Relevant bibliographies by topics / Research procrastination

Contents

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

Academic literature on the topic 'Research procrastination'

Author: Grafiati
Published: 7 June 2025
Last updated: 26 June 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Research procrastination.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Research procrastination"

1

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
2

Tyas, Ersa Agustining, and Christiana Hari Soetjiningsih. "Social support from friends and academic procrastination among Satya Wacana Christian University student." Psycho Holistic 6, no. 1 (2024): 10–15. https://doi.org/10.35747/ph.v6i1.939.

Full text
Abstract:
This research aims to determine the correlation between social support from friends and academic procrastination in college student. This research is quantitative research with a correlational design. The participants included 106 Satya Wacana Christian University, selected using accidental sampling techniques. The research employed the Academic Procrastination Scale (APS) (α = 0,889) for measuring academic procrastination and the Social Provision Scale (SPS) (α = 0,868) for assessing social support from friends. Data analysis was conducted using the Spearman Rho technique. The results indicate a significant positive correlation between social support from friends and academic procrastination in college student with a correlation coefficient (r) is 0,176 (p < 0,05). Specifically higher levels of social support from friends corresponded to higher levels of academic procrastinations, while lower levels of social support correlated with reduced academic procrastinations. Future research is expected to connect with other variables such as the individual's physical condition or psychological condition that may influence academic procrastination.
APA, Harvard, Vancouver, ISO, and other styles
3

KUTEPOVA-BREDUN, V., N. SHEVCHENKO, and K. ALSHAYEVA. "RESEARCH OF PROCRASTINATION AND ITS CONNECTION WITH THE PERSONALITY TRAITS." Journal of Psychology Research 28, no. 11 (2022): 69–83. http://dx.doi.org/10.15421/102205.

Full text
Abstract:
Abstract. The article is devoted to the phenomenon of procrastination. The first works on the problem of procrastination appeared in the late 90's of XX century. There is no a single view on the definition and properties of the phenomenon of procrastination. In the psychological literature, this term is usually understood as the conscious postponement of the subject's planned actions, despite the fact that it will cause certain problems. Based on the theoretical and empirical data, it was hypothesized that there is a link between personality traits (hypochondria, depression, hysteria, psychopathy, paranoia, psychasthenia, schizophrenia, hypomania) and propensity to procrastinate.The sample consisted of students aged 18 to 23 years. (61 respondents.) General Procrastination Scale (Lay), Procrastination Scale (Tuckman), "Mini-Mult" (adapted by V.P. Zaitsev and V.N. Kozyul) were used in the study. It is proved that procrastination is influenced by such personality traits as hypochondria, depression, hysteria, psychopathy, paranoia, hypomania etc. The further prospects for studying the phenomenon can include studing the methods of overcoming procrastinating tendencies, as well as investigating the positive side of this aspect.
APA, Harvard, Vancouver, ISO, and other styles
4

Rivanda, Sonyalita bintang. "Penerapan Konseling Kelompok Untuk Menurunkan Prokrastinasi Akademik Pada Remaja." Jurnal Pendidikan dan Kebudayaan 2, no. 1 (2022): 1–8. http://dx.doi.org/10.55606/jurdikbud.v2i1.130.

Full text
Abstract:
The academic procrastination can be defined as the procrastinating behavior of school assignment, so it can cause negative effects for individual. The negative effects of academic procrastination is the emergence of emotional not quite so well, such as feeling worried, desperate, and easily stressed. Group counseling is a dynamic interpersonal relationship between counselor and counselee focused on a joint problem-solving. The purpose of this research is can be the academic procrastination in adolescents using group counseling.This research uses quasi experimental method with pre test post test control group design and assisted by using a measuring instrument academic procrastination scale. In this research, sampling using purposive sampling.The sample of the research consisted of 16 adolescents and divided into two groups, eight teenagers to the experimental group and 8 teenagers to the control group. The results showed a significant difference in the level of the academic procrastination (Z = -3371; P 0.001 <0.05). Thus, it can be concluded that the application of group counseling can lower the academic procrastination in adolescents.
 
