Academic literature on the topic 'General procrastination'
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Journal articles on the topic "General procrastination"
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Clark, Jeffrey L., and Oliver W. Hill. "Academic Procrastination among African-American College Students." Psychological Reports 75, no. 2 (1994): 931–36. http://dx.doi.org/10.2466/pr0.1994.75.2.931.
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This study examined the generality to African-American college students of previous findings regarding the prevalence of students' procrastination and their reasons for procrastinating. The Procrastination Assessment Scale—Students of Solomon and Rothblum was administered to 184 African-American college students. This scale measures the frequency of procrastination on a variety of academic tasks as well as reasons for procrastinating on writing a term paper. A high number of subjects reported nearly always or always procrastinating on studying for examinations ( n = 52), writing a term paper ( n = 55), and reading weekly assignments ( n = 66). Also, a high number of subjects reported that such procrastination was nearly always or always a problem ( n = 60 for studying for exams, n = 46 for writing a term paper, and n = 63 for reading weekly assignments). Factor analysis of the reasons for procrastinating on writing a term paper identified two primary factors, Evaluation Anxiety and Task Aversiveness. These results are very similar to those obtained in 1984 by Solomon and Rothblum who examined procrastination among Caucasian students, suggesting that self-reported procrastination patterns are quite general among college students.
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Kavun, Lyudmila Viktorovna, and Anastasia Vyacheslavovna Ostapchuk. "The Degree of Realization of Fundamental Existential Motivations as a Predictor of Procrastination in University Students." Siberian Pedagogical Journal, no. 6 (December 29, 2020): 28–43. http://dx.doi.org/10.15293/1813-4718.2006.03.
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The problem is related to the prevalence of procrastination, including among students, on the one hand, and the lack of development of approaches to explaining the psychological mechanisms of procrastination, on the other. The article substantiates the possibility of explaining the phenomenon of procrastination in the context of resilience by referring to the categories of meaningfulness of life and existential fulfillment. The goal is to identify the features of the implementation of fundamental existential motivations by students with different levels of procrastination. Method of research. We used the Lay “General procrastination Scale” in the adaptation of Windecker, Ostanina, the” test of existential motivations “ by Shumsky, Ukolova, Osin, and Lupandina; methods of mathematical statistics (Mann-Whitney and Spearman criteria). Sample: 45 procrastinator students, 51 non-procrastinators, and 117 students with an average level of procrastination. Results. Significant differences between all groups were revealed, and there were significant correlations between the level of procrastination and the severity of existential motivations. Conclusion. It was revealed that the degree of existential fulfillment of procrastinator students differs from the other two groups. They have less money: 1) the desire to “be-in-the-world”; 2) the value attitude to life; 3) the desire to be oneself; 4) the desire for meaning. Students with an average level of procrastination, like non-procrastinators, have more realized the ability to freely be in the world and realize meaning, but less than non-procrastinators, the existential motivations “Value of life” and “self-Worth” are realized. It is proved that the theory of fundamental existential motivations can be used to explain procrastination.
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Kavun, Lyudmila Viktorovna, and Anastasia Vyacheslavovna Ostapchuk. "The Degree of Realization of Fundamental Existential Motivations as a Predictor of Procrastination in University Students." Siberian Pedagogical Journal, no. 6 (December 29, 2020): 28–43. http://dx.doi.org/10.15293/1813-4718.2006.03.
Full textAbstract:
The problem is related to the prevalence of procrastination, including among students, on the one hand, and the lack of development of approaches to explaining the psychological mechanisms of procrastination, on the other. The article substantiates the possibility of explaining the phenomenon of procrastination in the context of resilience by referring to the categories of meaningfulness of life and existential fulfillment. The goal is to identify the features of the implementation of fundamental existential motivations by students with different levels of procrastination. Method of research. We used the Lay “General procrastination Scale” in the adaptation of Windecker, Ostanina, the” test of existential motivations “ by Shumsky, Ukolova, Osin, and Lupandina; methods of mathematical statistics (Mann-Whitney and Spearman criteria). Sample: 45 procrastinator students, 51 non-procrastinators, and 117 students with an average level of procrastination. Results. Significant differences between all groups were revealed, and there were significant correlations between the level of procrastination and the severity of existential motivations. Conclusion. It was revealed that the degree of existential fulfillment of procrastinator students differs from the other two groups. They have less money: 1) the desire to “be-in-the-world”; 2) the value attitude to life; 3) the desire to be oneself; 4) the desire for meaning. Students with an average level of procrastination, like non-procrastinators, have more realized the ability to freely be in the world and realize meaning, but less than non-procrastinators, the existential motivations “Value of life” and “self-Worth” are realized. It is proved that the theory of fundamental existential motivations can be used to explain procrastination.
