Active Procrastination Research Articles

The effect of organizational silence on the relationship between workplace ostracism and nurses' procrastination behavior: A structural equation modeling.

This study aims to assess the relationship between workplace ostracism and the procrastination behavior of nurses, as well as examine the effect of organizational silence on this relationship. Controlling workplace ostracism and eradicating time wasters, especially procrastination behavior among nurses, are key strategies that add value to organizational effectiveness. In addition, remaining silent about significant issues facing nurses is a devastating approach to the success of both healthcare organizations and the nursing profession. A cross-sectional descriptive correlational exploratory research design was used to conduct the study. Data were collected from 352 nurses recruited from three large university hospitals in Alexandria, Egypt. Four instruments, namely, the Workplace Ostracism Questionnaire, the Organizational Silence Scale, the Active Procrastination Scale, and the Unintentional Procrastination Scale, were used. Structural equation modeling was used to test the hypothesized relationships among the variables. The findings demonstrated a significant positive and moderate association between workplace ostracism and both active and passive procrastination behaviors among nurses. Moreover, there was a strong positive and significant correlation between organizational silence and workplace ostracism. The results of mediation revealed that the indirect effect of workplace ostracism on both active and passive procrastination behavior through organizational silence was statistically significant, suggesting that organizational silence partially mediated this relationship. The study highlighted the ongoing challenges posed by toxic workplace issues, such as organizational ostracism and silence, as significant factors contributing to nurses' procrastination behaviors. Not only do these factors directly impact nurses' productivity, but they also interact to exacerbate negative outcomes in nursing care. Addressing these toxic dynamics is critical to improving nurse performance and ensuring quality care in healthcare settings. This study offers new insights for navigating toxicity and upgrading nursing productivity in healthcare organizations through fostering a more inclusive and communicative work environment. Promoting team cohesion and ensuring that all staff members feel valued and included can reduce feelings of isolation that may lead to procrastination. Also, creating safe spaces for nurses to voice concerns without fear of reprisal could significantly diminish passive procrastination, which ultimately enhances overall patient care quality and organizational efficiency.

Threats of nursing productivity in the digital era: investigating the interplay between smartphones addiction and procrastination behavior among nurses

BackgroundControlling smartphone addiction and procrastination among nurses is crucial for enhancing the productivity of both nursing and the healthcare system. Critical care nurses are highly vulnerable to smartphone addiction and procrastination behaviors than other groups. They may purposefully delay their tasks, a practice known as active procrastination, or inadvertently delay them, a practice known as passive procrastination.AimThis study was designed to assess the prevalence of smartphone addiction and procrastination behavior among nurses, examine the effect of smartphone addiction on the active and passive procrastination behaviors, and explore the correlation between active and passive procrastination behaviors among nurses.MethodThis is a descriptive correlational exploratory study that was conducted at 23 critical care units of one large educational hospital in Egypt. Data were collected from 360 nurses who were conveniently selected using three tools: the Smartphone Addiction Inventory, the New Active Procrastination Scale, and the Unintentional Procrastination Scale. Correlation and regression analyses were conducted to test the hypothetical relationship among the study variables.ResultsThis study revealed that 55.0%, 80.0%, and 45.3% of nurses had a moderate perceived level of smartphone addiction, active procrastination behavior, and passive procrastination behavior, respectively. There is a significant positive correlation between smartphone addiction and both nurses’ active and passive procrastination behaviors. Smartphone addiction accounts for 25% of the variance in nurses’ active procrastination behavior and 18% of the variance in their passive procrastination. Furthermore, there is a moderately significant negative correlation between nurses’ active procrastination behavior and their passive procrastination behavior.ConclusionNurses are exhibiting moderate levels of smartphone addiction and procrastination, which is a significant threat to the healthcare industry and nursing productivity. This requires technological, educational, and organizational interventions that foster active procrastination and combat passive procrastination behaviors among nurses.ImplicationsContinuous training programs are required to enhance time management skills among nurses and increase the awareness of nurse managers with the symptoms of smartphone addiction among nurses. Nurse leaders should early detect and address the addictive use of smartphones among nurses, identify potential procrastinators, and provide counseling to eradicate these behaviors in the workplace.

