Relevant bibliographies by topics / Procrastination – Research

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Procrastination – Research'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Procrastination – Research"

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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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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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Voronova, T. A., S. V. Dubrovina, and Yu V. Chepurko. "Procrastination in Medical University Students with Different Personality Orientation." Education and science journal 22, no. 9 (2020): 86–106. http://dx.doi.org/10.17853/1994-5639-2020-9-86-106.

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Introduction. The present article is devoted to the study of the procrastination severity in medical university students with different personality orientation, as well as to a comparative qualitative and quantitative analysis of this phenomenon. The aim of the current research is to investigate the procrastination severity in medical university students depending on the personality orientation. Methodology and research methods. The methodological basis of the study is the fundamental principles of the personality psychology, developed in the Russian psychology by A. N. Leontiev, S. L. Rubinstein. The personality orientation was considered on the basis of the provisions formulated by A. S. Makarenko, A. N. Leontiev, V. N. Myasishchev, K. K. Platonov. To understand the phenomenon of procrastination, the authors implemented the provisions articulated by Ya. I. Varvarycheva, E. L. Mikhailova, N. A. Shukhov. C. Lei’s procrastination scale was used in order to study the procrastination level. Personality orientation was examined with the use of the questionnaire developed by V. Smekal and M.Kucher.The obtained results were processed using the methods of mathematical statistics, in particular, the Kruskal–Wallis test, and Spearman’s rank correlation test. The sample included 96 students of the 1st-2nd years of education (average age is 19.5) of the Irkutsk State Medical University. Results. The distribution of medical students by the level of severity of procrastination is determined. It is demonstrated that this category of students is characterised by an average and high level of a partial or constant tendency to delay the implementation of important matters and making decisions, consciously postponing the implementation of leading activity. The business orientation of the personality, manifested in the predominance of motives associated with the activity itself and with the enthusiasm for the activity, dominates in students. It was estimated that students characterised by personal, business and interaction orientation are statistically significantly different by the severity of procrastination, while the students focused on communication and interaction are characterised by a higher level of procrastination. The prevalence of social networks, the availability of mobile communications and the Internet create the basis for the implementation of the communication need with the use of virtual communication, and simultaneously is an obstacle to the implementation of leading activities. For students with a personality orientation, it is most difficult to correlate their own needs and the need to care responsibilities, such a dissonance of tasks and leading motives activates procrastinating behaviour. Scientific novelty. The levels of procrastination among medical students are revealed. It is established that differences in the severity of procrastinating behaviour depends on the dominant orientation of the person (personal orientation, business orientation, interaction orientation). It is stated that students with an interaction orientation, inclined to show interest in people, attentiveness to interpersonal relations, have a higher level of procrastinating behaviour. It is revealed for the first time that the focus on communication with other people is a personal predictor of procrastinating behaviour among medical students. Practical significance. The research results allow for the determination of strategies and formulation of recommendations on correcting procrastination, as well as prevention of procrastination. The research findings can be employed to organise targeted psychological work with students of medical universities.
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Argiropoulou, Maria I., Anastasia Κalantzi, and Joseph R. Ferrari. "Academic Procrastination in Greek Higher Education: Shedding Light on a Darkened yet Critical Issue." Psychology: the Journal of the Hellenic Psychological Society 21, no. 2 (2020): 149. http://dx.doi.org/10.12681/psy_hps.23273.

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Αcademic procrastination, characterized by self-regulation difficulties in delaying the start or completion of academic tasks (Ferrari, 2010), is widespread among university students. One of the most widely used measures of academic procrastination is Procrastination Assessment Scale Students (PASS, Solomon &Rotblum, 1984). However, there is adearth of research investigating its factorial structure using confirmatory factor analysis. Greek studies on academic procrastination are also scarce. The present study investigated academic procrastination among Greek university students (n = 865),as well as the factorial structure of PΑSS. Results from a CFA supported a one factor solution. Moreover, 40.5% of students were characterized as frequent procrastinators, towards reading for the exams, writing essays or attending classes. The reasons students gave for procrastinating were “fear of failure”, “task aversion”, “fear of success /peer pressure” and “lack of assertiveness/ time management skills”. No major, age, or gender differences in academic procrastination were detected. Finally, most students wished to participate in a future anti-procrastination program. Findings increase the ecological validity of current literature and could be potentially useful for counselors and researchers
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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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Anuddin, Fermina Omar. "Academic Performance and Procrastination: The Case of Education Students in MSU-Sulu." Indonesian Community Empowerment Journal 1, no. 2 (2021): 35–40. http://dx.doi.org/10.37275/icejournal.v1i2.7.

