Why Students Procrastinate: A Qualitative Approach

Klingsieck, Katrin B.; Grund, Axel; Schmid, Sebastian; Fries, Stefan

doi:10.1353/csd.2013.0060

Cited by 95 publications

(103 citation statements)

References 33 publications

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“…In their grounded theory study of academic procrastination, however, Schraw et al (2007) identified three sources of antecedents to academic procrastination: self (interest, organisational skills), teacher (clear expectations for the course, well-organised course materials, tests and graded assignments), and task (low background knowledge, task difficulty). Applying qualitative content analysis, three other qualitative studies underline the importance of teacher and task characteristics (Grunschel, Patrzek, & Fries, 2013a;Klingsieck, Grund, Schmid, & Fries, 2013;Patrzek, Grunschel, & Fries, 2012) when explaining academic procrastination. In addition, Klingsieck et al (2013) stress the social antecedents of procrastination such as role models and attitudes of significant others towards procrastination.…”

Section: Qualitative Studies On Antecedents Of Academic Procrastinationmentioning

confidence: 99%

“…Applying qualitative content analysis, three other qualitative studies underline the importance of teacher and task characteristics (Grunschel, Patrzek, & Fries, 2013a;Klingsieck, Grund, Schmid, & Fries, 2013;Patrzek, Grunschel, & Fries, 2012) when explaining academic procrastination. In addition, Klingsieck et al (2013) stress the social antecedents of procrastination such as role models and attitudes of significant others towards procrastination. Looking at the reasons students report for their procrastination, Grunschel et al (2013a) showed that students who had already sought help because of procrastination reported more serious reasons (e.g., anxiety, serious illness) than students who had not done so.…”

Section: Qualitative Studies On Antecedents Of Academic Procrastinationmentioning

confidence: 99%

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Academic Procrastination: Psychological Antecedents Revisited

Steel

Klingsieck

2016

Australian Psychologist

351

218

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Objective: Taking Beswick, Rothblum, and Mann's seminal paper on academic procrastination as a starting point, we provide an updated review of academic procrastination and consolidate this knowledge with a procrastination typology. The goal of our study was to show that while the degree of procrastination is largely contingent on the trait of conscientiousness, the other four major personality traits determine how procrastination manifests. According to implications of need theory, we operationalised these four traits by the reasons students gave and the activities students pursued while procrastinating. Method: Participants were 167 students of an undergraduate introductory psychology course. It was designed as a self-directed computerised course enabled considerable amounts of procrastination. Students filled out a Big Five Inventory and wrote a short essay detailing: (a) what reason they saw as causing them to procrastinate, and (b) what activities they pursued while procrastinating. The reasons and activities were coded according to their fit to the personality traits. Results: Conscientiousness and its facets were the strongest correlates with procrastination. Moreover, in regression analyses, the other personality traits did not incrementally predict procrastination. However, the reasons ascribed to procrastination and the off-task activities pursued reflected the other personality traits. Conclusion: While conscientiousness is the core for all procrastination types, the other personality traits determine its phenomenology. Thus, the prominent understanding of a neurotic procrastinator might be misleading for research and practice. In fact, counsellors need to first address the conscientiousness core of procrastination and then match the subsequent interventions to the specific procrastination type.

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Section: Qualitative Studies On Antecedents Of Academic Procrastinationmentioning

confidence: 99%

Section: Qualitative Studies On Antecedents Of Academic Procrastinationmentioning

confidence: 99%

Academic Procrastination: Psychological Antecedents Revisited

Steel

Klingsieck

2016

Australian Psychologist

351

218

View full text Add to dashboard Cite

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“…With regard to the presence of excessive learning at an early stage, avoidance, in this context academic procrastination, correlates positively with test anxiety (e.g., Elliot & McGregor, 1999;Klingsieck, Grund, Schmid, & Fries 2013;Putwain & Symes, 2012). Therefore, the presence of excessive learning warrants an explanation.…”

Section: Discussionmentioning

confidence: 99%

Preparatory Test Anxiety: Cognitive, Emotionality, and Behavior Components

Shadach

Levy-Frank²,

Levy³

et al. 2017

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Test anxiety interferes with the ability to communicate knowledge during tests. Preparatory test anxiety may lead to excessive learning that reduces concentration and leads to mistakes and ineffective learning. This preliminary study developed the Preparatory Test Anxiety Questionnaire (PTAQ), tested its reliability and construct validity, and assessed whether students with preparatory test anxiety exhibit excessive lea rning. Additionally, it explored the relations between the subscales and the total scores of the PTAQ and the TAI. Sample included 364 undergraduate college psychology students. Results indicated that the PTAQ is comprised of the 'cognition-emotion' and 'behavior' subscales and has an adequate internal consistency and construct validity. The subscales and total score of the PTAQ were positively correlated with those of the TAI. Regression analysis showed that the Emotion-Cognition scale of the PTAQ significantly added to the explained variance, while the Behavior scale did not. Results are discussed with regard to preparatory test anxiety.

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“…Taking a behavioural variable into account, academic procrastination (a voluntary delay of an intended action despite knowing about its negative consequences; Grunschel et al, 2016;Klingsieck, 2013;Simpson & Pychyl, 2009;Steel, 2007) was found to be positively linked to dropout intentions (Bäulke et al, 2018).…”

Section: Correlates Associated With Student Dropoutmentioning

confidence: 99%

Is Student Dropout at University a Multi-Staged Process? A Phase-Orientated View on Quitting Studies and Changing Majors

Bäulke¹,

Grunschel²,

Dresel³

2020

Preprint

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Student dropout can be conceptualized as a motivated decision-making process, consisting of different phases. Based on previous literature on student dropout, decision-making, and action-phases, we proposed that the process of developing dropout intentions includes the following phases: non-fit perception, thoughts of quitting, deliberation, information search, and a final decision. In the present study, we empirically investigated if the assumed phases can be distinguished from each other, if the phases follow the presumed order, and whether each phase is associated with certain characteristics. Furthermore, we considered a strict separation between quitting studies completely and changing a major. For this purpose, we analysed data of N = 1,005 students (average age of 23.0 years; 53% female; 47% male) from a German University. By using confirmatory factor analyses, we found the supposed factor structure for the different phases concerning both kinds of dropout, quitting studies and changing majors. In each process, latent mean scores followed the presumed order. The factor values correlated to a substantial amount with an assortment of variables associated with student dropout. On a theoretical level, the conception of different phases of student dropout helps to get a better understanding of regulatory processes in the context of student dropout.

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Why Students Procrastinate: A Qualitative Approach

Cited by 95 publications

References 33 publications

Academic Procrastination: Psychological Antecedents Revisited

Academic Procrastination: Psychological Antecedents Revisited

Preparatory Test Anxiety: Cognitive, Emotionality, and Behavior Components

Is Student Dropout at University a Multi-Staged Process? A Phase-Orientated View on Quitting Studies and Changing Majors

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