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Ferrari, Joseph R.; Keane, Sabrina M.; Wolfe, Raymond N.; Beck, Brett L.

doi:10.1023/a:1018768715586

Cited by 49 publications

(10 citation statements)

References 20 publications

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“…The study carried out with two undergraduate groups revealed that when qualified students (with higher achievement scores) were compared to unqualified students (with lower achievement scores), they exhibited frequent procrastination behaviour due to "the task causing a feeling of discomfort"; unqualified students procrastinated more frequently due to their fears of making mistakes and not being able to receive the approval of others (Ferrari et al, 1998). It was found in another study conducted that the undergraduate students who actively procrastinated had higher extrinsic motivation like parental concern and depending on this, their academic procrastination behaviour increased.…”

Section: Introductionmentioning

confidence: 99%

Rational Emotive Behavior Based on Academic Procrastination Prevention Training Programme of Effectiveness

Düşmez

Barut²

2016

Per

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The research is an experimental study which has experimental and control groups, and based on pre-test, post-test, monitoring test model. Research group consists of second and third grade students of Primary School Education and Psychological Counseling undergraduate programmes in Giresun University Faculty of Educational Sciences. The research group was formed among the students whose academic procrastination tendency is middle or high, by using academic procrastination scale. 60 students, whose academic procrastination tendencies are medium and high level, were identified. 24 students, who volunteered to participate to the study, were appointed randomly to the experimental and control groups. Academic procrastination scale was used to collect data. Scales were given to experiment and control groups as pre-test. A prevention of academic procrastination program which developed by the researcher based on Rational Emotive Behavioral Approach was applied to the experimental group. Control group was not given any training. After the training the of experiment group, post-test measurements were taken. And also 30 days after the experimental training, follow-up measurements were taken. Data were analyzed using Analyzis of Nonparametric. In the result of the applied program, a significant difference was found in favor of experiment group in academic procrastination. The results were interpreted in the light of the literature considering effects of Rational Emotive Behavioral Approach on academic procrastination.

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Section: Introductionmentioning

confidence: 99%

Rational Emotive Behavior Based on Academic Procrastination Prevention Training Programme of Effectiveness

Düşmez

Barut²

2016

Per

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“…Support for adaptive procrastination illustrates an ability for an individual to procrastinate but still be high achieving. Ferrari et al [55] found that students who attended very selective universities claimed to be procrastinators more often than students who attended nonselective schools. For some people, efficiency may increase when they are under a time crunch, otherwise, they find themselves distracted and exploring other ideas [52].…”

Section: Procrastinationmentioning

confidence: 99%

Multidimensional Models of Perfectionism and Procrastination: Seeking Determinants of Both

Sederlund

Burns

Rogers

2020

IJERPH

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Background: Perfectionism is currently conceptualized using a multidimensional model, with extensive research establishing the presence of both maladaptive and adaptive forms. However, the potential adaptability of procrastination, largely considered as a maladaptive construct, and its possible developmental connection to perfectionism remains unclear. The purpose of this study was to examine the individual differences of the multidimensional models of both perfectionism and procrastination, as well as investigating potential links between the two constructs. Methods: A convenience sample of 206 undergraduate students participated in this study. Participants completed a questionnaire consisting of 236 questions regarding the variables under investigation. Results: The adaptive model of procrastination yielded largely insignificant results and demonstrated limited links with adaptive perfectionism, while maladaptive procrastination was consistently associated with maladaptive perfectionism, lending further evidence of a unidimensional model of procrastination. Conclusions: Many previous findings regarding the multidimensional model of perfectionism were replicated, along with new contributions focusing on the dual-process model and temporal orientation.

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“…Anxiety is positively related to procrastination of academic and nonacademic activities across multiple age-groups (Balkis & Duru, 2007; Owens & Newbegin, 1997; Milgram & Toubiana, 1999; Steel et al, 2001). Correlates of anxiety such as fear of failure, task aversion, and negative self-evaluation are also significantly associated with procrastination (Ferrari, 1995; Ferrari, Keane, Wolfe, & Beck, 1998; Milgram, Marshevsky, & Sadeh, 1995). Solomon and Rothblum’s (1984) factor analysis determined that fear of failure and task aversion accounted for the majority of variance in predicting procrastination among the variables examined.…”

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confidence: 99%

Mindfulness, procrastination, and anxiety: Assessing their interrelationships.

Gautam

Polizzi

Mattson

2023

Psychology of Consciousness: Theory, Research, and Practice

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Procrastination is a commonly occurring phenomenon that can significantly impact a person’s well-being and physical health. A significant need exists to identify variables that confer risk or hold potential to treat procrastination. Thus, we aimed to (a) investigate the web of relations among procrastination, anxiety, and mindfulness and (b) explore the contribution of candidate variables of potential relevance beyond anxiety in predicting procrastination. To address our primary aim, we performed a structural equation model (SEM) analysis in a college sample (N = 801; male = 550, female = 246, other = 5) to investigate whether five facets of mindfulness (i.e., nonreactivity, nonjudging, observing, describing, and acting with awareness) attenuate procrastination via decreasing anxiety. Regarding indirect effects, anxiety mediated the relation between procrastination and all facets of mindfulness, except for observing. In terms of direct effects, greater acting with awareness and observing were most closely associated with lower procrastination. To explore our secondary aim, we used forward stepwise regression to investigate the unique contribution of variables of potential relevance beyond mindfulness and anxiety in predicting procrastination. This analysis revealed that anxiety, conscientiousness, behavioral avoidance, social desirability, neuroticism, and mindfulness significantly accounted for variance in procrastination while controlling for a variety of other variables (i.e., emotion dysregulation, depression, negative affect, and acceptance). Finally, we discuss (a) the implications of our findings for procrastination treatment, (b) the limitations of our study, and (c) future research directions.

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Cited by 49 publications

References 20 publications

Rational Emotive Behavior Based on Academic Procrastination Prevention Training Programme of Effectiveness

Rational Emotive Behavior Based on Academic Procrastination Prevention Training Programme of Effectiveness

Multidimensional Models of Perfectionism and Procrastination: Seeking Determinants of Both

Mindfulness, procrastination, and anxiety: Assessing their interrelationships.

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