Relevant bibliographies by topics / Procrastination

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Academic literature on the topic 'Procrastination'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Procrastination"

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Gross, Samuel, Lukas Schulze-Vorberg, and Miriam Hansen. "The Procrastinating PhD student: A Latent Profile Analysis." International Journal of Doctoral Studies 19 (2024): 005. http://dx.doi.org/10.28945/5302.

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Aim/Purpose: Little is known about procrastination in PhD students, as most research focuses on undergraduate students. While there have been several efforts to identify different types of academic procrastinators in undergraduates, no study has attempted to identify different procrastination types in PhD students. Additionally, most of the studies that found different procrastination types in undergraduates did not research how these types differ regarding procrastination antecedents, excluding important information about the characteristics of these types. Background: The present study addresses this problem by identifying different procrastination types of PhD students based on reasons for academic procrastination. Furthermore, more information about these types was gathered by analyzing differences in procrastination antecedents (depression, imposter self-concept, self-worth, mindfulness, self-efficacy, impulsivity, conscientiousness, neuroticism, emotion regulation, rumination). Methodology: A total of 401 German-speaking PhD students from over 100 fields were included in the analysis. An online questionnaire was used to collect data. First, we used a reason for academic procrastination questionnaire to run a latent profile analysis to identify different academic procrastinators. Second, we used multivariate analysis of variance (MANOVA) to analyze differences between the types of academic procrastinators based on reasons for procrastination and antecedents of procrastination. More precisely, we used Tuckman’s procrastination scale, depressiveness in a non-clinical setting scale, imposter self-concept questionnaire, Rosenberg’s self-esteem scale, mindfulness attention and awareness scale, self-efficacy scale, impulsivity scale, big five inventory, emotion regulation questionnaire, and the response style questionnaire. Contribution: The present study provides a deeper insight into academic procrastination among PhD students. Additionally, the identification of procrastination types is based on a variety of reasons for academic procrastination rather than solely procrastination, which adds a new perspective. Validation of the found types helps gain a clearer insight into how these types differ from each other. In line with previous research with undergraduate students, we could show that the high procrastinating types also show significantly higher impulsivity, neuroticism, and rumination and significantly lower self-worth. Contrary to undergraduate students, we could not find any significant differences between the types with regard to emotion regulation. These findings contribute to a clearer picture of procrastinating PhD students and their challenges. Findings: We identified six different procrastination types (moderate procrastinator type (n = 121), insecure type (n = 81), productive type (n = 79), externalizing type (n = 51), strong procrastinator type (n = 25), internalizing type (n = 38) based on the reasons for academic procrastination. The productive and externalizing types seem to be the most functional, and the strong procrastinator and internalizing types are the most dysfunctional. The latter showed significantly worse expressions of procrastination, depression, imposter self-concept, self-worth, mindfulness, self-efficacy, impulsivity, conscientiousness, neuroticism, and rumination. The moderate procrastinator and insecure types appear to fall somewhere between the high-functioning and low-functioning types in terms of analyzed procrastination antecedents. Recommendations for Practitioners: Practitioners should use the reasons for academic procrastination questionnaire (FGAP-P) for assessment. PhD students who strongly agree to procrastinate due to study-related competencies, personality-related variables, beliefs, and task characteristics are the most at risk. Practitioners should be aware that these individuals are more likely to suffer from procrastination, depressive symptoms, negative self-view (imposter syndrome, low self-worth/self-efficacy), impulsivity, and rumination. Interventions that target the reduction of these symptoms should be recommended or applied by practitioners. Recommendation for Researchers: When utilizing latent profile analysis to explore procrastination types in PhD students concurrently, assessing procrastination antecedents associated with the PhD completion process is recommended. This simultaneous assessment is pivotal as it facilitates a comprehensive understanding of the different procrastination types, allowing for the identification of shared characteristics and distinctions among them. By adopting this approach, researchers can move beyond mere classification based solely on type membership and gain deeper insights into the nuances of procrastination types and behaviors. Impact on Society: The findings provide crucial insights for supervising and/or consulting PhD students. Having knowledge about different procrastination types in PhD students helps identify at-risk individuals. Using our findings, interventions could especially target these at-risk individuals, therefore reducing procrastination and enhancing well-being and productivity in PhD students. Future Research: Future research could use longitudinal research designs to assess the stability of procrastination types found over time using real-time data within an experience sampling methods framework. This could help to minimize biases and gain deeper insights not only about interindividual but also intraindividual differences. Furthermore, cross-cultural studies should be conducted to unveil similarities and differences between cultures regarding procrastination and procrastination types.
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Clark, Jeffrey L., and Oliver W. Hill. "Academic Procrastination among African-American College Students." Psychological Reports 75, no. 2 (October 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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Mastrantonio, María Paola, José Vicente Pestana, and Nuria Codina. "Predicting procrastination with academic performance: Towards the anticipation of a higher education problem." Intangible Capital 19, no. 2 (March 27, 2023): 316. http://dx.doi.org/10.3926/ic.2011.

