Emotion Regulation Difficulties and Academic Procrastination

Bytamar, Jahangir Mohammadi; Saed, Omid; Khakpoor, Sahel

doi:10.3389/fpsyg.2020.524588

Cited by 53 publications

(37 citation statements)

References 58 publications

(72 reference statements)

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“…In line with prior scientific insights, our approach reinforces that practicing the regulation of one’s own emotions effectively bridges the gap between intention and action (Eckert et al, 2016; Mohammadi Bytamar et al, 2020; Sirois & Pychyl, 2016; van Eerde, 2015). However, to date there are only few interventions that take into account emotional regulation skills (e.g., Eckert et al, 2016; Mirzaei et al, 2014).…”

Section: Discussionsupporting

confidence: 72%

The art of getting things done: Training affective shifting improves intention enactment.

Friederichs¹,

Jostmann²,

Kühl³

et al. 2023

Emotion

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Effectively managing to-do lists and getting things done is a desirable competence. However, when things get difficult or demanding, many individuals struggle to put their intentions into subsequent actions. According to Personality Systems Interactions (PSI) theory, changes in positive affect are decisive for efficient intention enactment. Based on this understanding, in the present study we designed and evaluated an affect-focused intervention that practices shifting between high and low positive affect. In a control group design (N = 252, M age = 26.40 , SD = 10.24, range 18-66) the affective shifting intervention was contrasted against two other conditions (affective boosting and neutral). To test our assumptions, personal real-life intentions were assessed, and multifaceted measures (self-report, nonreactive) were applied and measured at different time points. To evaluate affective shifting, we tested interindividual benefits in the Stroop task. Additionally, we analyzed intervention effects on positive affect and intention enactment in real life. In line with our assumptions, we found that specifically those individuals who struggle with intention enactment (i.e., state-oriented) benefited in terms of better intention enactment ability in the Stroop task. Further, affective shifting fostered the decisive self-regulation of positive affect that directly improved intention enactment 3 weeks after the intervention. Lastly, affective shifting led to more selfcoherent intention enactment, meaning a greater integration of Expectancy 3 Value considerations 3 weeks after the intervention. Discussion of our findings highlights the importance of theory-driven and affectrelated interventions to close the gap between intention and action.

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Section: Discussionsupporting

confidence: 72%

The art of getting things done: Training affective shifting improves intention enactment.

Friederichs¹,

Jostmann²,

Kühl³

et al. 2023

Emotion

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show abstract

“…With regard to the (moderate) association between socio-emotional intelligence and academic performance see the recent metaanalytic study by Sánchez-Álvarez et al (2020). As regards the relationship between procrastination and emotional regulation the results of the study by Mohammadi Bytamar et al (2020) are also significant, as they show that procrastination is positively associated with problems in emotional regulation. This finding is in line with models that consider emotion regulation as self-regulation failure in procrastination (Pychyl and Sirois, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Literature models on the one hand therefore converge in stating that procrastination is essentially determined by a failure of self-regulation (Baumeister et al, 2007;Howell and Watson, 2007;Steel, 2007a;Pychyl and Flett, 2012;Ziegler and Opdenakker, 2018), on the other hand, there is simultaneously a line of studies that considers the role of emotion regulation on procrastination behaviour to be decisive (Ferrari, 2001;Tice et al, 2001;Pychyl and Sirois, 2016;Mohammadi Bytamar et al, 2020). Starting from this theoretical framework, in this study we firstly hypothesized that the student's emotional balance could have a mediating function on the relationship between self-regulatory competence and procrastination behaviour; secondly, considering also the measure of academic performance (the grades of the exams taken), we hypothesized a serial mediation model where, the main relationship between selfregulation and academic performance were mediated by the student's emotional balance (first mediator) and procrastination tendency (second mediator).…”

Section: Introductionmentioning

confidence: 99%

A Mediating Model of Emotional Balance and Procrastination on Academic Performance

et al. 2021

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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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“…Academic procrastination is a deliberate postponement of academic assignments, which is a common phenomenon among students (Mohammadi Bytamar et al, 2020 ) despite awareness of its consequences. It is reported that about 80–95% of college students were engaged in such problematic behavior (Rahimi et al, 2016 ), and it is estimated that 90% of college students procrastinate for more than an hour every day (Klassen et al, 2008 ; Rahimi et al, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

Bibliometric Analysis and Visualization of Academic Procrastination

et al. 2021

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Numerous students suffer from academic procrastination; it is a common problem and phenomenon in academic settings. Many previous researchers have analyzed its relationships with other factors, such as self-regulation and academic success. This paper aims to provide a full outline of academic procrastination and explore the current hot spots and trends. Bibliometrix and VOSviewer were used to conduct quantitative analysis. The data was collected from the Web of Science core collection database, which contains 1,240 articles from the years 1938 to 2021. The analysis shows that the publication of articles on academic procrastination has been rapidly increasing since 1993. In terms of the most influential countries and institutions, the United states took a prominent lead among all countries, and the most productive institutions in this area were the University of Washington and University of California, Los Angeles. By analyzing the authors, we see that most authors like working with a few collaborators, leading to main groups of authors, such as Murat Balkis and June J. Pilcher. The most frequently cited author was Esther D. Rothblum. Based on the co-citation journals network, Personality and Individual Differences was the prolific and influential journal referring to the number of citations and articles it received. The VOSviewer tool identified the hot spots of academic procrastination, which were mainly distributed as follows: (a) procrastination, (b) academic procrastination, (c) self-regulation, (d) academic performance, and (e) motivation. Therefore, this paper is helpful for scholars and practitioners to know the trend of academic procrastination research comprehensively.

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Emotion Regulation Difficulties and Academic Procrastination

Cited by 53 publications

References 58 publications

The art of getting things done: Training affective shifting improves intention enactment.

The art of getting things done: Training affective shifting improves intention enactment.

A Mediating Model of Emotional Balance and Procrastination on Academic Performance

Bibliometric Analysis and Visualization of Academic Procrastination

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