 Keywords: Academic Procrastination, group counseling
APA, Harvard, Vancouver, ISO, and other styles
5

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 (2024): 56–63. http://dx.doi.org/10.18535/ijsrm/v12i07.gp02.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
6

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 (2022): 3321–27. http://dx.doi.org/10.1149/10701.3321ecst.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
7

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
8

Kavun, Lyudmila Viktorovna, and Anastasia Vyacheslavovna Ostapchuk. "The Degree of Realization of Fundamental Existential Motivations as a Predictor of Procrastination in University Students." Siberian Pedagogical Journal, no. 6 (December 29, 2020): 28–43. http://dx.doi.org/10.15293/1813-4718.2006.03.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
9

Kavun, Lyudmila Viktorovna, and Anastasia Vyacheslavovna Ostapchuk. "The Degree of Realization of Fundamental Existential Motivations as a Predictor of Procrastination in University Students." Siberian Pedagogical Journal, no. 6 (December 29, 2020): 28–43. http://dx.doi.org/10.15293/1813-4718.2006.03.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
10

Sholichah, Ima Fitri. "PSYCHOEDUCATION PROCESSES ACADEMIC PROCRASTINATION THROUGH TIME MANAGEMENT." Jurnal Konseling Pendidikan Islam 6, no. 1 (2025): 289–96. https://doi.org/10.32806/jkpi.v6i1.755.

Full text
Abstract:
This research aims to examine the effectiveness of time management psychoeducation in reducing academic procrastination in high school students. The research method used was A quasi-experimental design with a non-randomized one group pre-test post-test design. The subjects of this research were high school students. Data were collected using the Pure Procrastination Scale and analyzed using statistical tests to see differences before and after the intervention. The research results show that time management psychoeducation can reduce the level of academic procrastination in students. These findings indicate that psychoeducation-based interventions can be an effective strategy in helping students manage their time better and reduce the habit of procrastinating on academic tasks.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Research procrastination"

1

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
2

Aleahmad, Turadg. "Improving Students’ Study Practices Through the Principled Design of Research Probes." Research Showcase @ CMU, 2012. http://repository.cmu.edu/dissertations/129.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
3

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Research procrastination"

1

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Kikuchi, Rina. Procrastination, prompts and preferences: Evidence from daily records of self-directed learning activities. Faculty of Economics, Shiga University, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Zvizdić, Sibela. Prokrastinacija u svakodnevnom životu i akademskom kontekstu. Dobra knjiga, 2020.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

McCown, William G., Judith L. Johnson, and Joseph R. Ferrari. Procrastination and Task Avoidance: Theory, Research, and Treatment. Springer, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

McCown, William G., Judith L. Johnson, and Joseph R. Ferrari. Procrastination and Task Avoidance: Theory, Research, and Treatment. Springer London, Limited, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

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.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Rodman. Finish Your Dissertation, Darling!: Successful Strategies for Overcoming Procrastination, Isolation, Writing Blocks, Wish for Perfection, Unresponsive Professors, Troublesome Relatives and Research Gone Awry. CreateSpace Independent Publishing Platform, 2016.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Research procrastination"

1

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ryan, Pamela. "4. What Lies Beneath." In Research, Writing, and Creative Process in Open and Distance Education. Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0356.04.

Full text
Abstract:
After a fairly lengthy autobiographical introduction, this chapter foregrounds the possible benefits of procrastination when embarking on a research paper before exploring the implications for the reader of the title. I explore the similarities of research to digging beneath the surface of things to discover what has been heretofore hidden or undiscovered. The notion of procrastination is nudged aside in favour of “slow writing”, and idle speculation turns to practical tips on how to “do” research based on what I have found most helpful in my long career as a literary scholar now passionate about open learning.
APA, Harvard, Vancouver, ISO, and other styles
4

Andini, Ade Yullya, and Luky Kurniawan. "Academic Procrastination of Students in Online Learning." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-030-5_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Mariyati, Lely Ika, Hazim Hazim, Puput Eka Wati Handoko, and Juraev Khusniddin Oltinboyevich. "Validating an Academic Procrastination Scale Through Rasch Analysis." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-048-0_37.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Nurjanah, Afriliana Dwi, and Neni Widyayanti. "Assertive Behavior and Academic Procrastination in Working Students." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-184-5_23.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Rasanty, Nabila Aulia, and Hazhira Qudsyi. "Self-regulated Learning and Academic Procrastination in College Students During Online Learning." In Advances in Health Sciences Research. Atlantis Press International BV, 2023. http://dx.doi.org/10.2991/978-94-6463-212-5_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Wardah, Rahmah, and Suwarjo Suwarjo. "Development of Academic Procrastination Scale for Students of SMP Muhammadiyah 5 Yogyakarta." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-030-5_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Research procrastination"

