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Adeel A, Sarminah S, Jie L, Kee DMH, Qasim Daghriri Y, Alghafes RA. When procrastination pays off: Role of knowledge sharing ability, autonomous motivation, and task involvement for employee creativity. Heliyon 2023; 9:e19398. [PMID: 37767479 PMCID: PMC10520733 DOI: 10.1016/j.heliyon.2023.e19398] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2023] [Revised: 08/16/2023] [Accepted: 08/21/2023] [Indexed: 09/29/2023] Open
Abstract
The prime objective of this research was to investigate procrastination as a prospectively constructive element of the creative process among employees working at different hierarchical levels in a Chinese organization. Building on self-determination theory, this research postulates a connection between procrastination and creativity through the incubation of knowledge absorption, autonomous motivation and task engagement as boundary conditions. Data was collected from 213 individuals from the workforce and their immediate managers belonging to a Chinese furniture company; then analyzed with Mplus for simple regression analysis, mediated moderated analyses, and coefficient estimates of all the study variables. The outcomes of this investigation showed an inverse relationship between procrastination with creativity, while creativity being strongest in the medium levels of procrastination; however, when autonomous motivation and/or task engagement are strong, procrastination depicts an inverted-U-shaped association; however, in scenarios where both autonomous motivation and the task engagement are low, procrastination has a negative linear relationship. With the results of this research, we have shown that moderate procrastination has a causal effect on the generation of creative ideas. This research demonstrated that as long as employees had strong autonomous drive or high task engagement, their supervisors awarded them better ratings when they procrastinated moderately on their assignments. Limitations and future research directions were also discussed.
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Affiliation(s)
- Ahmad Adeel
- Department of Business Education, The University of Chenab, Gujrat, Punjab, Pakistan
- School of Management, Universiti Sains Malaysia, Malaysia
| | - Samad Sarminah
- Department of Business Administration, College of Business and Administration, Princess Nourah Bint Abdulrahman University, Riyadh, 11671, Saudi Arabia
| | - Li Jie
- College of Economics & Management, Hubei University of Arts and Science, Hubei, China
| | | | | | - Rsha Ali Alghafes
- College of Business and Administration, Princess Nourah Bint Abdulrahman University, Riyadh, 11671, Saudi Arabia
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Huang H, Ding Y, Liang Y, Wan X, Peng Q, Zhang Y, Kong D, Chen C. The association between perfectionism and academic procrastination among undergraduate nursing students: The role of self-efficacy and resilience. Nurs Open 2023; 10:6758-6768. [PMID: 37464544 PMCID: PMC10495727 DOI: 10.1002/nop2.1922] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2022] [Revised: 03/08/2023] [Accepted: 06/05/2023] [Indexed: 07/20/2023] Open
Abstract
AIMS This study aimed to investigate the associations between perfectionism and undergraduate nursing students' academic procrastination, the mediating effects of self-efficacy and the moderating role of resilience. DESIGN A cross-sectional survey. METHODS The survey was conducted from March to May 2022 with a sample of 587 undergraduate nursing students in two undergraduate universities in China. A descriptive statistical approach, Pearson's correlation analysis and the Hayes' PROCESS Macro model 4 and 14 were used to analyse the available data. RESULTS Adaptive perfectionism and maladaptive perfectionism negatively and positively predicted academic procrastination in nursing undergraduates, respectively. Self-efficacy played a partially mediating role in the association between adaptive perfectionism and academic procrastination. Furthermore, resilience played a moderating role in the association between adaptive perfectionism and academic procrastination. CONCLUSIONS Maladaptive perfectionism and low levels of resilience and self-efficacy may increase the risk of academic procrastination among nursing undergraduates. Nursing educators can take measures to decrease the risk of academic procrastination among nursing undergraduate students by guiding them to cultivate adaptive perfectionism tendencies and improve their self-efficacy and resilience. IMPACT The findings of this study can be used to develop targeted coping and prevention measures for nursing educators to reduce the incidence of academic procrastination among nursing undergraduates. PATIENT OR PUBLIC CONTRIBUTION Five hundred eighty-seven undergraduate nursing students from two undergraduate universities participated in the study and responded to questions on perfectionism and academic procrastination, etc.