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Syahrin, Muhammad Alfi, and Zadrian Ardi. "The Contribution of Mobile Game Addiction To Student Academic Procrastination." Jurnal Aplikasi IPTEK Indonesia 4, no. 3 (2020): 176–80. http://dx.doi.org/10.24036/4.34370.
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Procrastination is a tendency to delay the completing of a task or job. Meanwhile, academic procrastination is the behavior of procrastinating on the completion academic task. There are several characteristics of academic procrastination, one of which is doing other activities that are considered more fun, one of which is playing mobile games that can be accessed through gadgets owned by individuals. This study aims to describe mobile games addiction, academic procrastination, and examine the contribution of mobile games addiction to student’s academic procrastination. This research is a descriptive correlational study with quantitative research methods. This research sample using purposive sampling technique by taking a sample of students of MAN 1 Padang City who tended to experience addiction to mobile games with a percentage ?50%. The number of samples is this study were 101 students. Data analysis in this study used descriptive analysis with percentages and simple linear reggresion analysis. The results showed that in general the level of student mobile game addiction was in the medium category, in general the level of student academic procrastination was in the medium category, and there was a significant contribution of mobile game addiction to student academic procrastination.
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Tuckman, Bruce W. "Relations of Academic Procrastination, Rationalizations, and Performance in a Web Course with Deadlines." Psychological Reports 96, no. 3_suppl (2005): 1015–21. http://dx.doi.org/10.2466/pr0.96.3c.1015-1021.
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This study compared students' academic procrastination tendency with the (1) frequency and nature of rationalizations used to justify procrastination, (2) self-regulation, and (3) performance in a web-based study strategies course with frequent performance deadlines. 106 college students completed the 16-item Tuckman Procrastination Scale, a measure of tendency to procrastinate, the Frequency of Use Self-survey of Rationalizations for Procrastination, and a 9-item self-regulation scale. Students' subsequent course performance was measured by total points earned. A linear regression with Academic Procrastination as the criterion variable and Rationalization score and Course Points as the predictor variables suggested academic procrastinators support procrastinating by rationalizing, not self-regulating, and thus put themselves at a disadvantage, with respect to evaluation in highly structured courses with frequent enforced deadlines.
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Hooshyar, Danial, Margus Pedaste, and Yeongwook Yang. "Mining Educational Data to Predict Students’ Performance through Procrastination Behavior." Entropy 22, no. 1 (2019): 12. http://dx.doi.org/10.3390/e22010012.
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A significant amount of research has indicated that students’ procrastination tendencies are an important factor influencing the performance of students in online learning. It is, therefore, vital for educators to be aware of the presence of such behavior trends as students with lower procrastination tendencies usually achieve better than those with higher procrastination. In the present study, we propose a novel algorithm—using student’s assignment submission behavior—to predict the performance of students with learning difficulties through procrastination behavior (called PPP). Unlike many existing works, PPP not only considers late or non-submissions, but also investigates students’ behavioral patterns before the due date of assignments. PPP firstly builds feature vectors representing the submission behavior of students for each assignment, then applies a clustering method to the feature vectors for labelling students as a procrastinator, procrastination candidate, or non-procrastinator, and finally employs and compares several classification methods to best classify students. To evaluate the effectiveness of PPP, we use a course including 242 students from the University of Tartu in Estonia. The results reveal that PPP could successfully predict students’ performance through their procrastination behaviors with an accuracy of 96%. Linear support vector machine appears to be the best classifier among others in terms of continuous features, and neural network in categorical features, where categorical features tend to perform slightly better than continuous. Finally, we found that the predictive power of all classification methods is lowered by an increment in class numbers formed by clustering.
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Tan, Jian-feng, Ze-wei Ma, and Xue-ting Li. "Global Self-Esteem Mediates the Effect of General Self-efficacy on Chinese Undergraduates' General Procrastination." Social Behavior and Personality: an international journal 43, no. 8 (2015): 1265–71. http://dx.doi.org/10.2224/sbp.2015.43.8.1265.
