Effect of Evaluation Threat on Procrastination Behavior

Abstract

The author evaluated the effects of evaluation apprehension and trait procrastination on behaviors. The author examined private university students from southern California (N = 72) on two independent variables: evaluation threat (manipulated) and trait procrastination (nonmanipulated). The author found a significant interaction effect between type of evaluation threat and level of trait procrastination on the number of days to complete an assigned essay. Post hoc analyses showed high trait procrastinators in the high evaluation threat group significantly delayed returning essays compared with those in the low evaluation threat group. Also, in the low evaluation threat group, low trait procrastinators delayed more than did high trait procrastinators. These results suggest that educators can reduce behavioral delays by increasing evaluation threat, depending on a student's level of trait procrastination.

The Relation between Academic Procrastination of University Students and Their Assignment and Exam Performances: The Situation in Distance and Face-to-Face Learning Environments

“…According to the results of his study, which was performed in a face-to-face environment, high procrastinators in the high evaluation threat group significantly delayed submitting their essays compared with those in the low evaluation threat group (Bui, 2007). On the other hand, in the low evaluation threat group, low procrastinators delayed more than high procrastinators did (Bui, 2007). Findings of his study demonstrate that different assessment arrangements are required for students with varying procrastination levels.…”

“…Similarly, Stewart et al (2016) recommend the use of a split deadline approach instead of a single one in order to increase students' homework, quiz and exam performances, while Deleval et al (2017) suggest teachers to have the students send them regular reports on their use of digital environment to encourage their students to connect and train earlier. However, in a more detailed study, Bui (2007) worked with high and low procrastinators and used strict and loose assessment methods with them. According to the results of his study, which was performed in a face-to-face environment, high procrastinators in the high evaluation threat group significantly delayed submitting their essays compared with those in the low evaluation threat group (Bui, 2007).…”

“…However, in a more detailed study, Bui (2007) worked with high and low procrastinators and used strict and loose assessment methods with them. According to the results of his study, which was performed in a face-to-face environment, high procrastinators in the high evaluation threat group significantly delayed submitting their essays compared with those in the low evaluation threat group (Bui, 2007). On the other hand, in the low evaluation threat group, low procrastinators delayed more than high procrastinators did (Bui, 2007).…”

Determinants of Procrastination in Academic Settings

“…Aktivno odugovlačenje odnosi se na one koji namjerno odugovlače, motivira ih rad pod pritiskom i uspijevaju završiti zadatke i postići zadovoljavajući uspjeh, što se smatra "pozitivnim" tipom odugovlačenja, dok je pasivno odugovlačenje odugovlačenje u tradicionalnom smislu. Bui (2007) upozorava na to da promoviranje ideje o korisnim efektima odgađanja izvršenja zadataka može biti problematično, s obzirom na to da ne postoje čvrsti znanstveni dokazi o postojanju aktivnih prokrastinatora, a pogotovo nema jasnih dokaza o korisnosti odugovlačenja za učenje i dobrobit studenata. Ono što razlikuje problematično odugovlačenje od odluke da se aktivnost odgodi za kasnije jest prateća subjektivna nelagoda, koja se manifestira kroz anksioznost, iritaciju, žaljenje, očaj ili samooptuživanje (Rabin, Fogel i Nutter-Upham, 2011).…”

“…Studenti koji su skloni odugovlačenju akademskih obveza manje su zadovoljni životom općenito, što nalaze i drugi autori (Çapan, 2010;Özer i Saçkes, 2011), a pogotovo sobom kao studentom. Ovi su nalazi u skladu s miš-ljenjem o upitnim pozitivnim posljedicama odugovlačenja (Bui, 2007), premda se ne može isključiti mogućnost da su one kod nekih studenata prisutne. Mogući pozitivni efekti odugovlačenja trebaju se ispitati u odnosu na razloge za odugovlačenje, vodeći računa o raznim pokazateljima akademske uspješnosti.…”