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Affiliation(s)
- Haitao Huang
- Institute of Nursing and Health, School of Nursing and HealthHenan UniversityKaifengChina
| | - Yueming Ding
- Institute of Nursing and Health, School of Nursing and HealthHenan UniversityKaifengChina
| | - Yipei Liang
- School of BusinessHenan UniversityKaifengChina
| | - Xiao Wan
- Institute of Nursing and Health, School of Nursing and HealthHenan UniversityKaifengChina
| | - Qianwen Peng
- Institute of Nursing and Health, School of Nursing and HealthHenan UniversityKaifengChina
| | - Yiming Zhang
- Institute of Nursing and Health, School of Nursing and HealthHenan UniversityKaifengChina
| | - Deren Kong
- Institute of Nursing and Health, School of Nursing and HealthHenan UniversityKaifengChina
| | - Chaoran Chen
- Institute of Nursing and Health, School of Nursing and HealthHenan UniversityKaifengChina
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Hamvai C, Kiss H, Vörös H, Fitzpatrick KM, Vargha A, Pikó BF. Association between impulsivity and cognitive capacity decrease is mediated by smartphone addiction, academic procrastination, bedtime procrastination, sleep insufficiency and daytime fatigue among medical students: a path analysis. BMC MEDICAL EDUCATION 2023; 23:537. [PMID: 37501113 PMCID: PMC10375684 DOI: 10.1186/s12909-023-04522-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/30/2022] [Accepted: 07/18/2023] [Indexed: 07/29/2023]
Abstract
BACKGROUND Medical students are at high risk for sleep disturbance. One possible cause of their sleeping problem is impulsivity. We aim to investigate the possible mediators between medical students' impulsivity and sleep outcomes. Thus, we developed and investigated a model where the predictors were attentional, non-planning, and motor impulsivity subtraits. In the final model, subjective cognitive capacity decrease was the outcome variable. In light of previous findings, academic procrastination, smartphone addiction, and bedtime procrastination were considered important mediators as well as two variables of poor sleep, sleeping insufficiency, and daytime fatigue. METHODS Medical students (N = 211; ageM = 22.15 years; ageSD = 3.47 years; 71.6% women) were recruited to complete an online survey comprised of demographics (age, gender), self-administered scales (Abbreviated Impulsiveness Scale, Bedtime Procrastination Scale, Abbreviated Impulsiveness Scale, Academic Procrastination Scale-Short Form) and questions on tiredness, daily fatigue and subjective cognitive capacity decrease. Correlation and path analyses were implemented to examine hypothesized relationships between the variables. RESULTS Both attentional impulsivity (β = 0.33, p < .001) and non-planning impulsivity (β = -0.19, p < .01) had a direct relationship with cognitive capacity decrease. Attentional impulsivity was also associated with decreased cognitive capacity with a serial mediation effect via smartphone addiction, academic procrastination, bedtime procrastination, sleep insufficiency and fatigue (estimate = 0.017, p < .01). The indirect link between non-planning impulsivity and cognitive capacity decrease was mediated by academic procrastination, bedtime procrastination, sleep insufficiency and fatigue (estimate = 0.011, p < .01). CONCLUSIONS Inability to stay focused and plan tasks effectively (directly and indirectly) predicts poor sleep outcomes. This relationship is mediated by excessive smartphone use, academic procrastination, and bedtime procrastination. Our findings are relevant in light of self-regulatory learning, which is crucial in medical education. This is a recursive cycle of planning, emotion regulation, proper strategy selection and self-monitoring. Future interventions addressing attentional and non-planning impulsivity, problematic smartphone use, academic procrastination, and in turn, bedtime procrastination might make this routine more effective. In the conclusion section, practical implications of the results are discussed.
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Affiliation(s)
- Csaba Hamvai
- Department of Behavioral Sciences, University of Szeged, Mars tér 20, 6722, Szeged, Hungary.
| | - Hedvig Kiss
- Department of Behavioral Sciences, University of Szeged, Mars tér 20, 6722, Szeged, Hungary
| | - Henrietta Vörös
- Department of Behavioral Sciences, University of Szeged, Mars tér 20, 6722, Szeged, Hungary
| | - Kevin M Fitzpatrick
- Department of Sociology & Criminology, University of Arkansas, Fayetteville, AR, USA
| | - András Vargha
- Institute of Psychology, Károli Gáspár Reformed Church University, Budapest, Hungary
- Institute of Psychology, Eötvös Loránad University, Budapest, Hungary
| | - Bettina F Pikó
- Department of Behavioral Sciences, University of Szeged, Mars tér 20, 6722, Szeged, Hungary
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Kertechian KS, Ismail HN. A Positive View of Excessive Smartphone Utilization and Its Relationship With Other Academic-Related Variables Within the Online Course Setting. Psychol Rep 2023:332941231183338. [PMID: 37312250 DOI: 10.1177/00332941231183338] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
The continual use of smartphones is a global problem that requires scholars' attention. This study investigates the impact of excessive smartphone use, self-regulation, and procrastination on students' online academic performance. A total of n = 238 university students participated in the study. Mean comparisons unveiled clear discrepancy scores on procrastination, self-regulation, and daily hours spent on smartphones between the smartphone-addicted and non-addicted students. Structural Equation Modeling helps us to answer our hypothesis. Unusually, smartphone use had a significant and positive effect on online students' academic performance. Also, the study provides a better understanding of the procrastination factor that significantly impacts students' smartphone use and online academic performance. Results are discussed considering possible interventions at the academic level.
