Procrastination Research

Ferrari, Joseph R.; Johnson, Judith L.; McCown, William

doi:10.1007/978-1-4899-0227-6_2

Cited by 87 publications

(120 citation statements)

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“…Findings are in line with those of previous studies which focused on the links between procrastination and academic performance (e.g., Kim & Seo, 2015;Steel, 2007), self-esteem (Burka & Yuen, 2008;Ferrari et al, 1995;Covington, 2007;Pychyl et al, 2002) and well-being (e.g., Balkis & Duru, 2016;Fernie et al, 2016;Gagnon et al, 2016;Sriois & Tosti, 2012;Steel, 2010). Present findings suggested that procrastinating students are more likely to have poor academic performance, self-esteem and well-being.…”

Section: Discussionsupporting

confidence: 91%

“…In literature, it is highlighted that procrastination plays a protective role for self-esteem in case of a probable failure (Burka & Yuen, 2008, Covington, 2007Duru & Balkis, 2014;Ferrari, Johnson, & McCown, 1995). According to Burka and Yuen (2008), procrastinators believe that their performance is a reflection of their self-worth.…”

Section: Procrastination and Self-esteemmentioning

confidence: 99%

“…Explanations about the relationship between procrastination and self-esteem are such that procrastination has a protective role for self-esteem in case of a failure (e.g. Ferrari et al, 1995). Apart from its protective role, procrastination is also supposed to have a negative impact on self-esteem, and academic achievement might play an important role in this process.…”

Section: The Current Studymentioning

confidence: 99%

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Procrastination, self-esteem, academic performance, and well-being: A moderated mediation model

Duru

Balkıs

2017

IJEP

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The current study attempts to examine integrated effects of procrastination, selfesteem, and academic performance on well-being in a sample of Turkish undergraduate students (N = 348). Results confirm prior evidence suggesting that procrastination and self-esteem were important predictors of well-being. Results also indicated that both procrastination and academic performance have direct and interactive effects on self-esteem. Self-esteem mediated the relationships between procrastination and well-being. Furthermore, the indirect effect of procrastination on well-being via mediation of self-esteem may vary depending on academic performance. Findings were discussed in terms of related literature and further suggestions have been made for future studies. Keywords: procrastination, self-esteem, academic performance, well-being, moderated mediation model Vol. 6 ResumenEl presente estudio intenta examinar los efectos integrados de la dilación, la autoestima y el rendimiento académico en el bienestar en una muestra de estudiantes turcos de pregrado (N=348). Los resultados confirman la evidencia previa que sugiere que la dilación y la autoestima son predictores importantes del bienestar. Los resultados también indicaron que tanto la dilación como el rendimiento académico tienen efectos directos e interactivos sobre la autoestima. La autoestima media las relaciones entre la dilación y el bienestar. Además, el efecto indirecto de la dilación en el bienestar a través de la mediación de la autoestima puede variar dependiendo del rendimiento académico. Los hallazgos se discuten en relación a la literatura relacionada y se hacen sugerencias para estudios futuros. Palabras clave: procratisnación, autoestima, logro académico, bienestar, modelo de mediación moderada. IJEP -International Journal of Educational Psychology, 6(2) 99rocrastination is an important subject matter and has received a considerable amount of interest from researchers over the past decades. It has been defined as self-regulatory failure (Steel, 2007), often results in undesirable outcomes including poor performance and well-being. There is growing evidence suggesting that procrastination is a common problem among students and non-student population. Harriott and Ferrari (1996) reported 20 % of adults engage in procrastination. In academic settings, previous studies reported 23-52% of undergraduate students suffer from procrastination (Balkis & Duru 2009;Özer, Demir, & Ferrari, 2009).Apart from the prevalence of procrastination, the frequency of procrastination experienced can influence students internally and externally. Low academic achievement can be considered as an external consequence of procrastination for students. Jackson, Weiss, Lundquist and Hooper (2003) stated that procrastination may disrupt academic performance in several ways (see Jackson et al., 2003 for reviews). In existing literature, three meta-analyses were conducted to test the relationship between procrastination and academic performance (Kim & Seo, 2015;Richardson, Abrah...

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Section: Discussionsupporting

confidence: 91%

Section: Procrastination and Self-esteemmentioning

confidence: 99%

Section: The Current Studymentioning

confidence: 99%

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Procrastination, self-esteem, academic performance, and well-being: A moderated mediation model

Duru

Balkıs

2017

IJEP

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“…This is not to imply that the stress experienced by procrastinators does not involve changes in immune functioning that may compromise health. Indeed, the association between negative mood states and procrastination is well established (Beswick et al, 1988;Ferrari, Johnson, & McCown, 1995;Martin et al, 1996;Pychyl, Lee, Thibodeau, & Blunt, 2000;Senecal et al, 1995;Solomon & Rothblum, 1984), and these affective changes are known to negatively impact immune system functioning (e.g., Cohen et al, 1995;Irwin, Daniels, Smith, Bloom, & Weiner, 1987). However, according to Milgram (1991) the emotional upset experienced by procrastinators is a result of the behavior sequence of postponement; therefore, these negative mood states are largely the result of the behavioral manifestations of procrastination rather than the cause of the dilatory behavior.…”

Section: A Conceptualization Of Procrastination and Healthmentioning

confidence: 99%

“I'll look after my health, later”: an investigation of procrastination and health

Sirois

Melia-Gordon

Pychyl

2003

Personality and Individual Differences

221

170

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“…[1] Milgram considers that "procrastination is primarily (1) a behavior sequence of postponement; (2) resulting in a substandard behavioral product; (3) involving a task that is perceived by the procrastinator as being important to perform; and (4) resulting in a state of emotional upset." [2] Balkis & Duru [3] identified five types of procrastination: life routine procrastination, neurotic procrastination, compulsive procrastination, decisional procrastination, and academic procrastination.…”

Section: Introductionmentioning

confidence: 99%

Psychometric Evaluation of The Romanian Version of The Irrational Procrastination Scale in a Military Student Population

Macovei

2017

International Conference KNOWLEDGE-BASED ORGANIZATION

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Procrastination Research

Cited by 87 publications

References 0 publications

Procrastination, self-esteem, academic performance, and well-being: A moderated mediation model

Procrastination, self-esteem, academic performance, and well-being: A moderated mediation model

“I'll look after my health, later”: an investigation of procrastination and health

Psychometric Evaluation of The Romanian Version of The Irrational Procrastination Scale in a Military Student Population

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