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Purpose: With the purpose of predicting the problem of procrastination, we study how age, sex, type of studies and grade for admission to higher education influence the procrastination behavior of students.Design/methodology/approach: In a sample of 359 university students, the Pure Procrastination scale was applied, as well as data on sex, age, grade previous to join the university, grade completed and year of study (first to fourth). To identify underlying variables or factors that explain the configuration of correlations in the items of the scale used, an exploratory factor analysis was carried out (principal component analysis with Varimax normalization). Next, a multiple linear regression analysis was performed with the variables sex, age, and admission grade as independent variables and academic procrastination as the dependent variable.Findings: It has been possible to identify the variables that influence the procrastinating behavior of university students. From the identification of which students will possibly present procrastinating behaviors, the people responsible for university education will be able to implement intervention programs to deal with procrastination.Research limitations/implications: The sample is not representative of the universe of university students, although the results obtained are relevant enough to replicate the study in other university contexts. Our data could have included more instruments for collecting information, which in future studies would entail incorporating scales related to the perception of time management, motivation or self-regulation.Practical implications: Distinguishing, among university students, those who may present more procrastination tendencies will guide those responsible for the educational process of said students with respect to measures to alleviate the negative effects of procrastination through psycho-socio-educational intervention programs.Social implications: The knowledge derived from this work has practical implications for the students themselves who, in the case of being identified as a potential procrastinator, may benefit from a psycho-socio-educational intervention that will help them manage their time and reduce the discomfort derived from the procrastination.Originality/value: On the previous corpus of existing scientific knowledge, this work provides knowledge that allows optimizing, both at a public and private level, the academic, economic and social resources of university institutions in which procrastination can affect the preparation and the student performance.
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Ma, Hefeng, Qinghao Ma, Ziyao Ma, and Meihui Song. "Exploring the Complex Interplay of Procrastination between Biological, Cognitive, Developmental, Social, and Psychological Factors." Journal of Education, Humanities and Social Sciences 26 (March 2, 2024): 1054–57. http://dx.doi.org/10.54097/0cwzjj22.

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Procrastination is a common behavior that affects individuals in various aspects of life, with persistent procrastination having cumulative negative impacts. Through a literature review, a sizable percentage of adults worldwide are chronic procrastinators, which increases their chance of suffering from mental conditions, including melancholy, anxiety, depression, and low self-confidence. On top of these detrimental effects on people's mental well-being, procrastination has been shown to negatively impact one's physical health, social interactions, and productivity. This paper investigates the complex interplay between biological, cognitive, developmental, social, and psychological factors in procrastination. The main findings of this review paper were: 1) Biological and cognitive factors play a significant role in procrastination behavior, 2) Procrastination affects performance in various domains, including the workplace, academic, and social spheres, and 3) Utilizing modern technologies such as brain imaging and sentiment analysis can enhance our understanding of procrastination and its effects across different demographics. Future studies in this area can gain insight into the underlying mechanisms and a more thorough understanding of procrastination's manifestations and effects across different demographics. By doing this, psychologists can create more potent interventions and ways to lessen procrastination's many detrimental effects, enhancing people's quality of life in the academic, professional, and personal domains. Understanding and addressing procrastination is crucial, given its far-reaching impacts and prevalence in modern society.
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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.

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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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Ihkamuddin, Miqdad, Nadhila Annifa Ichsan, and Ni’matuzahroh. "Perfectionism as Causes of Academic Procrastination at Collage?: A Sytematic Review." International Journal of Scientific Research and Management (IJSRM) 12, no. 07 (July 17, 2024): 56–63. http://dx.doi.org/10.18535/ijsrm/v12i07.gp02.