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Affiliation(s)
- Kevin S Kertechian
- ESSCA School of Management (Ecole Supérieure des Sciences Commerciales d'Angers), Angers, France
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Markiewicz K, Oryshchyn-Buzhdyhan L. Demographic factors, personality, and executive functions as predictors of procrastination in Polish and Ukrainian youth. CURRENT ISSUES IN PERSONALITY PSYCHOLOGY 2023; 11:98-107. [PMID: 38013942 PMCID: PMC10654339 DOI: 10.5114/cipp/159168] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2022] [Revised: 10/13/2022] [Accepted: 01/10/2023] [Indexed: 11/29/2023] Open
Abstract
BACKGROUND Procrastination is an irrational and unproductive behavior that disrupts psychological well-being and the quality of interpersonal relationships. The study aimed to determine the differences between Polish and Ukrainian youth in procrastinating and establish personality and executive functions as predictors of procrastination. Also, cultural differences were taken into account. PARTICIPANTS AND PROCEDURE It included 180 students (86 females and 94 males) aged 12 to 17; 84 lived in Lublin, Poland, while 96 lived in Lviv, Ukraine. The Pure Procrastination Scale, Ten Item Personality Inventory, and Comprehensive Executive Function Inventory were used. RESULTS There were no significant differences in the level of procrastination between the whole Polish and Ukrainian groups, but age was an important predictor of procrastination. Gender was not a differentiating factor within the Polish or Ukrainian group. The most stable negative set of predictors of procrastination appeared to be age, agreeableness, and inhibitory control. These traits can be helpful in dealing with procrastination tendencies. CONCLUSIONS Our research shows that an ability to control procrastination depends more on predispositions related to personality traits than on executive function improvement linked to the maturation of the frontal lobes. Combining the demographic, personality, and executive variables showed that students in the older age groups were more resistant to procrastination.
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Affiliation(s)
- Katarzyna Markiewicz
- Institute of Psychology and Health Sciences, University of Economics and Innovation, Lublin, Poland
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6
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Zhou Y, Wang J. Internet-based self-help intervention for procrastination: randomized control group trial protocol. Trials 2023; 24:82. [PMID: 36747265 PMCID: PMC9900198 DOI: 10.1186/s13063-023-07112-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Accepted: 01/22/2023] [Indexed: 02/08/2023] Open
Abstract
BACKGROUND Procrastination or "postponing until later" is a common phenomenon defined as the intentional delay in partaking in and finishing important activities despite negative outcomes potentially outweighing the positive. Procrastination adversely affects mental health, academic performance, and career achievement. Although studies on procrastination intervention methods and effectiveness exist, utility and cost-effectiveness are limited by various factors, including practitioner availability and skills, barriers to participant participation, and the time investment required by participants. Thus, internet-based interventions could increase the availability of evidence-based treatments for adult procrastination. METHODS This study explored the efficacy of an online-based self-help intervention in the context of voluntary procrastination among undergraduate psychology students. The study design is a randomized controlled trial. Participants who self-reported procrastination-related problems and behaviours were included in the trial consisting of two groups; specifically, one group undergoing a self-directed internet-based intervention for coping with procrastination (N=160) and (2) another group with delayed access to the intervention programmes (waitlist control group; N=160). Follow-up assessments were scheduled 6 and 12 weeks after baseline, and the control group received the intervention after 12 weeks. Procrastination, measured by the Irrational Procrastination Scale and the Simple Procrastination Scale, was examined as the primary outcome. Meanwhile, secondary outcomes included susceptibility, stress, depression, anxiety, well-being, self-efficacy, time management strategies, self-control, cognition, and emotion regulation. Other measures comprised acceptability (e.g., intervention satisfaction, potential side effects, and expectations) and learning behaviour analysis to reflect adherence. DISCUSSION This randomized controlled trial will provide data on the effectiveness of online interventions for adult procrastination. If deemed effective, this low-cost, high-coverage internet-based intervention could aid more people who seek to address their procrastination. TRIAL REGISTRATION Chinese Clinical Trial Registry. https://www.chictr.org.cn/showproj.aspx?proj=171246 .