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This kind of attitude among the university students stems out of laziness and lack of prioritization in their academic endeavor. Research says that 95% of American students purposely delay beginning or completing tasks and 70% engaged in academic procrastination. It is not impossible that Filipinos are actually expert in procrastination. In other words, procrastination largely accounts for the relationship of conscientiousness to performance, and that procrastination is strongly associated with distractibility, poor organization, low achievement motivation, and an intention-action gap. If one is not conscientious in his performance he will likely engage in procrastination. Additionally, agreeableness and sensation seeking traits generated low correlations with procrastination. One possible way to decrease procrastination for tasks is to increase expectancy of success, or self- efficacy by verbal persuasion, emotional arousal, and modeling. Despite of the advances in the education nowadays, and the challenging tasks that students faced day by day to cope up with the requirements of their respective courses, they are still in the realm of seemingly taking their studies for granted that as if it’s easy or simply put, procrastinating! In connection, it sought to answer this question: Is there a relationship between procrastination to the academic performance in GEC 104 (Mathematics in the Modern World) of the 2nd year students of the College of Education at Mindanao State University-Sulu?
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Anuddin, Fermina Omar. "Academic Performance and Procrastination: The Case of Education Students in MSU-Sulu." Indonesian Community Empowerment Journal 1, no. 2 (2021): 23–28. http://dx.doi.org/10.37275/icejournal.v1i2.6.

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This kind of attitude among the university students stems out of laziness and lack of prioritization in their academic endeavor. Research says that 95% of American students purposely delay beginning or completing tasks and 70% engaged in academic procrastination. It is not impossible that Filipinos are actually expert in procrastination. In other words, procrastination largely accounts for the relationship of conscientiousness to performance, and that procrastination is strongly associated with distractibility, poor organization, low achievement motivation, and an intention-action gap. If one is not conscientious in his performance he will likely engage in procrastination. Additionally, agreeableness and sensation seeking traits generated low correlations with procrastination. One possible way to decrease procrastination for tasks is to increase expectancy of success, or self- efficacy by verbal persuasion, emotional arousal, and modeling. Despite of the advances in the education nowadays, and the challenging tasks that students faced day by day to cope up with the requirements of their respective courses, they are still in the realm of seemingly taking their studies for granted that as if it’s easy or simply put, procrastinating! In connection, it sought to answer this question: Is there a relationship between procrastination to the academic performance in GEC 104 (Mathematics in the Modern World) of the 2nd year students of the College of Education at Mindanao State University-Sulu?
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Prakoso, Erik Teguh, and Wida Reni Kristianti. "BIBLIO COUNSELING TO REDUCE THE EFFECTIVENESS OF STUDENT academic procrastination FORCE OF GUIDANCE AND COUNSELING." Satya Widya 33, no. 2 (2017): 93–98. http://dx.doi.org/10.24246/j.sw.2017.v33.i2.p93-98.

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Academic Procrastination is a manifestation form of avoidance in a task that should be done by an individual. Procrastinator deliberately to delay the work or tasks that should be solved. Thus procrastination is delay work on an employment or assignment that is done deliberately.This study uses a quantitative approach to design Quasi Experiment patterns pretest and posttest Group.The subjects in this study is the Student Guidance and Counseling Program 2015 University Kanjuruhan Malang forces amounting to 5 students. The research instrument uses a scale of academic procrastination. Data analysis technique used is statistically using SPSS 22:00 for windows.The results showed that based on the analysis of different test Wilcoxon between pretest and posttest generate value significant (two-tailed) <0.05 is 0.043, which means the provision of treatment through counseling biblio effective to reduce the level of student academic procrastination. Based on the results of data presentation can be concluded that the study subjects experienced the difference after the treatment is done, so it can be said that the biblio effective counseling to reduce the level of academic procrastination. Keywords: Academic Procrastination, Biblio counseling
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Klingsieck, Katrin B. "Procrastination." European Psychologist 18, no. 1 (2013): 24–34. http://dx.doi.org/10.1027/1016-9040/a000138.

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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.
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Dissertations / Theses on the topic "Procrastination – Research"

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Throop, Nolan, and Rasyad Yosof. "The contribution of employee consideration of future consequences and cultural values on work procrastination." Thesis, Linnéuniversitetet, Institutionen för psykologi (PSY), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104914.