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Procrastination is a common problem faced by many students, generally defined as the act of procrastinating on tasks or decisions without rational reasons. This systematic review investigates the factors and impacts of procrastination, especially in academics. A literature search was carried out on publications written in English on selected investigation topics using a database, namely Scopus. Only research investigated academic procrastination and there were 15 articles international which reveals the factors and impacts of procrastination from 107 articles that have been found in the database. The results of our systematic review found that students have a variety of factors and impacts of the procrastination phenomenon as well as various factors and impacts of procrastination that students experience from an internal and external perspective. There is abuse of addictive substances and other activities that trigger increased procrastination in students.
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Kohli, Manu, Navita Gupta, Prabhjot Saini, and Gaurav Kohli. "Comparison of Acceptance and Commitment Therapy (ACT) and Cognitive Behavioural Therapy (CBT) for Treatment of Academic Procrastination." ECS Transactions 107, no. 1 (April 24, 2022): 3321–27. http://dx.doi.org/10.1149/10701.3321ecst.

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Mental health is an integral part of adolescent’s wellbeing. Procrastination of the academic tasks is found to be the cause of stress among the adolescents. Procrastination is an individual act of postponing or suspending the tasks until the last gasp or past the deadlines. Psychotherapies appears to be an effective treatment for academic procrastination among the adolescents. The present review compared the efficacy of ACT and CBT in reducing the academic procrastination among the adolescents. Methods: Thorough search of three databases (Pubmed, Google Scholar, and PsycINFO) from 2010-2021 was conducted using the keywords like CBT, ACT and academic procrastination. Results: Research support findings that psychological interventions both CBT and ACT are promising interventions for decreasing procrastination. ACT had better long-term effects than CBT on improving procrastinating behaviour.
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Kurniadin, Dindin, Nandang Rukanda, and Rima Irmayanti. "STUDI DESKRIPTIF PROKRASTINASI AKADEMIK SISWA." FOKUS (Kajian Bimbingan & Konseling dalam Pendidikan) 6, no. 3 (May 11, 2023): 162. http://dx.doi.org/10.22460/fokus.v6i3.8469.

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Student academic procrastination is a behavior of procrastinating that is intentionally repetitive and prefers to fill its activities by doing more enjoyable activities so that it overrides its main task as a student.This study aims to describe the academic procrastination of high school students Al Amanah Ciwidey class XI, this study uses a quantitative descriptive method.The subjects in this study were students of class XI SMA Al Amanah Ciwidey. The results of this study indicate that the level of academic procrastination of students both overall and by gender is in the moderate category.which means that class XI students of SMA Al Amanah Ciwidey are expected to be able to overcome the problem of academic procrastination. Keywords:Student Academic Procrastination, High school student.
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Barinova, Oksana Gennad'evna, Andrei Aleksandrovich Korolev, and Sabina Sergeevna Lyapina. "Features of mental states and academic performance of students with a high level of academic procrastination." Психология и Психотехника, no. 1 (January 2022): 32–43. http://dx.doi.org/10.7256/2454-0722.2022.1.37586.

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Academic procrastination of students remains an actual and significant subject of research in many psychological schools, directions of both domestic and foreign authors. In this paper, an attempt is made to scientifically study the phenomenon of academic procrastination in medical students, and also presents a meaningful analysis of the mental states of students with various academic success and showing a high level of academic procrastination. One of the methodological bases of the study was the classification of procrastination types according to N. Milgram. The respondents in our study were medical students of the 1st and 6th courses in the number of 80 people. At the empirical stage, the following methods were used: "Self-assessment of mental states" by G. Eysenck; "PASS procrastination Assessment Scale" by M. V. Zvereva; methods of mathematical processing of research results (Mann-Whitney U-criterion; Kruskal-Wallis criterion; Pearson correlation analysis). В The paper reveals the frequency of the manifestation of academic procrastination and the peculiarities of mental states in medical students studying in the first and sixth years. Statistically significant differences were found between first- and sixth-year respondents in the frequency and quality of academic procrastination. In addition, the links between a high level of academic procrastination, mental states (anxiety, frustration, aggressiveness, rigidity) and the academic performance of medical students were determined. For some correlations, clinical characteristics of the mental states of highly procrastinating students are given. The novelty of the study lies in the fact that mental states are considered not only as a cause, but also as a consequence of academic procrastination of students. The results of the study may provide valuable provisions for the construction of clinical observations in order to describe the personal characteristics of students with a high level of academic procrastination. The further development of preventive measures and correctional activities for the prevention of mental states contributing to the development of tendencies to personality disorders of highly procrastinating students is promising.
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Dissertations / Theses on the topic "Procrastination"

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Reynolds, John Paul. "Factors Affecting Academic Procrastination." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1511.