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Affiliation(s)
- Ying Zhou
- School of Education, Beijing Open University, Beijing, 100081, People's Republic of China.
| | - Jianhua Wang
- grid.24539.390000 0004 0368 8103School of Foreign Languages, Renmin University of China, Beijing, 100872 People’s Republic of China
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García-Ros R, Pérez-González F, Tomás JM, Sancho P. Effects of self-regulated learning and procrastination on academic stress, subjective well-being, and academic achievement in secondary education. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03759-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
Abstract
The main objective of this study was to test a structural theoretical model of the effects of self-regulated learning on academic stress, subjective well-being, and academic achievement in Secondary Education, considering academic procrastination as a mediator. An additional aim was to explore whether these relationships were moderated by gender and educational level. Participants were 728 students in compulsory and post-compulsory secondary education in a large city in Eastern Spain. Path analysis results indicated that the proposed model showed satisfactory fit, with the three dimensions of self-regulated learning significantly predicting the educational outcomes considered, and that procrastination mediated these relationships. Overall, the model is able to predict 9.8% of the variance of academic stress, 23.1% of students wellbeing, and 14% of academic achievement. Moreover, the multi-group routine revealed no moderation effects due to gender, but educational level moderated two relationships, between self-efficacy and academic achievement and between metacognitive strategies and procrastination. Additionally, supplementary models were tested for three specific subjects (Spanish Language, Foreign Language and Mathematics), which showed an improvement in explained variance, being respectively: 29%, 28% and 27%. Results are discussed in light of previous research and in terms of their impact on educational practice.
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8
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Miyake A, Kane MJ. Toward a Holistic Approach to Reducing Academic Procrastination With Classroom Interventions. CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE 2022. [DOI: 10.1177/09637214211070814] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Although academic procrastination is prevalent, few interventions targeting it have been rigorously tested. We propose a novel approach to developing effective classroom interventions for academic procrastination, based on the ideas that changing complex behaviors requires a holistic, multipronged approach and that intervention research must embrace objective measures of procrastination behavior. We illustrate what such intervention efforts may look like by deriving some easily implementable techniques from a simple process model of self-control, which characterizes procrastination as a goal-management failure resulting from a need to repair negative emotion triggered by impending academic tasks.
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Affiliation(s)
- Akira Miyake
- Department of Psychology and Neuroscience, University of Colorado Boulder
| | - Michael J. Kane
- Department of Psychology, University of North Carolina at Greensboro
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Moxie: individual variability in motivation intensity. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03304-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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10
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Ma M, Li M, Wang Q, Qiu A, Wang T. Online self‐regulated learning and academic procrastination: A moderated mediation model. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22730] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Affiliation(s)
- Minjie Ma
- Department of Special Education, School of Education Shaanxi Normal University Xi'an Shaanxi China
- Department of Academic & Student Affairs Xi'an Mangya School Xi'an Shaanxi China
| | - Miao Li
- Department of Curriculum and Instruction, College of Education University of Houston Houston Texas USA
| | - Qianqian Wang
- Department of Special Education, School of Education Shaanxi Normal University Xi'an Shaanxi China
- Department of Academic & Student Affairs Dalian No. 3 Middle School Dalian China
| | - Arui Qiu
- Department of Special Education, School of Education Shaanxi Normal University Xi'an Shaanxi China
| | - Tingzhao Wang
- Department of Special Education, School of Education Shaanxi Normal University Xi'an Shaanxi China
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Diotaiuti P, Valente G, Mancone S, Bellizzi F. A Mediating Model of Emotional Balance and Procrastination on Academic Performance. Front Psychol 2021; 12:665196. [PMID: 34721131 PMCID: PMC8548381 DOI: 10.3389/fpsyg.2021.665196] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2021] [Accepted: 09/13/2021] [Indexed: 12/29/2022] Open
Abstract
Deficit in the management of time continues to be an important difficulty students are faced with. The present work aimed to test the hypothesis that self-regulation is the major predictor of academic performance and that this effect can be mediated both by the student’s emotional regulation and his propensity for procrastination. Participants were 450 university students who were administered MPP and AIP. The procedures involved the administration of instruments and the collection of average exam grades as a measure of academic performance. The effect of a specific component of self-regulation on academic performance, namely action orientation, was significant, while procrastination showed a limiting effect on the performative quality of the student. The model confirmed the mediation role of emotional balance on the effect that action orientation exerts on procrastination, and the mediation of procrastination in the relationship between action orientation and Academic Performance. Results of the study suggest focusing on student support and on prevention of procrastinating behavior through programs that enhance first of all student’s proactive attitude, planning skills, self-monitoring and effective/efficient time management, and secondly, emotional awareness and regulation of emotional response in situations of stress and performance anxiety.