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The present study looks into examining if an employee’s consideration of future consequences or cultural values better predict their procrastination at work. A total of 253 participants from various parts of the globe were examined via an online survey utilizing the Considerations of Future Consequences Scale (Strathman et al., 2013), Behavior Identification Form (Vallacher & Wegner, 1989), CVScale for cultural values (Yoo et al., 2011), and Irrational Procrastination Scale (Steel, 2010). Work procrastination was found to be negatively correlated to consideration of future consequences, where those with higher levels of consideration of future consequences were found to have lower levels of work procrastination. In addition, more abstract or high-level personal agency was found to be positively correlated to consideration of future consequences and negatively correlated to work procrastination. Furthermore, a positive relationship was found between work procrastination and the cultural values of masculinity and power distance, where those with higher levels of these cultural values had higher levels of work procrastination. Lastly, consideration of future consequences was found to be a better predictor for work procrastination than cultural values. Possible explanations of the results are discussed, limitations of the study are mentioned, and recommendations for future studies are suggested.
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Aleahmad, Turadg. "Improving Students’ Study Practices Through the Principled Design of Research Probes." Research Showcase @ CMU, 2012. http://repository.cmu.edu/dissertations/129.

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A key challenge of the learning sciences is moving research results into practice. Educators on the front lines perceive little value in the outputs of education research and demand more “usable knowledge”. This work explores the potential instead of usable artifacts to translate knowledge into practice, adding scientists as stakeholders in an interaction design process. The contributions are two effective systems, the scientific and contextual principles in their design, and a research model for scientific research through interaction design. College student study practices are the domain chosen for the development of these methods. Iterative ethnographic fieldwork identified two systems that would be likely to advance both learning in practice and knowledge for applying the employed theories in general. Nudge was designed to improve students’ study time management by regularly emailing students with explicit recommended study activities. It reconceptualizes the syllabus into an interactive guide that fits into modern students' attention streams. Examplify was designed to improve how students learn from worked example problems by modularizing them into steps and scaffolding their metacognitive behaviors though problem-solving and self-explanation prompts. It combines these techniques in a way that is exceedingly easy to author, using existing answer keys and students' self-evaluations. Nudge and Examplify were evaluated experimentally over a full semester of a lecture-based introductory chemistry course. Nudge messages increased students’ sense of achievement and interacted with students’ existing time management skills to improve exam grades for poorer students. Among students who could choose whether to receive them, 80% did. Students with access to Examplify had higher exam scores (d=0.26), especially on delayed measures of learning (d=0.40). A key design decision in Examplify was not clearly resolvable by existing theory and so was tested experimentally by comparing two variants, one without prompts to solve the steps. The variant without problem solving was less effective (d=0.77) and less used, while usage rates of the variant with problem solving increased over time. These results support the use of the design methods employed and provide specific empirical recommendations for future designs of these and similar systems for implementing theory in practice.
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Lambert, P. B. "Factors contributing to the delay of MBA research reports at the University of Stellenbosch Business School : an exploratory study." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/95597.

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Thesis (MBA)--Stellenbosch University, 2012.<br>The MBA programme at the USB comprises two main parts, namely coursework and a research report. Students need to successfully complete both in order to graduate; however, a percentage of students are unsuccessful in that they either a) fail to complete the coursework as well as the research report, or b) successfully complete the coursework but fail to complete the research report. Those in the first category manage to cut their losses by preventing further expenditure of resources; however, those in the second category risk failure after full investment of time and money. The USB has seen an increase in the number of students from the second category; it is an undesirable outcome which needs to be addressed at the institutional and individual level. This research report aims to assist the USB in gaining more insight into this problem, and in addressing it effectively. Since the students themselves are pivotal in the MBA research phase, the research for this report took the form of live, in-depth interviews with MBA students at the USB who have successfully completed their coursework, but have not submitted their research report. The semi-structured interviews were based on themes highlighted in the literature on academic non-completion and delay. The most prominent contributing factors identified, were: a) inadequate preparation for research, which impacted on self-efficacy, i.e. the student’s belief in his/her own research competence; b) student motivation levels, which are influenced by the lack of intrinsic motivation to study, and by perceiving the research report to be irrelevant to their goals; c) timing of topic choice, which some felt came too early and did not allow an informed choice, and which others felt came too late and reduced the research time; and d) the lack of structure and deadlines during the research phase, which was problematic given the students’ expressed need for external pressure to prioritise the research report. In the light of the above factors, suitable recommendations are made on how the USB could address the problem.
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Books on the topic "Procrastination – Research"

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R, Ferrari Joseph, Johnson Judith 1955-, and McCown William George, eds. Procrastination and task avoidance: Theory, research, and treatment. Plenum Press, 1995.