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We investigated the mediating role of global self-esteem in the relationship between general self-efficacy and general procrastination among a sample of 304 Chinese undergraduate students. An online survey method was employed for data collection and willing participants completed an online survey consisting of the General Self-Efficacy Scale, the Rosenberg Self-Esteem Scale, and the Aitken Procrastination Inventory. The results showed that procrastination was negatively related to self-efficacy and self-esteem, and that self-efficacy was positively correlated with self-esteem. Mediation analysis revealed that self-esteem completely mediated the effect of self-efficacy on procrastination. Thus, we suggest that general self-efficacy decreases general procrastination because high self-efficacy fosters high self-esteem. As a result, it is necessary for preventive therapy in the context of procrastination to be focused on the enhancement of self-efficacy in order to cultivate a sense of self-worth in Chinese undergraduate student procrastinators.
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Magalhães, Paula, Beatriz Pereira, André Oliveira, David Santos, José Carlos Núñez, and Pedro Rosário. "The Mediator Role of Routines on the Relationship between General Procrastination, Academic Procrastination and Perceived Importance of Sleep and Bedtime Procrastination." International Journal of Environmental Research and Public Health 18, no. 15 (2021): 7796. http://dx.doi.org/10.3390/ijerph18157796.
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Background: Sleep plays a key role in our overall function, and sleep insufficiency has been highlighted as a major health issue. ‘Bedtime procrastination’—i.e., needlessly delaying the time one goes to bed without external reasons—is one reason for sleep insufficiency. The present research aims to explore the interrelationships among Bedtime Procrastination, other domains of Procrastination, and routine-related variables. Methods: The mediating effects of Wake-up Time and Dinner Time on the relationship between Bedtime Procrastination and General Procrastination, Academic Procrastination, and Perceived Importance of Sleep were tested. Self-reported questionnaires were used, and the sample comprised of 446 university students. Results: A partial mediation model was found. General Procrastination, Academic Procrastination, and Perceived Importance of Sleep showed direct effects on Bedtime Procrastination. Moreover, Academic and General Procrastination were positively associated with Bedtime Procrastination, whereas Perceived Importance of Sleep was negatively associated with Bedtime Procrastination. Indirect effects of the Perceived Importance of Sleep and General Procrastination, as mediated by Wake-up Time and Dinner Time, on Bedtime Procrastination were also found. Conclusions: Personal routines (Wake-up Time and Dinner Time) along with individual characteristics (General and Academic Procrastination) and beliefs (perceived importance of sleep) may affect Bedtime Procrastination. Present results highlight the complexity of Bedtime Procrastination.
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Zobkov, A. V. "To the Problem of Parental Procrastination in Interaction with Children." Sibirskiy Psikhologicheskiy Zhurnal, no. 77 (2020): 90–110. http://dx.doi.org/10.17223/17267080/77/5.
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The practice of psychological counseling with adults who have children, and psychological work with children shows that the postponement of kid things by parents occurs often. As a result of procrastination of parents in interaction with children (parental procrastination) there are negative psychological consequences for parents and children. In psychological science, much attention is paid to the problem of human procrastination, but the procrastination of parents in the interaction of children is not studied. Available studies consider the parent-child relationship only as a cause of procrastination of the child. The article raises the problem of studying procrastination of a parent in interaction with a child (parental procrastination). The psychological features of general procrastination and parental procrastination are compared. Parental procrastination is associated with specific time intervals that require specific actions from the parent. They consciously tolerate interaction with the child often hiding behind objec-tive circumstances. Adults understand the negative consequences of procrastination, such as changing relationships with the child, reducing the level of trust of the child to them, subjective discomfort caused by understanding the negative consequences of procrastination for the child. Analyzing scientific data on the problem of General human procrastination, we develop and justify an approach to the study of parental procrastination. Procrastination is associated with a violation of self-regulation. Violation of self-regulation activities requires: a) the study of self-procrastinate parents, motivation, personality traits, emotional-volitional and cognitive spheres of personality, unconscious mental mechanisms of self-regulation; b) define the relationship of personal characteristics with the characteristics of goal setting (planning), assessment of internal and external conditions of activity (modeling), programming their actions, evaluation of the result, correction of actions and approval of the goal. Considering parental procrastination as a particular psychological problem, it is proposed: a) to consider it in connection with sociological characteristics (family composition, age characteristics of family members), family traditions, experience of family life of parents (number of marriages), etc.; b) through the system of human relations (to oneself, to others, to business; parent-child relations, intergenerational relations). The methodological unity of the categories "attitude" and "self-regulation" of activity allows us to create a holistic theoretical model of the study of parental procrastination. The model is presented in the conclusion of the article in a structure form. The analysis allows outlining the directions of psychological counseling work with procrastinating parents: work on taking responsibility for decisions in their vital activity; formation of self-regulation skills of activity; formation of emotional regulation skills.