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Affiliation(s)
- Pierluigi Diotaiuti
- Department of Human Sciences, Society, and Health, University of Cassino and Southern Lazio, Cassino, Italy
| | - Giuseppe Valente
- Department of Human Sciences, Society, and Health, University of Cassino and Southern Lazio, Cassino, Italy
| | - Stefania Mancone
- Department of Human Sciences, Society, and Health, University of Cassino and Southern Lazio, Cassino, Italy
| | - Fernando Bellizzi
- Department of Human Sciences, Society, and Health, University of Cassino and Southern Lazio, Cassino, Italy
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12
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Patria B, Laili L. Writing group program reduces academic procrastination: a quasi-experimental study. BMC Psychol 2021; 9:157. [PMID: 34641947 PMCID: PMC8513200 DOI: 10.1186/s40359-021-00665-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2020] [Accepted: 09/29/2021] [Indexed: 11/25/2022] Open
Abstract
Background Procrastination is a common problem in higher education. It leads to negative consequences on students’ health and academic achievement. Nevertheless, research concerning interventions has not yet produced consistent results. This study aims to examine the effectiveness of a writing group program on reducing academic procrastination. Methods This study was a quasi-experimental study with a one-group pretest-posttest design using double pretests. A double pretest design was used to ensure the internal validity of the experiment. Twenty graduate students followed a 15-days writing group program consisted of a training session and four sessions of writing groups. A thesis procrastination scale was used to measure the intervention’s effects. Results The writing group program helped students to set a writing target, discussed writing progress, and provided social support to their colleagues. The results showed that the intervention program could significantly decrease academic procrastination. Conclusion The present study demonstrated that a writing group could potentially reduce academic procrastination. Thus, students could benefit from a writing group when working on their master thesis. A thesis preparation course that provides information about goal-setting strategy and the principles of effective writing habits (i.e., behavioral, artisanal, social and emotional habits), might also assist students in writing their thesis. Further research is needed, preferably through the provision of a control group, a randomized assignment and a larger sample.
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Affiliation(s)
- Bhina Patria
- Faculty of Psychology, Universitas Gadjah Mada, Bulaksumur, Yogyakarta, 55281, Indonesia.
| | - Latifatul Laili
- Faculty of Psychology, Universitas Gadjah Mada, Bulaksumur, Yogyakarta, 55281, Indonesia.,Faculty of Psychology and Socio-Cultural Sciences, Universitas Islam Indonesia, Sleman, Yogyakarta, 55584, Indonesia
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14
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Wieland LM, Ebner-Priemer UW, Limberger MF, Nett UE. Predicting Delay in Goal-Directed Action: An Experience Sampling Approach Uncovering Within-Person Determinants Involved in the Onset of Academic Procrastination Behavior. Front Psychol 2021; 12:695927. [PMID: 34393926 PMCID: PMC8356899 DOI: 10.3389/fpsyg.2021.695927] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2021] [Accepted: 06/29/2021] [Indexed: 11/13/2022] Open
Abstract
Academic procrastination involves the delayed implementation of actions required to fulfill study-related tasks. These behavioral delays are thought to result from momentary failures in self-regulation (i.e., within-person processes). Most previous studies focused on the role of trait-based individual differences in students' procrastination tendencies. Little is known about the within-person processes involved in the occurrence of procrastination behavior in real-life academic situations. The present study applied an event-based experience sampling approach to investigate whether the onset of task-specific delay behavior can be attributed to unfavorable changes in students' momentary appraisals of tasks (value, aversiveness, effort, expectations of success), which may indicate failures in self-regulation arise between critical phases of goal-directed action. University students (N = 75) used an electronic diary over eight days to indicate their next days' intentions to work on academic tasks and their task-specific appraisals (n = 582 academic tasks planned). For each task, a second query requested the next day determined whether students' task-related appraisals changed and whether they implemented their intention on time or delayed working on the respective task (n = 501 completed task-specific measurements). Students' general procrastination tendency was assessed at baseline using two established self-report questionnaires. Stepwise two-level logistic regression analyses revealed that within-person changes in task-related appraisals that reflected a devaluation of the study-related tasks increased the risk for an actual delay. The risk to delay decreased when students maintained a positive attitude toward the task. Students' general procrastination tendency did not predict individual differences in their task-specific delay behavior. We discuss these findings in light of the growing effort to understand the within-person processes that contribute to induce procrastination behavior under real-life academic conditions and illustrate how this knowledge can benefit the design of tasks and instructions that support students' self-regulation to their best.