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McCown, William G., Judith L. Johnson, and Joseph R. Ferrari. Procrastination and Task Avoidance: Theory, Research, and Treatment (The Springer Series in Social/Clinical Psychology). Springer, 1995.

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Kornell, Nate, and Bridgid Finn. Self-Regulated Learning. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.23.

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Effective self-regulated studying can influence students’ learning in school and beyond. This chapter reviews research on two key decisions: when to study and how to study. It first reviews the decisions people make about when to start and stop studying—that is, when to study—and the metacognitive judgments that underlie those decisions. It distinguishes between small-scale and large-scale decisions, such as which problem to work on next and whether to study today at all, respectively. It then discusses decisions about how to study, for example, whether or not to take notes, underline, test oneself, or reread. It then discusses key areas for future research, with an emphasis on student-centric research and research in digital learning environments. It offers practical recommendations for studiers about how to avoid overconfidence and procrastination and how to choose study strategies that increase short-term difficulty and long term success.
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Book chapters on the topic "Procrastination – Research"

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

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Baldwin, Scott A. "Dealing with procrastination." In Writing your psychology research paper. American Psychological Association, 2018. http://dx.doi.org/10.1037/0000045-008.

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Ferrari, Joseph R. "Procrastination and impulsiveness: Two sides of a coin?" In The impulsive client: Theory, research, and treatment. American Psychological Association, 1993. http://dx.doi.org/10.1037/10500-014.

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Bernard, Michael. "Academic Procrastination and Educational Underachievement: How REBT Works." In Rational-Emotive and Cognitive-Behavioral Approaches to Child and Adolescent Mental Health: Theory, Practice, Research, Applications. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53901-6_19.

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Matthiesen, Noomi. "Confessions of a Procrastinator." In Cultivating Creativity in Methodology and Research. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60216-5_18.

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Sirois, Fuschia M., and Timothy A. Pychyl. "Future of Research on Procrastination, Health, and Well-Being: Key Themes and Recommendations." In Procrastination, Health, and Well-Being. Elsevier, 2016. http://dx.doi.org/10.1016/b978-0-12-802862-9.00012-8.

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Goerg, Sebastian J., Sebastian Kube, Jonas Radbruch, and Philipp Weinschenk. "Do Teams Procrastinate? Strategic Procrastination in a Dynamic Environment." In Research in Experimental Economics. Emerald Group Publishing Limited, 2016. http://dx.doi.org/10.1108/s0193-230620160000019008.

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Goda, Yoshiko, Masanori Yamada, Takeshi Matsuda, Hiroshi Kato, Yutaka Saito, and Hiroyuki Miyagawa. "From Adaptive Learning Support to Fading Out Support for Effective Self-Regulated Online Learning." In Early Warning Systems and Targeted Interventions for Student Success in Online Courses. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-5074-8.ch011.

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This chapter applies data mining and learning analytics, along with self-regulated learning (SRL) theories, to examine possible interventions aimed at supporting students' success with online learning. The chapter introduces two learning support systems and the results of related research. These two systems are used as sample cases to describe the relationships among SRL, learning support, learning processes, and learning effects. Case 1 is an early warning system that uses an SRL questionnaire completed before actual learning to determine which students are likely to drop out. Case 2 focuses on student planning and the implementation phases of the SRL cycle. This system supports students' own planning and learning, creating distributed learning and reducing procrastination without human intervention. A comparison of the two cases implies that a combination of an early warning system and system constraints that require planning before actual learning can reduce the need for human learning support and decrease academic procrastination, resulting in increased distributed learning.
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Woods, Kathryn. "Encouraging and Increasing Student Engagement and Participation in an Online Classroom." In Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9582-5.ch017.

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Advances in technology have increased opportunities for students to participate in online courses. While some instructors are beginning their careers teaching only online courses, others are discovering a need to teach sections of courses online after they have enjoyed a long career teaching in a traditional classroom. In either situation, it is important for instructors to recognize that students in online learning environments require the use of different strategies for encouraging engagement and participation in class. In this chapter, the author describes the challenges that students and instructors face specifically in the online learning environment as well as strategies for success, including how to maximize the impact of students' experiences and prior knowledge, using multiple platforms to deliver information, discouraging procrastination, setting clear expectations, encouraging individuality, capitalizing on diversity, and providing and utilizing helpful resources.
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Tella, Adeyinka, and Omwoyo Bosire Onyancha. "Opportunities Associated With Open Access Initiatives." In Advances in Library and Information Science. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5018-2.ch010.