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This study sought to understand the relationships among locus of control, parenting style, academic procrastination, and financial independence with a population of undergraduate students. A sample of 61 students (39 females, 21 males, 1 other) completed measures of demographics, locus of control, parenting style, and academic procrastination. Participants were recruited within the last two weeks of the semester. Therefore, the sample probably contained a higher percentage of procrastinators than the general population. There were no significant correlations across the total sample. There was a significant positive correlation between higher scores on the Parental Authority Questionnaire authoritative scale and the Procrastination Assessment Scale Student Frequency scores for individuals who were financially dependent. There was also a significant negative correlation between the authoritarian and authoritative parenting style scores for those who were financially dependent.
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Vraný, Martin. "Dynamic model of procrastination." Master's thesis, Vysoká škola ekonomická v Praze, 2009. http://www.nusl.cz/ntk/nusl-76803.

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The thesis presents a formal model of intertemporal decision problem of working on a task for distant reward which depends on the number of periods the subject actually spends working, where the subject faces varying opportunity costs of working each period before the deadline. Three psychologically plausible causes of procrastination are incorporated into the model as transformations of the decision problem. In order to assess a hypothesis that procrastination is an evolved and stable habit, the third transformation renders the model dynamic in that past decisions and circumstances affect the present. The model is first explored via qualitative analysis and simulations are performed to further reveal its functionality.
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Scomparin, Linda <1993&gt. "Anticipated regret and procrastination." Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/14646.

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This study explores the concepts of procrastination and regret and the linkage between the two. We started by introducing the concept of procrastination and discussing some relevant theories and ideas appeared in the literature on this subject. Then we examined regret theory and its applications to decision making and the life. Finally we will try to prove the connection between anticipated regret and procrastination. Can anticipated regret lead to procrastinate? And to what extent? We will attempt to answer those question with the results from an online experiment.
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Binder, Kelly. "The effects of an academic procrastination treatment on student procrastination and subjective well-being." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ57652.pdf.

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Yang, Yan. "Academic procrastination among UK PhD students." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/37613/.

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The majority of research on academic procrastination has been conducted among undergraduate students, and there is relatively little research investigating procrastination among doctoral students. PhD students are different from undergraduates: they might need a higher level of self-regulatory ability to conduct research. The aim of this thesis was to fill the research gap in the investigation of academic procrastination among PhD students in the UK. More specifically, the current investigation combined different perspectives to examine the extent to which PhD students procrastinate, explores the relationships between a variety of psychological variables, doctoral satisfaction and academic procrastination, and identifies the antecedents and influence of procrastination in relation to PhD students’ own experience. This thesis comprises three studies. Firstly, a cross-sectional study (N=285) was conducted in order to assess the relationship between doctoral satisfaction, Big Five personality traits, self-efficacy, self-esteem, anxiety, depression, and academic procrastination. In Study 2, a longitudinal research design was employed to examine the stability of the identified relationships over a 12-month period (N=79). The results indicated that doctoral satisfaction and depression had long-term influence on PhD students’ procrastinatory behaviour. In addition, conscientiousness was found to have an effect on academic procrastination only in the cross-sectional study, while openness was found to predict procrastination longitudinally. Moreover, doctoral satisfaction also had meditional effect on the relationship between personality traits, self-efficacy, anxiety, and procrastination. In Study 3, the antecedents and consequences of academic procrastination in terms of UK PhD students’ own perspectives were explored in twenty-one in-depth interviews. Data were thematically analysed and a description of the themes concerning antecedents, positive and negative consequences of procrastination, and coping strategies used to help reduce procrastination, is provided. The findings indicates that PhD students’ procrastination is a multifaceted phenomenon with cognitive, affective, and behavioul factors influencing its likelihood. Causes and effects of academic procrastination among PhD students are discussed on the basis of findings from the quantitative and qualitative studies, by considering individual differences, psychological state, and contextual factors in a new conceptual model of academic procrastination. The findings point to a range of possible procrastination-reduction interventions focused on doctoral satisfaction and psychological wellbeing. The strengths and limitations of this work are discussed.
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Fibiger, Ivo. "What Can Economics Say About Procrastination." Master's thesis, Vysoká škola ekonomická v Praze, 2015. http://www.nusl.cz/ntk/nusl-205882.