1

Zhang, Yinyin, and Yuqing Zhang. "Visual Analysis of Learning Procrastination Research based on Artificial Intelligence Weight Distribution Module." In 2024 4th International Symposium on Computer Technology and Information Science (ISCTIS). IEEE, 2024. http://dx.doi.org/10.1109/isctis63324.2024.10698820.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Valenzuela, Rafael, Nuria Codina, and José Vicente Pestana. "STUDENTS WITH AND STUDENTS WITHOUT UNIVERSITY EDUCATION: COMPARING PROCRASTINATION, SELF-REGULATION, AND SATISFACTION WITH LIFE." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1812.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
4

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
5

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

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.

Full text
Abstract:
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
APA, Harvard, Vancouver, ISO, and other styles
8

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Lyu, Jiayuan, and Taiwen Zhang. "Research on interactive product design of procrastination patients." In Fifth International Conference on Computer Information Science and Artificial Intelligence (CISAI 2022), edited by Yuanchang Zhong. SPIE, 2023. http://dx.doi.org/10.1117/12.2668227.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Gafni, Ruti, and Anat Goldstein. "Effects of Multicultural Teamwork on Individual Procrastination[Abstract]." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4524.

Full text
Abstract:
Aim/Purpose: [The full version of this paper is published in the Interdisciplinary Journal of e-Skills and Lifelong Learning (IJELL) https://doi.org/10.28945/4617] The purpose of this study is to discover usage differences in task performance by students of different cultures, by examining procrastination patterns from a national cultural perspective, exploring the effect of multicultural virtual teamwork on student’s individual procrastination. Background: This study aims to examine higher-education entrepreneurial learning in the con-text of multicultural virtual teamwork, as actually performed during participation on a Global Entrepreneurship course. Methodology: In the examined course, there were 177 participants, from 3 different countries: United Kingdom, France and Israel. The students were grouped into 40 multicul-tural virtual (not face-to-face) teams, each one composed of at least participants of two countries. This research is based on analysis of objective data collected by Moodle, the LMS used in the In2It project, in its built-in log system, from the Global Entrepreneurship course website, which offer students diverse entities of information and tasks. The primary methodology of this study is analytics of the extracted data. Contribution: This study aims to discover the effects of multicultural teamwork on individual procrastination, while comparing the differences between cultures, as there are only a few studies exploring this relation. The uniqueness of this study is also by using and analyzing actual data of student procrastination from logs, while other studies of procrastination in multicultural student teams have measured perceived procrastination, collected using surveys. Findings: Results show statistical differences between countries in procrastination of individual assignments before team working: students from UK were the most procrastinators and Israeli students were the least procrastinators, but almost all students procrastinated. However, the outcome of the teamwork was submitted almost without procrastination. Moreover, procrastination in individual assignments performed after finishing the multicultural teamwork, dramatically decreased to 10% of the students' prior individual procrastination. Recommendations for Practitioners: The results from this study, namely, the decline of the procrastination after the multicultural virtual teamwork, can be used by global firms with employees all over the world, working in virtual multicultural teams. Such firms do not need to avoid multicultural teams, working virtually, as they can benefit from this kind of collaboration. Recommendation for Researchers: These results can be also beneficial for academic researchers from different cultures and countries, working together in virtual multicultural teams. Impact on Society: Understanding the positive effect of virtual multicultural teamwork, in mitigating the negative tendency of students from diverse cultures to procrastinate, as concluded in this study, can provide a useful tool for higher education or businesses to mitigate procrastination in teamwork processes. It can also be used as an experiential learning tool for improving task performance and teamwork process. Future Research: The relation between procrastination and motivation should be further examined in relation to multicultural virtual teams. Further research is needed to explore the effect of multicultural virtual teamwork during the teamwork process, and the reasoning for this effect.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Research procrastination"

1

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

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Research procrastination' for particular source types:
Journal articles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography