrastination was negatively correlated with academic performance; this relationship was influenced by the choice of measures or indicators. The use of self-report scales interfered with detection of a significant relationship between procrastination and academic performance. The demographic characteristics of participants in individual studies also affected the observed relationship. Implications of this meta-analysis are discussed.
Technological advances have sparked the development of computer- and smartphone-based self-help programs for depressed people, but these programs' efficacy is uncertain. This randomized controlled trial evaluated an intervention called SuperBetter (SB), which is accessed via smartphone and/or the SB Web site.
Online, we recruited 283 adult iPhone(®) (Apple, Cupertino, CA) users with significant depression symptoms according to the Center for Epidemiological Studies Depression questionnaire (CES-D). They were randomly assigned to one of three conditions: (a) a version of SB using cognitive-behavioral therapy and positive psychotherapy strategies to target depression (CBT-PPT SB); (b) a general SB version focused on self-esteem and acceptance (General SB); or (c) a waiting list control group (WL). The two SB groups were instructed to use SB for 10 minutes daily for 1 month. All participants completed psychological distress and well-being measures online every 2 weeks through follow-up. An intent-to-treat analysis was conducted using hierarchical linear modeling.
As hypothesized, SB participants achieved greater reductions in CES-D scores than WL participants by posttest (Cohen's d=0.67) and by follow-up (d=1.05). Contrary to prediction, CBT-PPT SB did not perform better than General SB; both versions of SB were more effective than the WL control. Differences between SB versions favored General SB but were not statistically significant.
These large effect sizes should be interpreted cautiously in light of high attrition rates and the motivated, self-selected sample. Nonetheless, smartphone-based/Internet-based self-help may play an important role in treating depression.
Internet interventions are defined as the delivery of health care-related treatments via an online or a smartphone interface, and have been shown to be a viable alternative to face-to-face treatments. However, not all patients benefit from such treatments, and it is possible that some may experience negative effects. Investigations of face-to-face treatments indicate that deterioration occurs in 5-10% of all patients. The nature and scope of other negative effects of Internet interventions is, however, largely unknown. Hence, the current study explored patients' reported negative experiences while undergoing treatments delivered via the Internet. Data from four large clinical trials (total N = 558) revealed that 9.3% of patients reported some type of negative effects. Qualitative content analysis was used to explore the patients' responses to open-ended questions regarding their negative experiences. Results yielded two broad categories and four subcategories of negative effects: patient-related negative effects (insight and symptom) and treatment-related negative effects (implementation and format). Results emphasize the importance of always considering negative effects in Internet-based interventions, and point to several ways of preventing such experiences, including regular assessment of negative events, increasing the flexibility of treatment schedules and therapist contact, as well as prolonging the treatment duration.
In this study, we explored whether there are different types of academic delayers (i.e., types of students who delay academic tasks). Latent profile analysis based on 554 university students' reasons for academic delay revealed four distinct types: inconspicuous, successful pressure-seeking, worried/anxious, and discontent with studies. The types were validated with respect to variables associated with dilatory behavior (e.g., academic procrastination and academic performance). The inconspicuous and successful pressure-seeking types showed low academic procrastination and were not negatively affected by academic delay, whereas the worried/anxious and discontent with studies types showed high academic procrastination and were under psychological pressure. Thus, two types appeared to be purposeful delayers and two types appeared to be academic procrastinators. The deficiencies in self-regulation skills observed in the worried/anxious and discontent with studies types underpin the notion of academic procrastination as a failure in self-regulation. Interventions designed to overcome academic procrastination should address these skills and should be tailored to the type-specific reasons. (c) 2012 Elsevier Inc. All rights reserved.
Despite the theoretical and empirical accounts of trait procrastination as reflecting avoidance of aversive tasks as a means of mood repair, research documenting its links to coping is scarce and inconsistent. There is also little if any research to date examining whether coping strategies might explain the procrastination-stress relationship. The current research aimed to address these issues by integrating current research on procrastination and coping with our own data into a first meta-analysis of the associations of procrastination with adaptive and maladaptive coping, and then testing the potential role of coping for understanding the procrastination-stress relationship. In Study 1 a literature search yielded five published papers and three theses which were supplemented by seven unpublished data sets comprising fifteen samples (N = 4,357). Meta-analyses revealed that procrastination was positively associated with maladaptive coping (average r = .31), and negatively associated with adaptive coping (average r = -.24). In Study 2 a meta-analysis of the indirect effects through coping across four samples revealed that the average indirect effects for maladaptive but not adaptive coping explained the link between procrastination and stress. These findings expand the nomological network of procrastination and highlight the role of maladaptive coping for understanding procrastinators’ stress.
Procrastination is a well-known phenomenon that often entails negative outcomes with regard to performance and subjective well-being. In an attempt to understand the (alarming) character of procrastination, a large body of research on the causes, correlates, and consequences of procrastination has been accumulating over the last 40 years. The aim of this paper is to provide a systematic characterization of the trends in procrastination research and to suggest future directions for research and practice. The systematic characterization comprises a comparison of procrastination to functional forms of delay (referred to as strategic delay) and a presentation of the theoretical approaches to explaining procrastination. The future directions suggested pertain to the development of a differentiated understanding of procrastination and of integral interventions. (PsycINFO Database Record (c) 2013 APA, all rights reserved)
Recent theory suggests that trait procrastination is a form of temporal self-regulation failure that reflects a disjunction between the present and future self. Yet research to date is sparse and inconsistent regarding the nature of the associations of procrastination with time perspective. The current study aimed to meta-analytically summarize the evidence to date to address the question of how procrastination is linked to future and present time perspective, and to test whether stress and positive affect explained the link between procrastination and future time perspective. A search of the available literature yielded six published studies and three unpublished studies, which were combined with five unpublished data sets for a total of 14 samples with 4312 participants. The meta-analysis revealed that procrastination had a moderate and significant negative association with future time perspective, and a small but significant positive association with present time perspective. Mediation analyses across two of the samples found that high stress and low positive affect explained in part the association between procrastination and future time perspective. Overall, these findings support the notion that procrastinators focus less on the future and highlight the dynamic interrelations of affect and cognition that underlie procrastinators' intertemporal choices. Copyright © 2014 European Association of Personality Psychology
Procrastination, putting off until tomorrow what one had intended to do today, is a well-known phenomenon in everyday life. In an attempt to understand the character of procrastination, a large body of research has been accumulating over the last 40 years. The present study was to evaluate the need to distinguish between procrastination in different life-domains by gathering first hints as to whether procrastination is domain specific or domain general. In an online survey on 260 students (mean age = 23.56; SD = 3.74) the procrastination frequency in 6 different life-domains (academic and work, everyday routines and obligations, health, leisure, family and partnership, social contacts) was examined. Confirmatory factor analysis (CFA) and the analysis of mean-level differences revealed that procrastination is domain specific, but not extremely so. The results encourage further investigations into the domain specificity of procrastination and suggest that future diagnoses of and interventions for procrastination will profit from considering the life-domain procrastination occurs in.
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 o