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The thesis analyzes the measure of academic procrastination among students and the measure of general procrastination among working population with a university degree. The thesis includes 3 studies. In study 1 an experiment was conducted on 33 students of the University of Economics in Prague. The results show, that students achieve better academic results given external, evenly distributed deadlines compared to when they are allowed to set the deadlines themselves. The second study analyses long-term data about 1909 students of the University of Economics and their academic results. The results show that procrastination can influence as much as 8% of the final grade. Study 3 analyzes information about 2487 subjects and their tax-return forms. It puts into context the dates of submission of the tax returns and personal characteristics of the submitters. The results show that procrastination declines with age. Methods on how to fight procrastination are suggested at the end of the thesis.
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Van, Wyk Liesel. "The relationship between procrastination and stress in the life of the high school teacher." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-11092005-090044.

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Thesis (M.Com. (Human Resources Management)) - University of Pretoria, 2004.
Summary in Afrikaans and English. Includes bibliographical references. Available on the Internet via the World Wide Web.
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Haskins, Mary Susan. "Procrastination, thesis writing and Jungian personality type." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28059.

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This study sought to examine the relationship between the procrastination involved in thesis writing and Jungian personality type. A sample of 50 graduate students enrolled in the Department of Counselling Psychology at the University of British Columbia participated in the study. These individuals were classified into one of two groups: those who procrastinated while writing their thesis and those who did not. Procrastination was measured using length of time taken to complete the thesis coupled with self-report. The 50 subjects were then administered the Myers-Briggs Type Indicator which measures Jungian personality type. These two groups were then compared to determine if significant differences in personality type existed between the procrastinating and nan-procrastinating groups. Five hypotheses were tested. A t-test (two tailed) was performed using the continuous scores of the four scales of the MBTI to test the first four hypotheses to determine if a statistical difference could be found between these two groups on these dimensions. No differences were found on the first three scales (extraversion-introversion; sensation-intuition; thinking-feeling), but a significant difference was found on the judging-perceiving index (p=.008). Procrastinators tended to score toward the perceiving end of the scale while non-procrastinators scored toward the judging end of the continuum. A chi-square analysis using tire dichotomous scores of the MBTI was performed to test the fifth hypothesis which predicted that a significantly higher number of NFP types would be procrastinators than nan-procrastinators. This hypothesis was accepted (p=.0017) indicating that specific personality variables do tend to correlate with procrastination.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Dawson, Bryan Leighton. "An analysis of procrastination and flow experiences." Click here to access thesis, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/bryan_l_dawson/Dawson_Bryan_L_200701_MS.pdf.

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Thesis (M.S.)--Georgia Southern University, 2007.
"A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." Under the direction of Katherine E. Wiegand. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 54-65) and appendices.
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Mullen, Ashlyne. "The Role of Psychological Flexibility in Procrastination." Thesis, University of Louisiana at Lafayette, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1585864.

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Ninety-five percent of college students procrastinate (O'Brien, 2002), often leading to poor grades (van Eerde, 2003) and anxiety (Rothblum, Solomon, & Murakami, 1986). People seek to avoid aversive stimuli, therefore the more aversive a situation, the more one will avoid (Steel, 2007). This includes avoidance of a task or situation, and experiences associated with that task. Rather than changing ineffective behavior, many suppress or avoid negative experiences, often resulting in ineffective functioning (Hayes, Luoma, Bond, Masuda, & Lillis, 2006). This process, experiential avoidance, is at the core of the psychological flexibility model and is linked to psychopathology (Hayes & Gifford, 1997). Given that procrastination is an avoidant behavior, applying this model can be a useful treatment method. The current study examines the impact of a flexibility-based intervention on procrastination with college students using both EMA and questionnaire assessments. As predicted, results indicated a significant relationship between procrastination and psychological inflexibility. Following an ACT intervention, procrastination decreased, while committed action significantly increased. Moderation analyses did not indicate psychological flexibility as affecting the strength of procrastination over time. Implications for future procrastination studies using EMA are discussed.

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Books on the topic "Procrastination"

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Belfer, Jhoanna. Procrastination. [Long Beach, CA]: Jhoanna Belfer, 2020.

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Sirois, Fuschia M. Procrastination. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000302-000.

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Tefula, Michael. Student Procrastination. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-31246-4.

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Arenson, Gloria. EFT for procrastination. [Fulton, CA]: Energy Psychology Press, 2009.

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Reuben, Ernesto. Procrastination and impatience. Cambridge, MA: National Bureau of Economic Research, 2007.

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Ferrari, Joseph R., Judith L. Johnson, and William G. McCown. Procrastination and Task Avoidance. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-0227-6.

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Lafera, Kelsi. Procrastination and Motivation : Overview of Cases of Procrastination and How to Stop Procrastinating: Stop Procrastinating. Independently Published, 2021.