Examining bedtime procrastination through the lens of academic stressors among undergraduate students: academic stressors including mediators of mobile phone addiction and active procrastination

Examining bedtime procrastination through the lens of academic stressors among undergraduate students: academic stressors including mediators of mobile phone addiction and active procrastination

The Influence of Active and Passive Procrastination on Academic Performance: A Meta-Analysis

The relationship between academic performance and procrastination has been well documented over the last twenty years. The current research aggregates existing research on this topic. Most of the studies either find no result or a small negative result. However, recent studies suggest that procrastination can have a positive influence on academic performance if the procrastination is active instead of passive. To analyse the effect of active procrastination on academic performance, a meta-analysis was conducted. The analysis includes 96 articles with 176 coefficients including a combined average of 55,477 participants related to the correlation between academic performance and procrastination. The analysis uncovered a modest negative correlation between academic performance and procrastination overall. Importantly, the type of procrastination exerted a substantial impact on the strength of this correlation: active procrastination demonstrated a small positive effect size, whereas passive procrastination registered a small negative effect size. Additionally, participant-specific characteristics and indicators further modulated the magnitude of the correlation. The implications of this research extend to underscoring a potential beneficial aspect of procrastination, specifically elucidating how certain types of procrastination can positively influence academic performance.

대학생의 완벽주의적 자기제시와 능동적 지연행동의 관계에서 실패내성의 매개효과

대학생의 완벽주의적 자기제시와 능동적 지연행동의 관계에서 실패내성의 매개효과

Supervisor Perfectionism and Student Performance, Creativity and Academic Procrastination.

Background: The increasing involvement of the young generation in higher education necessitates an understanding of the effects of supervisor perfectionism on students' academic performance, creativity, and procrastination. Previous research has indicated a complex relationship between these variables, with potential influences based on gender and education level. Objective: This study aimed to investigate the associations between supervisor perfectionism and student outcomes, including academic performance, creativity, and academic procrastination, with a focus on the role of gender and educational levels (BS and MS students). Methods: The study employed a survey research design, with a sample size of 299 participants (200 students and 99 supervisors) from five universities in Lahore. Standardized scales such as The Big Three Perfectionism Scale, Academic Success Inventory for College Students, Creativity Scale, and Active Procrastination Scale were used. Data was collected through a combination of online (Google document form) and physical methods. Bivariate correlations and regression analyses were conducted using SPSS version 25. Results: Supervisor Perfectionism showed significant positive correlations with both students' academic performance (r = .65) and procrastination (r = .39), but not with creativity. Self-Oriented Perfectionism was highly correlated with various performance subscales like efficacy of the instructor (r = .57) and personal adjustment (r = .47). Gender differences were evident, with male students showing better performance and higher procrastination levels. MS students demonstrated better academic performance and more procrastinating behaviors compared to BS students. Regression analysis indicated that Supervisor Perfectionism positively predicted students’ academic performance and procrastination. Conclusion: The study underscores the significant impact of supervisor perfectionism on student academic outcomes, highlighting its positive correlation with academic performance and procrastination. The findings emphasize the need for awareness of these dynamics in educational settings, considering individual differences such as gender and education level.

A Review on the Relationship Between Academic Procrastination, Self-regulation, and Appropriate Remedial Strategies

Drawing much attention in recent years, academic procrastination and self-regulation are well-known concepts across the field of psychology. Researchers have spent decades on related topics, unravelling their nature and their interaction with each other. Nonetheless, the relationship between self-regulation and academic procrastination specifically was somewhat lacking. In this study, conclusions of various previous papers were collected, from both theoretical and experimental investigations. In hopes of finding a more up-to-date inference, this study contributed on two aspects. First, it landed the following conclusions: students who are better at self-regulating experience less serious academic procrastination; and that academic procrastination could be eased by developing self-regulation abilities. Second, multiple moderating methods for academic procrastination were suggested, including learning strategies, different perspectives of self-regulation, and the mechanism of active procrastination. The paper also suggested gaps in current field, as well as their respective advice for future research. The implication of the study was emphasised by the potential that self-regulation has on relieving academic procrastination effects. With further exploration, findings in the field will no doubt benefit students across the globe.

Did it work? Effective decisions in the workplace

Effective decisions are key in professional contexts as they significantly determine firms' long-term health and survival. Consequently, holding a clear understanding of the components that define decision effectiveness may be highly beneficial for organizations. However, the multidimensional nature of the construct has led to the lack of theoretical consensus on the defining components of decision effectiveness. The present work sought to identify some of the factors that may intervene in determining decision effectiveness, specifically taking into account factors that are intrinsic in managers’ attitudes and skills. Three relevant factors were identified and discussed, encompassing analytic versus synthetic approach to decision-making, time-management and decision promptness, and active procrastination, and applicability of the investigated dimensions to employees' assessment organizational practices is proposed.