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The chapter examines the opportunities associated with open access (OA) initiatives from the perspective of research students in selected Nigerian universities. A survey design was adopted to conduct the study, whereby the questionnaire was the instrument of data collection. The findings revealed that OA is perceived by the research students as a good idea, easy, beneficial in terms of access and use and usually makes research more interesting. OA most importantly provides opportunities such as enabling readers with the access to publish articles, the future of scholarly research, and publishes faster than the traditional outlets, along with wider dissemination of research and opportunity of free access to all. Incentives of OA include users' accessibility, copyright retention by authors, high quality publications, among others; while the disincentives of OA include lack of reach, cost of publishing, and inadequate quality of some OA platforms. A considerable number of respondents have the continuous intention to use OA instead of traditional platforms, for study and research, as an autonomous tool for improving research and to recommend to colleagues. Significant challenges associated with OA include procrastination, inadequate ICT infrastructure, high cost of internet, and slow speed of internet, restrictions placed on using storage devices like discs or flash drive for downloading contents from OA platforms, among others. The chapter made recommendations based on the findings.
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Conference papers on the topic "Procrastination – Research"

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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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2

Cutts, Quintin. "Session details: Papers: Cognition and Procrastination." In ICER '15: International Computing Education Research Conference. ACM, 2015. http://dx.doi.org/10.1145/3253896.

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3

Feng, Yun, Xiaojia Huang, and Shizhu Liu. "Research on Academic Procrastination among OEC Students." In Proceedings of the 2018 8th International Conference on Management, Education and Information (MEICI 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/meici-18.2018.168.

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4

Kalkan, M., and A. Demir. "Academic Procrastination and Decision Making Styles." In The 5th International Conference on Research in Behavioral and Social Science. acavent, 2018. http://dx.doi.org/10.33422/5icrbs.2018.12.85.

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5

González-Geraldo, José Luis, and Fuensanta Monroy Hernández. "Development of a procrastination scale in Spanish and measurement of students’ procrastination tendencies." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9357.

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Academic procrastination (students’ tendency to postpone and/or avoid an academic task) is a widely extended phenomenon in education, especially among university students. However, there is still little research on this topic and no single validated and widely accepted instrument to measure procrastination levels at university level in Spain has been developed yet. This study aimed to cover this gap and develop a procrastionation scale adapted from two existing instruments and to measure the procrastination tendencies of a sample of 529 students from two different universities. The results showed that the Escala de Procrastinación Académica en español (EPAE) has excellent reliability (a = .929). In addition, over 17% of the sample reported high procrastination levels. Although further research is needed, this preliminary study sheds light on this topic and contributes to the development of a measurement instrument that may be used to monitor student learning and identify, among other issues, students at risk of dropout
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6

Sen, Procheta, Debasis Ganguly, and Gareth Jones. "Procrastination is the Thief of Time." In SIGIR '18: The 41st International ACM SIGIR conference on research and development in Information Retrieval. ACM, 2018. http://dx.doi.org/10.1145/3209978.3210114.

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7

Kazerouni, Ayaan M., Stephen H. Edwards, and Clifford A. Shaffer. "Quantifying Incremental Development Practices and Their Relationship to Procrastination." In ICER '17: International Computing Education Research Conference. ACM, 2017. http://dx.doi.org/10.1145/3105726.3106180.

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8

Martin, Joshua, Stephen H. Edwards, and Clfford A. Shaffer. "The Effects of Procrastination Interventions on Programming Project Success." In ICER '15: International Computing Education Research Conference. ACM, 2015. http://dx.doi.org/10.1145/2787622.2787730.

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9

Liu, Haiyan, and Jingju Hou. "Research on University Students' academic procrastination behavior and Countermeasures." In 2016 International Conference on Management Science and Innovative Education. Atlantis Press, 2016. http://dx.doi.org/10.2991/msie-16.2016.57.

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10

Alblwi, Abdulaziz, Angelos Stefanidis, Keith Phalp, and Raian Ali. "Procrastination on Social Networking Sites: Combating by Design." In 2019 13th International Conference on Research Challenges in Information Science (RCIS). IEEE, 2019. http://dx.doi.org/10.1109/rcis.2019.8876959.

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