Abstract
This study examines the roles of time perspective, affect, and locus of control in mediating the relationship between regulatory mode and procrastination. Participants filled out the Zimbardo Time Perspective Inventory, Positive and Negative Affect Schedule Scale, Multidimensional Locus of Control Inventory, Locomotion and Assessment Scale, and Lay’s General Procrastination scale. Results showed that procrastination was negatively related to locomotion orientation but positively associated with assessment orientation. The relations between regulatory mode and procrastination were mediated by negative affective state, internal sense of control, and negative past and future time perspectives. These findings suggest not only a behavioral link between regulatory mode and procrastination but also affective and cognitive differences in locomotion and assessment orientations that may account for such linkage. The present results also provide empirical support for the theory of locomotion-temporality interface (Kruglanski, Pierro, & Higgins, 2016).
Highlights
OverviewProcrastination, or self-regulatory failure to initiate an act despite knowing the negative consequences [1], is a common concern in academics, work, health-related practices, life-long planning, as well as environmental preservations [2,3,4,5]
What are some factors that may further explain these relations? With reference to the theory of locomotion-temporality interface [22], we argue that time perspective, locus of control, and affect are the three main factors mediating the relationship between procrastination and regulatory mode
Locomotion was negatively related to procrastination (r(194) = -.53; p < .001), while assessment was positively related to procrastination (r(194) = .26; p < .001)
Summary
Procrastination, or self-regulatory failure to initiate an act despite knowing the negative consequences [1], is a common concern in academics, work, health-related practices, life-long planning, as well as environmental preservations [2,3,4,5]. Looking at academic activities alone, 30% to 60% of college students reported procrastination in completing written and reading assignments and preparing for examinations [6]. Many research studies have investigated different external and contextual determinants of procrastination. Procrastination is more prominent when the work is monotonous, laborious, or unpleasant [5,7]. Procrastination is regarded as an individual trait when it becomes general across situations and stable over time [5, 8].
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