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STEVEN, Julie. Procrastination Equation: Decoding Procrastination. Independently Published, 2021.

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Ferrar, Noble. Procrastination 101 : Tools and Strategies to Break Through Procrastination: How to Stop Procrastinating. Independently Published, 2021.

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Jane B. Burka, PhD, Lenora M. Yuen, PhD. Procrastination. Brilliance Audio, 2016.

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Book chapters on the topic "Procrastination"

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Ferrari, Joseph R., and Thomas P. Tibbett. "Procrastination." In Encyclopedia of Personality and Individual Differences, 4046–53. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_2272.

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Klassen, Robert M., Wanwisa Hannok, and Lindsey L. Krawchuk. "Procrastination." In Encyclopedia of Adolescence, 2181–86. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_133.

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Tefula, Michael. "Procrastination." In How to Get a First, 53–58. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-02605-7_8.

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Williams, Kate, and Michelle Reid. "Procrastination?" In Time Management, 91–93. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34371-9_22.

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Klassen, Robert M. "Procrastination." In Encyclopedia of Adolescence, 2891–97. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_133.

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Hughes, Rick, Andrew Kinder, and Cary L. Cooper. "Procrastination." In The Wellbeing Workout, 357–61. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92552-3_60.

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Ferrari, Joseph R., and Thomas P. Tibbett. "Procrastination." In Encyclopedia of Personality and Individual Differences, 1–8. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_2272-1.

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Klassen, Robert M. "Procrastination." In Encyclopedia of Adolescence, 1–7. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-32132-5_133-2.

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Osher, Robert H. "Procrastination." In The Real ABCs, 21–22. 2nd ed. Boca Raton: CRC Press, 2024. http://dx.doi.org/10.1201/9781003526261-4.

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Ferrari, Joseph R., Judith L. Johnson, and William G. McCown. "Procrastination Research." In Procrastination and Task Avoidance, 21–46. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-0227-6_2.

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Conference papers on the topic "Procrastination"

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Berinšterová, Marianna, Miroslava Bozogáňová, and Tatiana Pethö. "COPING ORIENTATION AND PROCRASTINATION AMONG MEN AND WOMEN." In PSYCHOLÓGIA PRÁCE A ORGANIZÁCIE 2023. Vydavateľstvo ŠafárikPress, Univerzita Pavla Jozefa Šafárika v Košiciach, 2023. http://dx.doi.org/10.33542/ppo-0265-7-01.

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Procrastination is a dysfunctional behaviour with an impact not only on academic performance but also on job satisfaction and performance. It mainly affects the adult population and is linked to the level of autonomy. Previous research has also shown gender differences in procrastination and the association of the trait of introversion with procrastinating behaviour in women. The aim of this research is to examine the relationship between procrastination and coping strategies among men and women, as well as to explore which coping strategies predict the level of procrastination. A total of 252 undergraduate students (161 females; Mage=21.05, SD=1. 850) participated in the study. Coping strategies were monitored through the Brief Cope, personality traits through the BFI 2. Data were processed by Pearson's correlation coefficient and linear regression. It was found that procrastination was associated with problem focus coping among women but not among men. Also, facets of coping styles - active coping, positive reframing, planning, emotional support and acceptance were negatively associated to the level of procrastination among women. Linear regression model also confirm the relationship of the coping strategy of planning and the lower level of extroversion as a predictors of procrastination among woman. The results suggest a different mechanism of procrastination in men and women. Coping strategies that are differently associated with procrastination in women than in men are susceptible to change. In the context of higher education, career preparation, career counseling, training of planning competence can act as a prevention against dysfunctional procrastination.
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Valenzuela, Rafael, Nuria Codina, Jose Vicente Pestana, and Joan González-Conde. "Is student procrastination related to controlling teacher behaviours?" In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5530.

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Even motivated students procrastinate, for procrastination is triggered by a volitional (rather than by a motivational) problem. However, many factors, such as learning context, teacher interpersonal style, and also type of motivation may influence the occurrence of procrastination. The aim of the present study was to assess the relations between first-year university students’ procrastination and controlling teacher behaviour. Four types of controlling teacher behaviour and three distinct measures of procrastination were ecvaluated and their correlations assessed. Findings revealed small but significant associations between (a) conditional use of rewards and decisional procrastination, and between (b) excessive personal control and procrastination linked to avoiding tasks. Results suggest that controlling teacher behaviours might influence students’ psychological experiences in learning negatively. Teachers who do not refrain from constant use of conditional rewards may deffer students’ decision processes regarding their own autonomous academic learning, and excessive personal control may favour students’ perceptions of external regulations, decreasing intrinsic motivation and autonomous self-regulated learning and, thus, making it more likely to engage in alternative activities, procrastinating academic learning.
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Sarirah, Thoyyibatus. "Corona Makes Me a Procrastinator: Correlates Personality in Predicting Procrastination." In Proceedings of the 2nd Borobudur International Symposium on Humanities and Social Sciences, BIS-HSS 2020, 18 November 2020, Magelang, Central Java, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.18-11-2020.2311784.