Positive delay? The influence of perceived stress on active procrastination

Purpose: Although it is widely accepted that procrastination is counterproductive, active procrastination may be considered a constructive coping strategy in situations where work-related stress is high. Drawing upon the conservation of resource theory and the ego depletion theory, the article suggests that active procrastination can be influenced by perceived stress, mediated by ego depletion, and potentially moderated by the Big Five personality traits.Design/methodology/approach: Using hierarchical regression analysis, Hayes Process Macros, and the general path analytic framework, our hypotheses were investigated. The sample was made up of 651 Chinese civil servants.Findings/results: According to the results, ego depletion fully mediated the positive connection between perceived stress and active procrastination. Furthermore, extroversion, conscientiousness, and openness negatively moderate the link between perceived stress and ego depletion as well as mediating effect. While neuroticism exhibited a positive moderating effect.Practical implications: The findings can serve as references for civil servants and public organisations to address stress and create a more relaxed work environment. Recognising active procrastination as a potential coping strategy can help to reframe the perception of procrastination and guide organisations in supporting their employees’ wellbeing.Originality/value: This study extends comprehension of active procrastination in stressful situations and highlights the potential positive coping consequences of stress attributes. By exploring the mechanisms involved, the study sheds light on how perceived stress can influence active procrastination, with ego depletion serving as a mediating factor, which helps to explain how individuals may experience reduced self-control and subsequently engage in active procrastination as a coping strategy.

A predictive model of perceived stress during the first wave of the COVID-19 pandemic in university students Ecuadorians.

The situation caused by the confinement due to the COVID-19 pandemic and the mobility restriction implemented by governments worldwide had a significant impact on people's routines. Stressors are known to increase emotional imbalance, uncertainty, and frustration in the general population. This study explores the factors that predispose to the risk of perceived stress from COVID-19 and determines the underlying mediating mechanisms in the Ecuadorian population. The cross-sectional study an incidental non-probabilistic sample of n = 977 participating student volunteers from the four regions of the Republic of Ecuador (68.6% women and 31.4% men). Data on emotional regulation (ERQ), perceived stress (PSS), active procrastination (APS), diagnosis and symptoms related to COVID-19, social isolation, coexistence, and a sociodemographic questionnaire (biological sex, marital status, and age) were recruited. Statistical analysis was based on a structural equation model. The risk of suffering perceived stress in the COVID-19 pandemic was higher for single women who have lived longer in social isolation, have lived with more people, have poor emotional regulation and high rates of procrastination. This structural model is similar in all Ecuadorian regions χ2 = 21.54 (p = 0.760), RMSEA = 0.001 (95%CI, 0.00-0.02), CFI = 0.998; TLI = 0.999; SRMR = 0.020. Although our findings are consistent and revealing for the scientific community, the lack of discrimination of the data due to strict isolation measures, taken at different periods by the Ecuadorian government against positive cases of COVID-19, is discussed. The research was applied to the university population, it would be representative to extend the study to schools and colleges. We consider this work as a starting point for the creation of preventive models against perceived stress in the university environment in the event of health emergencies.

How to Procrastinate Productively With ADHD: A Study of Smartphone Use, Depression, and Other Academic Variables Among University Students With ADHD Symptoms

Objective: The association between chemical dependency and Attention-Deficit Hyperactivity Disorder is widely recognized, but there is less data regarding modern behavioral addictions among young adults. Method: In this cross-sectional study, a sample of 408 Hungarian college students (67.2% female, mean age 23.37 years [SD = 3.87]) responded to an online survey including the Adult ADHD Self-Report Scale, the Center for Epidemiologic Studies-Depression Scale (CES-D), the Procrastination Scale, the Short College Boredom Scale, and the Smartphone Addiction Scale (SAS-SV). Results: Regression analyses showed that passive procrastination (ß = .31, p < .001), depression (ß = .20, p < .001), academic boredom (ß = .18, p < .001), active procrastination (ß = −.12, p < .001), and smartphone addiction (ß = .13, p < .001) were significantly related to ADHD symptoms, accounting for 41% of the variance. Conclusion: Findings provide important additions to knowledge of mental health challenges among young adults with ADHD.

Active procrastination incubates more creative thinking: The sequential mediating effect of personal mastery and creative self-concept

ABSTRACT Many studies have suggested that procrastination can result in negative effects, such as anxiety and decline in academic performance; however, procrastination can be either active or passive. This study explored the serial mediation effect of personal mastery and creative self- concept in the correlation between active procrastination and creative thinking. A sample of 536 participants was asked to complete a series of questionnaires. The results demonstrated that creative self-concept played a mediating role in the correlation between active procrastination and creative thinking. Moreover, personal mastery and creative self-concept serially mediated the association between active procrastination and creative thinking. This study identified the critical factors associated with creative thinking and provided a reference for educators’ interventions for improving students’ creativity.

