Academic procrastination and the role of hope as a coping strategy

Alexander, Elizabeth; Onwuegbuzie, Anthony J.

doi:10.1016/j.paid.2006.10.008

Cited by 132 publications

(91 citation statements)

References 27 publications

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“…Although the full-length scale contains 26 items, based on the results of a factor analysis, Solomon and Rothblum (1984) interpreted two factors, which consisted of 8 items in total: "fear of failure" (Items 19,24,33,39,and 42) and "aversiveness of task" (Items 27, 34, and 35). Although Solomon and Rothblum did not report reliability estimates for the PASS in their original study, subsequent work (e.g., Alexander & Onwuegbuzie, 2007;Onwuegbuzie & Collins, 2001) has indicated internal consistency reliability estimates of .84 and .85 on the fear of failure subscale and of .74 and .76 on the aversiveness of tasks subscale based on samples of 116 and 135 students, respectively.…”

Section: Methodsmentioning

confidence: 94%

Confirmatory Factor Analysis of the Procrastination Assessment Scale for Students

Yockey

Kralowec

2015

Sage Open

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The relative fit of one- and two-factor models of the Procrastination Assessment Scale for Students (PASS) was investigated using confirmatory factor analysis on an ethnically diverse sample of 345 participants. The results indicated that although the two-factor model provided better fit to the data than the one-factor model, neither model provided optimal fit. However, a two-factor model which accounted for common item theme pairs used by Solomon and Rothblum in the creation of the scale provided good fit to the data. In addition, a significant difference by ethnicity was also found on the fear of failure subscale of the PASS, with Whites having significantly lower scores than Asian Americans or Latino/as. Implications of the results are discussed and recommendations made for future work with the scale.

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Section: Methodsmentioning

confidence: 94%

Confirmatory Factor Analysis of the Procrastination Assessment Scale for Students

Yockey

Kralowec

2015

Sage Open

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“…We focus on these particular variables because, although they refer to conceptually distinct phenomena, they share with EP a similar influence on entrepreneurial dynamics and outcomes. Like passionate individuals, hopeful individuals may be more skilled at dealing with surprises and unforeseen stress (Alexander and Onwuegbuzie, 2007;Lopez et al, 2003) because they are more willing to engage in activities for what they believe will be satisfactory outcomes. Similarly, we know that temporary emotions, both positive and negative, can have profound effects on entrepreneurial actions and outcomes (cf.…”

Section: Relationships Between Ep and Related Conceptsmentioning

confidence: 99%

Measuring entrepreneurial passion: Conceptual foundations and scale validation

Cardon

Grégoire

Stevens

et al. 2013

Journal of Business Venturing

583

754

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“…Bembenutty&Karabenick, 2004), hope theory (e.g. Alexander &Onwuegbuzie, 2007), and self-regulation theories (e.g., Wolters, 2003). Self-regulation, defined as an ability to exert control over thoughts, emotions, impulses, and task performance oriented to the attainment of personal goals (Printrich, 2000;Zimmerman, 2008), is found to be closely related to students' procrastination tendencies (Park & Sperling, 2012;van Eerde, 2003;Wolters, 2003).Therefore, in this study we adopted the self-regulated learning framework to ground our perspectiveson the behavioral, cognitive, and affective characteristics of procrastinators.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Patterns of Procrastination, Motivation, and Strategy Use across Class Contexts and Students’ Abilities

Wang¹,

Sperling²,

Haspel³

2015

JPBS

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The current study extended understanding of students' procrastination tendencies through focus on the roles of varied class formats and student abilities. University participants enrolled in honors, online, and classroom-based writing courses completed established measures of procrastination, active procrastination, self-regulated learning, and self-handicapping tendencies. Students' GPA and writing performance were also included as outcome measures. Findings indicated no significant differences in self-reported procrastination across class settings. Relations between reported active procrastination and self-regulated learning constructs were, however, significant and in the expected direction for self-efficacy, text anxiety, and effort regulation. Significant negative relations between active procrastination and the rehearsal and organization subscales of the Motivated Strategies for Learning Questionnaire(MSLQ) were indicated. As hypothesized, reported active procrastination was not correlated with self-handicapping but yielded a surprising negative correlation with overall procrastination. Also, as expected, active procrastination was positively related to GPA and writing performance scores. Consistent with expectations but not previously tested, honors students reported higher active procrastination tendencies. Additional findings and recommendations for future research and implications for practice are considered.

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Academic procrastination and the role of hope as a coping strategy

Cited by 132 publications

References 27 publications

Confirmatory Factor Analysis of the Procrastination Assessment Scale for Students

Confirmatory Factor Analysis of the Procrastination Assessment Scale for Students

Measuring entrepreneurial passion: Conceptual foundations and scale validation

Patterns of Procrastination, Motivation, and Strategy Use across Class Contexts and Students’ Abilities

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