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Sanecka, Elżbieta. "Procrastination in Blended Learning The Role of General Self-efficacy, and Active and Passive Procrastination." International Journal of Research in E-learning 5, no. 2 (2019): 49–65. http://dx.doi.org/10.31261/ijrel.2019.5.2.04.
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Despite the growing empirical interest in academic procrastination in the distance learning, there are only limited studies on the determinants of this phenomenon in the blended learning programmes. The present study investigates the relationships between general self-efficacy, two types of procrastination (active and passive procrastination), and the behavioural tendency to postpone learning activities in a blended learning university course using Moodle platform. Results indicate that passive procrastination is strongly positively associated with procrastination in blended learning, while perceived self-efficacy and active procrastination are unrelated to the self-reported task delays during the blended learning course. In addition, the negative link between the reported number of previous completed blended-learning courses and procrastination in blended learning is observed. Practical and theoretical implications of these findings for a blended learning environment are discussed.
Dissertations / Theses on the topic "General procrastination"
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Murray, Samuel E. "The Thesis I Wrote Last Night: Procrastination, Self-Regulation, and Self-Efficacy." Xavier University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1563448474161815.
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Uzun, Ozer Bilge R. "Academic Procrastination: Prevalence, Self-reported Reasons, Gender Difference And It'." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606307/index.pdf.
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The purpose of the present study was mainly fourfold<br>1) to examine the undergraduate students&rsquo<br>level of academic procrastination in relation to gender<br>2) to investigate the undergraduate students&rsquo<br>prevalence of procrastination in relation to gender in six areas of academic functioning namely<br>writing a term paper, studying for an exam, keeping up reading weekly assignments, performing academic administrative tasks, attendance tasks, and school activities in general<br>3) to find out the relationship between academic procrastination score and academic achievement of undergraduate students<br>and 4) to reveal the self-reported reasons of academic procrastination in relation to gender.
The Procrastination Assessment Scale-Students (PASS) was translated and adapted into Turkish and used as the data collection instrument. The data was gathered from 784 undergraduate students from different grades and 37 departments of Middle East Technical University.
The results of the study revealed that 52% of METU students procrastinate on their academic tasks and the findings revealed that male students procrastinate more than female students. Moreover, the results of the prevalent analysis showed that the students nearly always or always engage in procrastination on the areas of studying for an exam, writing a term paper, and reading weekly reading assignments more than the other three areas namely<br>academic administrative tasks, attendance tasks and the tasks related to school activities in general. In addition, the results regarding the relationship between academic procrastination and academic achievement revealed a significant negative relationship between the two variables. Finally, factor analysis was conducted to find out the self-reported reasons of academic procrastination and four factors were found as excuses of students namely<br>fear of failure, risk taking, laziness, and rebellion against control.
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Akkaya, Esra. "Academic Procrastination Among Faculty Of Education Students: The Role Of Gender, Age, Academic Achievement, Perfectionism And Depression." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12609157/index.pdf.
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The aim of the study was to investigate to what extent gender, age, academic achievement, depression and perfectionism predict academic procrastination among Faculty of Education students. The participants were 368 undergraduate students enrolled in five departments of Middle East Technical University, Faculty of Education. Data was collected by a questionnaire packet including demographic data form<br>Procrastination Assessment Scale-Students (PASS), Beck Depression Inventory (BDI) and Multidimensional Perfectionism Scale (MPS).
The results of the multiple regression analysis for the total sample revealed that, self-oriented perfectionism, others-oriented perfectionism, academic achievement and depression were significant predictors of academic procrastination among Faculty of Education students. However age and socially prescribed perfectionism did not have any significant contribution to the prediction of academic procrastination.
Predictive roles of the variables were differantiated across genders. While self-oriented perfectionism, others-oriented perfectionism, depression and academic achievement had significant predictive role on academic procrastination among females, self-oriented perfectionism was the only variable that had a significant contribution in predicting the academic procrastination of male students.
Implications of the findings were discussed and some suggestions were made for further research.
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Santos, David Rafael Alves dos. "Exploring bedtime procrastination among university students: the role of general procrastination, academic procrastination and perceived importance of sleep." Master's thesis, 2020. http://hdl.handle.net/1822/70266.