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Affiliation(s)
- Lena M Wieland
- Chair of Applied Psychology, Mental mHealth Lab, Institute of Sports and Sports Science, House of Competence, Karlsruhe Institute of Technology, Karlsruhe, Germany
| | - Ulrich W Ebner-Priemer
- Chair of Applied Psychology, Mental mHealth Lab, Institute of Sports and Sports Science, House of Competence, Karlsruhe Institute of Technology, Karlsruhe, Germany
| | - Matthias F Limberger
- Chair of Applied Psychology, Mental mHealth Lab, Institute of Sports and Sports Science, House of Competence, Karlsruhe Institute of Technology, Karlsruhe, Germany
| | - Ulrike E Nett
- Empirical Educational Research, University of Augsburg, Augsburg, Germany
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15
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Ghaffari F, Mohammadi S, Arazi T, Arzani A, Rahimaghaee F. Shedding light on the causes of academic procrastination among nursing students: A qualitative descriptive study. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2021; 10:181. [PMID: 34250115 PMCID: PMC8249952 DOI: 10.4103/jehp.jehp_1103_20] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/01/2020] [Accepted: 10/03/2020] [Indexed: 06/13/2023]
Abstract
BACKGROUND Academic procrastination is a complex phenomenon and a common behavior among nursing students. Due to procrastinating behaviors, students cannot show their real performances in learning processes. In order to stop this behavior, it is crucial to know the most common causes of procrastination in the first place. The aim of this study was to identify a variety of different possible factors influencing academic procrastination among nursing students. MATERIALS AND METHOD A qualitative study method with the content analysis approach was conducted from October 2019 to March 2020. Participants were 67 nursing students and 8 nursing educators from 3 nursing schools in Iran. Face-to-face semi-structured interviews and focus group discussions were used for data gathering. An inductive approach to content analysis was used for data analysis. RESULTS Five categories and 24 subcategories emerged from the data analysis: "student-related factors," "educator-related factor," "assignment characteristic-related factors," "institution-related factors," and "nursing work-related factors." CONCLUSIONS The present study showed that nursing students' academic procrastination can have a wide range of causes and a comprehensive effort is needed to address the problems. The result of our study will be useful to nursing students, educators, and nursing administrators in relation to what constitutes nursing students' academic procrastination, as well as how nursing education can play an effective role in decreasing tendency to procrastination.
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Affiliation(s)
- Fatemeh Ghaffari
- Department of Nursing, Nursing Care Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran
| | - Sepideh Mohammadi
- Department of Nursing, Nursing Care Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran
| | - Tajmohammad Arazi
- Department of Nursing and Operating Room, Neyshabur University of Medical Sciences, Neyshabur, Iran
| | - Afsaneh Arzani
- Department of Nursing, Nursing Care Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran
| | - Flora Rahimaghaee
- Department of Educational Science, Faculty of Nursing, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
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Xu T, Sirois FM, Zhang L, Yu Z, Feng T. Neural basis responsible for self-control association with procrastination: Right MFC and bilateral OFC functional connectivity with left dlPFC. JOURNAL OF RESEARCH IN PERSONALITY 2021. [DOI: 10.1016/j.jrp.2021.104064] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
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Zuber S, Cauvin S, Haas M, Daviet AS, Da Silva Coelho C, Kliegel M. Do self-reports of procrastination predict actual behavior? Int J Methods Psychiatr Res 2020; 29:1-6. [PMID: 32530112 PMCID: PMC7723175 DOI: 10.1002/mpr.1843] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/09/2019] [Revised: 03/16/2020] [Accepted: 05/21/2020] [Indexed: 11/09/2022] Open
Abstract
OBJECTIVES Procrastination is typically assessed via self-report questionnaires. So far, only very few studies have examined actual procrastination behavior, providing inconclusive results regarding the real-life validity of self-reports in this domain. The present study aimed to examine for the first time whether participants' self-reported procrastination can predict their actual behavior on a real-life task. METHODS For that purpose, we assessed self-reported levels of procrastination [via the Pure Procrastination Scale, PPS] and actual procrastination behavior on a naturalistic task [i.e., having to send in an attendance sheet before a deadline] in 93 participants. RESULTS Results show that self-reports significantly predicted procrastination behavior. Analyses of underlying dimensions suggest that real-life procrastination can be the result of "voluntarily delaying planned actions," but can also have more passive causes such as "running out of time." CONCLUSIONS Comparing our results with the available literature suggests that PPS self-reports reflect a particularly valid tool to assess real-life procrastination behavior. Findings are discussed in the context of strategies and mechanisms that potential interventions may target in order to reduce procrastination.