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Xue, Jiachi. "Procrastination minimization: overview of how neuroscience will shape procrastination." In International Conference on Modern Medicine and Global Health (ICMMGH 2023), edited by Sheiladevi Sukumaran. SPIE, 2023. http://dx.doi.org/10.1117/12.2692850.

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Laschke, Matthias, Marc Hassenzahl, Jan Brechmann, Eva Lenz, and Marion Digel. "Overcoming procrastination withReMind." In the 6th International Conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2513506.2513515.

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Thye, Miriam, Katharina Mosen, Ulrich Weger, and Diethard Tauschel. "Meditation and Procrastination." In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.8.

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Kovacs, Geza, Drew Mylander Gregory, Zilin Ma, Zhengxuan Wu, Golrokh Emami, Jacob Ray, and Michael S. Bernstein. "Conservation of Procrastination." In CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290605.3300560.

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Jerkunkova, Aleksandra, Irena Katane, and Regina Baltusite. "Changes in the engineering students’ procrastination self-evaluation within the experimental approbation of career education program." In Research for Rural Development 2020. Latvia University of Life Sciences and Technologies, 2020. http://dx.doi.org/10.22616/rrd.26.2020.041.

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One of the modern education problems being investigated is a phenomenon of student procrastination and minimisation of its influence on achievement of career goals. A transformative pedagogical experiment was carried out involving 1st year engineering students of Latvia University of Life Sciences and Technologies during the 2018/2019 academic year. The aim of the transformative pedagogical experiment was to promote the reduction of student procrastination levels and achievement of their goals by practical experimental approbation of a career education program. During the experiment, self-evaluation of student procrastination was performed before and after the implementation of the career education program. The methodology included 20 indicators of procrastination self-evaluation. The program included three topic-based parts: 1) understanding and setting student career goals; 2) defining procrastination levels and factors; 3) the influence of procrastination minimisation on career goals’ achievement. The study results allowed to conclude that due to the career education program elaborated and implemented in practice, substantial changes in student procrastination self-evaluation took place during the transformative pedagogical experiment. There was a significant difference in student procrastination levels before and after the transformative pedagogical experiment. The study results demonstrated that the elaborated and experimentally implemented career education program is valid and can be further used for minimisation of student procrastination, it can contribute to career goals’ achievement and for the reduction of early discontinuation of studies and dropping out of university as there is a correlation between procrastination and dropout phenomena.
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Rudnova, N. A., and D. S. Kornienko. "Regulatory and motivational predictors of procrastination." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.239.247.

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This is a study of regulatory and motivational predictors of student procrastination. Students procrastinate more than young specialists. With age, procrastination decreases due to self-regulation, but procrastination has negative effects, so it is important to determine its predictors. Probably they will become motivation and self-regulation. For the diagnosis of the studied psychological characteristics were used self-reporting method. The study involved 198 students aged 17 to 24 years (M = 19.47; SD = 1.55), students in 1–4 courses, of which 65 % were girls. The results obtained indicate a negative relationship of procrastination with selfregulation and internal academic motivation, a positive one — with motivation. The features of changes in the severity of procrastination, self-regulation and educational motivation from junior to senior are revealed. It has been established that the most significant contribution to the level of procrastination is made by such functional components of self-regulation as programming and modeling.
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Zabelina, Ekaterina, and Dastan Abdrakhmanovich Smanov. "Cognitive nature of procrastination." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003291.

