Mutual implications of procrastination research in adults and children for theory and intervention

Mahy, Caitlin E. V.; Munakata, Yuko; Miyake, Akira

doi:10.1038/s44159-024-00341-w

Nat Rev Psychol

2024

DOI: 10.1038/s44159-024-00341-w

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Mutual implications of procrastination research in adults and children for theory and intervention

Caitlin E. V. Mahy,

Yuko Munakata,

Akira Miyake

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2024

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Domain Specificity of Procrastination in School

Bäulke,

Hübner,

Nagengast

2024

Zeitschrift für Entwicklungspsychologie und Pädagogische Psycho

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In the educational context, procrastination is a widespread phenomenon that is detrimental to learning progress, but currently, there is little knowledge about procrastination in schools. In this study, we conducted a detailed investigation of procrastination in German schools at the upper secondary level. Of particular interest were the procrastination frequency and potential domain specificity of the construct. For this purpose, we analyzed data from 4,056 high school students (with an average age of 16.38 years) from 225 school classes. Overall, 78.2 % of the students reported that they procrastinate at least occasionally, and general procrastination tendencies in school were comparable to the higher education context. The results furthermore suggest that procrastination is domain specific. The results contribute to a better understanding of the extent of domain-specific procrastination in school.

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Domain Specificity of Procrastination in School

Bäulke,

Hübner,

Nagengast

2024

Zeitschrift für Entwicklungspsychologie und Pädagogische Psycho

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Mutual implications of procrastination research in adults and children for theory and intervention

Cited by 1 publication

References 206 publications

Domain Specificity of Procrastination in School

Domain Specificity of Procrastination in School

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