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Affiliation(s)
- Sascha Zuber
- Center for the Interdisciplinary Study of Gerontology and Vulnerability, University of Geneva, Geneva, Switzerland.,Swiss National Centre of Competences in Research, LIVES-Overcoming Vulnerability: Life Course Perspectives, Lausanne and Geneva, Switzerland.,Department of Psychology, University of Geneva, Geneva, Switzerland
| | - Stéphanie Cauvin
- Center for the Interdisciplinary Study of Gerontology and Vulnerability, University of Geneva, Geneva, Switzerland.,Department of Psychology, University of Geneva, Geneva, Switzerland
| | - Maximilian Haas
- Center for the Interdisciplinary Study of Gerontology and Vulnerability, University of Geneva, Geneva, Switzerland.,Department of Psychology, University of Geneva, Geneva, Switzerland
| | | | - Chloé Da Silva Coelho
- Center for the Interdisciplinary Study of Gerontology and Vulnerability, University of Geneva, Geneva, Switzerland.,Department of Psychology, University of Geneva, Geneva, Switzerland
| | - Matthias Kliegel
- Center for the Interdisciplinary Study of Gerontology and Vulnerability, University of Geneva, Geneva, Switzerland.,Swiss National Centre of Competences in Research, LIVES-Overcoming Vulnerability: Life Course Perspectives, Lausanne and Geneva, Switzerland.,Department of Psychology, University of Geneva, Geneva, Switzerland
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18
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I could do it now, but I'd rather (forget to) do it later: examining links between procrastination and prospective memory failures. PSYCHOLOGICAL RESEARCH 2020; 85:1602-1612. [PMID: 32444963 DOI: 10.1007/s00426-020-01357-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2019] [Accepted: 05/09/2020] [Indexed: 10/24/2022]
Abstract
Prospective memory (PM) represents the ability to remember to perform planned actions after a certain delay. As previous studies suggest that even brief task-delays can negatively affect PM performance, the current study set out to examine whether procrastination (intentionally delaying task execution despite possible negative consequences) may represent a factor contributing to PM failures. Specifically, we assessed procrastination (via a standardized questionnaire as well as an objective behavioral measure) and PM failures (via a naturalistic PM task) in 92 young adults. Results show that participants' self-reports as well as their actual procrastination behavior predicted the number of PM failures, corroborating the impact of procrastination on PM. Subsequent cluster analyses suggest three distinct procrastination profiles (non-procrastinators, conscious procrastinators and unconscious procrastinators), providing new conceptual insights into different mechanisms of how procrastinating may lead to forgetting to perform planned tasks.
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Hayat AA, Kojuri J, Amini M. Academic procrastination of medical students: The role of Internet addiction. JOURNAL OF ADVANCES IN MEDICAL EDUCATION & PROFESSIONALISM 2020; 8:83-89. [PMID: 32426392 PMCID: PMC7188941 DOI: 10.30476/jamp.2020.85000.1159] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 12/20/2019] [Accepted: 02/03/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION The internet is an essential and widely used tool for college students; however, high internet dependency can have negative consequences for students, especially regarding academic careers. Such students may tend to postpone their academic tasks. Hence, the current study examines the effect of Internet addiction on academic procrastination among medical students. METHODS We applied a cross-sectional correlational research design. 233 medical students of Shiraz University of Medical Sciences were selected through convenience sampling and participated in this study. To collect the data, we used two valid and reliable questionnaires. The first was Young's Internet addiction questionnaire (IAT-20), which consists of 20 items based on a 5-point Likert-type scale. The second was Solomon and Rothblum academic procrastination questionnaire, which consists of 18 items based on a 5 point Likert-type scale. We used Pearson correlation, independent T-test, and One-Way ANOVA to analyze the data in SPSS version 22, and considered a significance level of p < 0.05. RESULTS Results showed that 57.1% of the respondents were females, and the remaining were males. Findings indicated that 8 (3.43%) of the participants were classified as severe internet-addicted, and 28.85% of them had a high level of academic procrastination. The results indicated that there was a positive and significant correlation between Internet addiction and academic procrastination (r=0.39, with p<0.01). Also, there was a positive correlation between academic procrastination dimensions (writing a term paper, studying for an exam, keeping up with weekly reading assignments, performing administrative tasks, attending meetings and performing academic tasks in general) and Internet addiction (r=0.22, r=0.32, r=0.21, r=0.29, r=0.33, and r=0.23, respectively, with p<0.01). Finally, the results revealed that male students and those living in the dormitory had a higher level of Internet addiction and procrastination compared to female ones and those living at home (p<0.01). CONCLUSION The findings of the current research reveal that a considerable number of students have levels of Internet addiction and procrastination; the study highlights that students with high levels of Internet addiction are more likely to be at an increased risk of negative outcomes such as insufficiently controlled Internet use.