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One of the typical social problems of the 21st century - procrastination - is defined as irrational postponement of desired goals indefinitely, even when aware of the negative consequences of this delay (Lay, 1997). Although possible causes of procrastination have long been cited, such as irrational beliefs (Ellis, Knaus, 1977), low self-esteem, and fear of failure (Burka, Yuen, 1983), cognitive predictors of procrastination have not been studied holistically as a system. Moreover, it remains unclear which cognitive mechanisms are involved in different types of procrastination. This study seeks to partially fill this gap by finding cognitive features of people prone to procrastination.The results of the study (N = 311) revealed differences in most of the diagnosed cognitive indicators, which suggests an important role of cognitive processes in the shaping of a procrastination tendency. Comparison of cognitive scores in the high and low procrastination groups showed that procrastinators had higher rates of cognitive closure, namely higher scores on the scales of order (p = 0.000), predictability (p = 0.052), decisiveness (p = 0.000), aspiration to cognitive closure (p = 0.000). Cognitive closure means motivation to receive an unambiguous response and cut off unnecessary, contradictory and interfering information. This is consistent with the data on higher stiffness in procrastinators (p = 0.05).Besides, procrastinators have a more pronounced frustational tolerance (p = 0.000), and a sense of self-improvement (p = 0.001). They have less vigilance (p = 0.000), but more overindulgence (p = 0.000), as well as more avoidance in decision-making (p = 0.000). Differences are also found on the temporal focus scale: people prone to procrastination are less focused not only on the future (p = 0, 000), but also on the present (p = 0, 000). Predictably, procrastinators had significantly lower levels of claims (p = 0.004) and self-esteem (p = 0.01). Procrastinators showed lower indicators of self-organization of activities: consistency (p = 0.000), purposefulness (p = 0.000), perseverance (p = 0.024), fixation (p = 0.000), self-organization (p = 0.000), orientation to the present (p = 0.000). At the same time, they have more pronounced cognitive copying strategies: avoiding behavior (p = 0.000), anxiety (p = 0.000), cognitive overestimation (p = 0.000), intolerance to stress situations (p = 0.000).The results of discriminant analysis made it possible to determine the indicators that have the greatest influence on inclusion in the group procrastinators. These are low orientation towards the present, avoidance in decision-making, vigilance, pursuit of cognitive closure, low tolerance of frustration, and low self-organization of activities. The study thus expands the understanding of the cognitive nature of procrastination. The results suggest that cognitive features such as a weak focus on the events of the present, a habit of avoiding decision-making, weakened vigilance, an increased desire for cognitive closure, low tolerance to frustration, and a low level of self-organization of activities are important predictors of procrastination.
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Reports on the topic "Procrastination"

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Gans, Joshua, and Peter Landry. Procrastination in Teams. Cambridge, MA: National Bureau of Economic Research, January 2016. http://dx.doi.org/10.3386/w21891.

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Reuben, Ernesto, Paola Sapienza, and Luigi Zingales. Procrastination and Impatience. Cambridge, MA: National Bureau of Economic Research, December 2007. http://dx.doi.org/10.3386/w13713.

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Cadena, Ximena, Antoinette Schoar, Alexandra Cristea, and Héber Delgado-Medrano. Fighting Procrastination in the Workplace: An Experiment. Cambridge, MA: National Bureau of Economic Research, April 2011. http://dx.doi.org/10.3386/w16944.

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Shah, Sikandar. Huberman Lab Podcast - “How to Overcome Procrastination". ResearchHub Technologies, Inc., March 2023. http://dx.doi.org/10.55277/researchhub.n7hcsgxr.

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Fariborzi, Hadi, and Piers Steel. Using ChatGPT to Maximize Research Productivity. Instats Inc., 2024. http://dx.doi.org/10.61700/c08dbpwlywt02706.

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This 2-day seminar aims to enhance research productivity through the strategic use of AI tools like ChatGPT, addressing common work obstacles such as procrastination. It offers a comprehensive learning experience, focusing on the application of AI in research, the psychological aspects of procrastination, and creating personal productivity plans and sticking to them with AI assistants. Participants will gain practical skills to effectively use ChatGPT and other productivity tools to reduce their workloads and increase research outputs.
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Bisin, Alberto, and Kyle Hyndman. Present-Bias, Procrastination and Deadlines in a Field Experiment. Cambridge, MA: National Bureau of Economic Research, January 2014. http://dx.doi.org/10.3386/w19874.

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Frakes, Michael, and Melissa Wasserman. Procrastination in the Workplace: Evidence from the U.S. Patent Office. Cambridge, MA: National Bureau of Economic Research, December 2016. http://dx.doi.org/10.3386/w22987.

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Ericson, Keith M. Marzilli. On the Interaction of Memory and Procrastination: Implications for Reminders. Cambridge, MA: National Bureau of Economic Research, August 2014. http://dx.doi.org/10.3386/w20381.

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How Procrastination Undermines Pro-Active Leadership. IEDP Ideas for Leaders, March 2014. http://dx.doi.org/10.13007/336.

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