Avoiding procrastination through time management: an experimental intervention study

Häfner, Alexander; Oberst, Verena; Stock, Armin

doi:10.1080/03055698.2014.899487

Cited by 82 publications

(70 citation statements)

References 31 publications

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“…However, intervention studies that have targeted academic procrastination are still limited in number (e.g., Ariely & Wertenbroch, 2002; Gieselmann, Pietrowsky, 2016, Toker & Avci, 2015; Tuckman, 1998; Tuckman & Schouwenburg, 2004). Moreover, although some intervention studies on academic procrastination have focused on cognitive behavioral strategies, such as identifying and challenging irrational thoughts (Ozer, Demir, & Ferrari, 2013; Toker & Avci, 2015; Wang et al, 2015), only a few have targeted goal-management processes (Glick & Orsillo, 2015; Häfner, Oberst, & Stock, 2014). …”

Section: Introductionmentioning

confidence: 99%

Academic procrastination and goal accomplishment: A combined experimental and individual differences investigation

Gustavson

Miyake

2017

Learning and Individual Differences

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This study examined the relationship between academic procrastination and goal accomplishment in two novel ways. First, we experimentally tested whether undergraduate students (N = 177) could reduce their academic procrastination over a course of three weeks after performing goal-related exercises to set so-called SMART goals and/or to prepare those students with specific strategies to resist their temptations (forming implementation intentions). Second, we conducted systematic regression analyses to examine whether academic procrastination at baseline uniquely predicts later goal-related outcomes, controlling for various correlated variables, including personality traits (e.g., impulsivity), motivational factors (e.g., motivation for the generated goals), and situational factors (e.g., memory for the goals). Results indicated that neither the SMART-goal nor implementation-intention intervention significantly reduced academic procrastination in the three-week interval, even when relevant moderating variables were examined. Initial levels of academic procrastination, however, were predictive of the success of accomplishing the goals generated during the initial exercises, above and beyond a wide range of other candidate correlates. These results provided new correlational evidence for the association between academic procrastination and goal accomplishment, but suggest a need for further research to understand what interventions are effective at reducing academic procrastination.

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Section: Introductionmentioning

confidence: 99%

Academic procrastination and goal accomplishment: A combined experimental and individual differences investigation

Gustavson

Miyake

2017

Learning and Individual Differences

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“…However, not all students enjoy these opportunities, and the extent of learning development that occurs (despite enrollment criteria set by administrators) will necessarily vary widely across the student population. Previous research has shown that modules --that provide much needed social, academic, and adjustment skills including time management, examination strategies, reading, and note-taking techniques --increase student success through coursework [3,7,13,15,16], thereby creating a useful framework from which students can learn effectively. There is reason to believe as well that students will make use of resources provided to them [5]; that is to say, students who acquire these modular skills prior to their midterm should apply them to any given evaluation.…”

Section: Introductionmentioning

confidence: 99%

Efficacy of Learning Modules to Enhance Study Skills

Cramer¹,

Ross²,

Plant³

et al. 2018

IJTIE

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“…An IT professional must be able manage time at work. Time management is the ability to make effective use of time by quickly and effectively prioritizing multiple tasks within a quickly changing environment (Hafner, Oberst, & Stock, 2014;Keil et al, 2013, p. 408;Lear, 2011;Verma & Bedi, 2008;Sukhoo et al, 2013). Lear (2011) discusses how time management can be difficult for IT professionals because their job is often disrupted.…”

Section: Non-technical Skillsmentioning

confidence: 99%

Non-Technical Skills for IT Professionals in the landscape of Social Media

Johnson

2015

AJBM

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This paper provides a comprehensive literature review on the non-technical skills needed by IT professionals to work successfully in social media. Previous research has examined nontechnical and found that soft skills such as communication, knowledge management, leadership, personal accountability, time management and an understanding of business functions are important for IT professionals to possess. No study has examined the specific soft skills that are needed in the landscape of social media such as for bogging, content sharing, customer relationship management, pod-casting and project management. This paper will provide a comprehensive list of soft skills and will ascertain which skills are required for specific social media applications. Finally a review of the literature has indicated that an understanding of one's personal brand will impact career success. The issues relevant to personal branding for IT students and professionals will be discussed. Implications for curriculum development in academia and for practitioners will be examined.

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Avoiding procrastination through time management: an experimental intervention study

Cited by 82 publications

References 31 publications

Academic procrastination and goal accomplishment: A combined experimental and individual differences investigation

Academic procrastination and goal accomplishment: A combined experimental and individual differences investigation

Efficacy of Learning Modules to Enhance Study Skills

Non-Technical Skills for IT Professionals in the landscape of Social Media

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