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

Abstract

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.

Tomorrow Will Always Come, I am a Last-Minute Person: Validation of the Active Procrastination Scale-Bahasa Indonesia

“…This is supported by Kim et al (2017); and Choi and Moran (2009). Wang et al (2015); Chu and Choi (2005); and Seo (2013) explain that active procrastination also does not correlate with intrinsic motivation, and this study shows the same results. In addition, Wang et al (2015); and Seo (2013) also showed that there was no correlation between active procrastination and extrinsic motivation, and the results of this study affirm this.…”

“…The final piece of evidence on validity was obtained by demonstrating correlations with other criteria. Results showed that active procrastination had a negative correlation with passive procrastination, in line with findings from Wang, Sperling, and Haspel (2015); Chowdhury (2016); McCloskey (2011); and Seo (2013). A negative correlation was also found between active procrastination and neuroticism, similarly to Chowdhury's (2016) and Gendron's (2011) findings.…”

“…Wang et al (2015); Chu and Choi (2005); and Seo (2013) explain that active procrastination also does not correlate with intrinsic motivation, and this study shows the same results. In addition, Wang et al (2015); and Seo (2013) also showed that there was no correlation between active procrastination and extrinsic motivation, and the results of this study affirm this. Studies show that active procrastination correlates negatively with GPA (Kim & Seo, 2015;Gendron, 2011;Chu & Choi, 2005).…”

The moderating effects of information overload and academic procrastination on the information avoidance behavior among Filipino undergraduate thesis writers

“…A study estimated that approximately 80% of college students are procrastinators, and procrastination was identified as one of the most common problem behaviors requiring improved management (Steel and Ferrari (2013) and Walker and Stewart (2000), as cited in Ko and Chang, 2018). Procrastinators display ineffective time and behavior management, which often results in counterproductive behaviors such as avoidance in starting or completing tasks, poor goals, or decisions (Howell and Watson (2007), Steel (2007), and Wolters (2003), as cited in Wang et al, 2015).…”

İş Güvencesi̇zli̇ği̇ İle İşyeri̇ Prokrasti̇nasyonu (Erteleme Alişkanliği) İli̇şki̇si̇

“…Prokrastinasyon istenmeyen düşünce ve iş/görevleri sürekli olarak erteleme eğilimi (Dolgov, 2014: 2;Miller, 2014: 36;Syomina, 2013: 18), iş/görevin başlangıcı, sonlanması ve/veya karar alma süreçlerine bağlı olarak meydana gelen kaygı ile başa çıkma mekanizması (Fiore, 2014: 19;Sirois, 2014) ve bir özdenetim başarısızlığı (Park & Sperling, 2012;Rebetez, Rochat & Van Der Linden, 2015;Wang, Sperling & Haspel, 2015) şeklinde tanımlanabilir. Prokrastinasyon, bireyin motivasyonel alanıyla ilişkili davranışsal, duygusal ve bilişsel bileşenleri içeren ve psikolojik yönden karmaşık ve heterojen yapıya sahip bir olgudur (Karlovskaya & Baranova, 2008: 38;Kovylin, 2013: 28).…”