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Affiliation(s)
- Ali Asghar Hayat
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Javad Kojuri
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Mitra Amini
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
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Malouff JM, Schutte NS. The Efficacy of Interventions Aimed at Reducing Procrastination: A Meta-Analysis of Randomized Controlled Trials. JOURNAL OF COUNSELING AND DEVELOPMENT 2019. [DOI: 10.1002/jcad.12243] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
Affiliation(s)
- John M. Malouff
- School of Psychology; University of New England; Armidale New South Wales Australia
| | - Nicola S. Schutte
- School of Psychology; University of New England; Armidale New South Wales Australia
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Abstract
Scientific education and a clinical background allow orthopaedic surgeons to perform leading research. Several resources, skills and techniques may be developed to maximize their research potential.Surgeon-researchers should develop Specific, Measurable, Achievable, Realistic, and Time-defined (SMART) goals. It is critical to define a timeline - which can be 1 year, 3 years, 5 years - to re-evaluate goals and to plan and identify potential obstacles.Physician-scientists are a product of training, funding, resources, practice setting, context, environment, and infrastructure. Although orthopaedic surgery has difficulty in recruiting surgeon-scientists, these are essential for the promotion of advances in technologies and treatment, as they have unique abilities to raise questions from the bedside and the operating room.The most critical personal traits necessary to succeed as a surgeon-scientist are persistence, resilience, and passion for research. These traits may be innate or acquired through mentorship and from role models.Mentors can improve mentees' research efficiency and help them to persevere.Clinical researchers and surgeon-scientists should focus their research interests and efforts in their areas of clinical expertise.For surgeon-researchers to succeed they must have passion for research, persistence in working toward a goal, collaboration/teamwork skills, resilience, research training/experience, a track record of publications, clear goals and expectations, and a defined research plan as well as being clinically excellent. A formal research degree is desirable.Having non-clinician scientists in the team brings added expertise and value.Funding and protected research time are important. To provide outstanding clinical care and improve the quality of the care delivered, surgeons must be leaders in innovation and research. Cite this article: EFORT Open Rev 2018;3 DOI: 10.1302/2058-5241.3.170065.
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Affiliation(s)
- Cristina Alves
- Department of Pediatric Orthopaedics, Hospital Pediátrico – CHUC, EPE, Portugal
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Visser L, Schoonenboom J, Korthagen FAJ. A Field Experimental Design of a Strengths-Based Training to Overcome Academic Procrastination: Short- and Long-Term Effect. Front Psychol 2017; 8:1949. [PMID: 29163317 PMCID: PMC5682005 DOI: 10.3389/fpsyg.2017.01949] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2017] [Accepted: 10/23/2017] [Indexed: 01/16/2023] Open
Abstract
This study reports on the effect of a newly developed 4-week strengths-based training approach to overcome academic procrastination, given to first-year elementary teacher education students (N = 54). The training was based on a strengths-based approach, in which elements of the cognitive behavioral approach were also used. The purpose of the training was to promote awareness of the personal strengths of students who experience academic procrastination regularly and to teach them how to use their personal strengths in situations in which they usually tend to procrastinate. With a pretest-posttest control group design (two experimental groups: n = 31, control group: n = 23), the effect of the training on academic procrastination was studied after 1, 11, and 24 weeks. Results of a one-way analysis of covariance revealed a significant short-term effect of the training. In the long term (after 11 and 24 weeks), the scores for academic procrastination for the intervention groups remained stable, whereas the scores for academic procrastination for the control group decreased to the same level as those of the intervention groups. The findings of this study suggest that a strengths-based approach can be helpful to students at an early stage of their academic studies to initiate their individual process of dealing with academic procrastination. The findings for the long term show the importance of measuring the outcomes of an intervention not only shortly after the intervention but also in the long term. Further research is needed to find out how the short-term effect can be maintained in the long-term.
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Affiliation(s)
- Lennart Visser
- Graduate Masters Programme for Teachers, Driestar Christian University for Teacher Education, Gouda, Netherlands
| | | | - Fred A J Korthagen
- Social and Behavioural Sciences, Utrecht University, Utrecht, Netherlands
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