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Dissertação de mestrado integrado em Psicologia<br>Lack of sleep comes at a cost to our development and homeostasis, so it is not surprising that behaviors prevent a healthy sleep hygiene have been gaining attention by research. One such behavior is procrastination, specifically Bedtime Procrastination. The purpose of this research is to examine the relationships between Bedtime Procrastination and other life domains, as well as expand our knowledge on the topic by considering contextual variables and the subjective value of sleep. The study was conducted with an online self-report questionnaire aimed at university students. 446 students with an average age of 23 (SD=5.48, range= 18-57) completed the survey. Results showed a partial mediation model with Academic Procrastination, General Procrastination and Perceived Importance of Sleep having direct effect on Bedtime Procrastination and indirect effects of Perceived Importance of Sleep and General Procrastination, mediated by Wake-Up Time and Dinner Time. This research has demonstrated that procrastination is not a simple behavior with a straightforward explanation. Changes on one domain may impact others and contextual variables may prove to be valuable tools when intervening on this behavior.<br>Pouco tempo de sono tem um custo para nosso desenvolvimento e homeostase, daí não surpreender que comportamentos que dificultem uma boa higiene do sono tenham começado a ser examinados com mais atenção. Um desses comportamentos é a procrastinação, mais especificamente a Procrastinação na Hora de Dormir. O objetivo desta investigação foi examinar as relações entre a Procrastinação na Hora de Dormir e outros domínios da vida, bem como expandir o conhecimento sobre o tema, tendo em conta variáveis contextuais e o valor subjetivo do sono. O estudo realizou-se através de um questionário de autorrelato online, direcionado a estudantes universitários. 446 participantes com idade média de 23 anos (DP=5.48, amplitude=18-57). Os resultados revelaram um modelo de mediação parcial tendo a Procrastinação Académica, a Procrastinação em Geral e a Importância Percebida do Sono um efeito direto sobre a Procrastinação na Hora de Dormir e um efeito indireto da Importância Percebida do Sono e da Procrastinação em Geral, mediada pela Hora de Acordar e Hora de Jantar, sobre a Procrastinação na Hora de Dormir. Esta investigação demonstra que a procrastinação não é um comportamento simples com uma explicação fácil e direta. Mudanças que ocorram num domínio podem impactar outros e variáveis contextuais podem provar ser ferramentas valiosas ao intervir neste tipo de comportamento.
Books on the topic "General procrastination"
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M, Yuen Lenora, ed. Procrastination: Why you do it, what to do about it. Da Capo Press, 2008.
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Hoffman, August John. Stop procrastinating now!: 10 simple & successful steps for student success. Pearson/Prentice Hall, 2009.
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The Procrastination Cure: Putting an End to Putting It Off. Simon & Schuster (a), 1989.
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Burka, Jane B., and Lenora M. Yuen, Ph.D. Procrastination: Why You Do It, What to Do About It. Da Capo Press, 2004.
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Burka, Jane B. Procrastination: Why You Do It, What to Do about It. Addison Wesley Publishing Company, 1990.
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Get it done: From procrastination to creative genius in 15 minutes a day. New World Library, 2014.
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Student Orientation Series: Stop Procrastination Now! 10 Simple and SUCCESSFUL Steps for Student Success (Student Orientation Series (SOS)). Prentice Hall, 2008.
Find full textBook chapters on the topic "General procrastination"
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Argiropoulou, Maria I., Anastasia Sofianopoulou, and Anastasia Kalantzi-Azizi. "The Relation Between General Procrastination and Health Behaviors: What Can We Learn from Greek Students?" In Procrastination, Health, and Well-Being. Elsevier, 2016. http://dx.doi.org/10.1016/b978-0-12-802862-9.00007-4.
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Imasaka, Tsuyoshi, Jahirul Mullick, and Rajesh Jay Sharma. "Living Well With ADHD Across the Lifespan." In New Developments in Diagnosing, Assessing, and Treating ADHD. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5495-1.ch009.
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Children with attention deficit/hyperactivity disorder (ADHD) are drawn against a number of challenges including staying on task or taking extended time to complete, having trouble listening attentively, or difficulty sitting still. In the past, it was thought that children with ADHD would eventually outgrow the symptoms of the disorder. However, children generally continue to show symptoms of the disorder well into adulthood. The presence of ADHD transforms over the course of a person's lifespan, and the way in which the disorder affects children also changes dramatically when they are older. In adults, one of the core difficulties is executive functioning, which results in restlessness, disorganisation, deviating attention, procrastination, impulsive decision making, and more. In order to prevent the development and escalation of more deviant behaviours, early assessment and treatment program for ADHD should be considered from young age. A highly effective treatment practice for ADHD is a multi-modal approach that combines both pharmacological and behavioural interventions.