Personality and contextual predictors of career advancement procrastination: An application of the social cognitive model of career self‐management

AbstractThis research explored procrastination in the context of career self‐management, a construct that we refer to as career advancement procrastination (CAP). Drawing on the career self‐management model extension of social cognitive career theory, we hypothesized that personality traits (i.e., trait passive procrastination and trait active procrastination) and contextual factors (i.e., career resources and career barriers) have effects on passive CAP and active CAP via career self‐efficacy. Hypotheses were tested on a sample of employed Canadians in a two‐wave study (N = 201). As predicted, we found that trait passive procrastination was positively related to passive CAP, trait active procrastination was positively related to active CAP, and career barriers were related to both passive CAP and active CAP. We also found positive indirect effects of trait passive procrastination and career barriers, and negative indirect effects of career resources, on both passive CAP and active CAP via career self‐efficacy. Taken together, these findings suggest that companies can decrease CAP by helping employees curb their dispositional procrastination tendencies, as well as by reducing career barriers and increasing career resources, all of which should also aid in increasing employees' career self‐efficacy.

Passive and active procrastination and its relationship to perceived self-sufficiency

Passive and active procrastination and its relationship to perceived self-sufficiency

The Relationship between Big Five Personality Traits and Procrastination among Students of International Islamic University Malaysia (IIUM)

Background: The current study examines the relationship between the Big Five personality traits (Openness, Conscientiousness, Extraversion, Agreeableness and Neuroticism) and Procrastination (Active and/or Passive) among the undergraduate students of International Islamic University Malaysia (IIUM). Sample: The participants of this study are 101 covering undergraduate students of IIUM that includes 20 male and 81 female, age ranging from 19 to 28 years old. (M = 22.81, SD = 1.7) who participated in this study. The research design of this study is Cross sectional survey design and participants were chosen by Convenient Random Sampling. Methods: Personality traits were measured using Big Five Inventory (BFI) and procrastination was measured using “Tuckman Procrastination Scale” and “Active Procrastination Scale”. Findings: Karl Pearson’s correlation indicates that this study supports some of the hypotheses. This study found significant relationship between different personality traits and passive procrastination and different dimensions of active procrastination. From the result of this study, it can be observed that conscientiousness has a relationship with both passive and active procrastination. Agreeableness positively correlated with only active procrastination. Neuroticism negatively correlated with both type of procrastination whereas extraversion positively correlated with passive procrastination and active procrastination.

The possible contribution of procrastination and perception of self-efficacy to academic achievement

ABSTRACT While procrastination is a widely recognised phenomenon, current research sometimes contends that it is not by definition negative or that absence of procrastination is necessarily positive. Accordingly, a characterological distinction has been made between passive procrastinators and active procrastinators; the latter resembling non-procrastinators. The basis of this study derives from quantitative research, using three questionnaires in the survey method. A theoretical model whereby students’ perception of self-efficacy impacts procrastination was used to study 145 Master of Education (M.Ed) students in the process of writing their thesis in two Israeli Orthodox educational institutions. The findings revealed that the score for meeting deadlines was higher among non-procrastinators when compared to both types of procrastinators. No differences were found between students who actively procrastinate and those passively procrastinating, either with reference to self-efficacy or by measuring achievement. Procrastination strategies were identified as correlating with perceptions of self-efficacy (both general and academic) and final grades. Additionally, active procrastinators were found to be more academically procrastinators than passive procrastinators, while less studious. The declined hypotheses may be explained by reference to terms popular in Israeli culture, the inference being that active Israeli procrastinators do not plan their procrastination as carefully as do other westerners. Positive correlation was found between the theoretical model and the empirical data obtained from the questionnaires. However, self-efficacy, whose relationship to academic achievement is frequently emphasised, was not found to be a direct influence; rather it represents a factor mediated through procrastination.

Psychometric properties of the academic procrastination scale in Spanish university students

Procrastination in academic activities is common amongst university students, and has negative consequences for their personal as well as academic development. As a result, there is a need for valid –yet at the same time brief and clear-cut– measurement tools that enable the specific procrastinating behaviour of university students to be measured. This work explores in depth the psychometric properties of the Spanish version of the Academic Procrastination Scale, a widely used brief tool in secondary and higher education in the Spanish speaking world. The scale was applied to a total of 1734 university students, together with the Procrastination Assessment Scale-Students (PASS), the Unintentional Procrastination Scale (UPS) and the Active Procrastination Scale (APS). Factor analyses indicate the best fit is a structure involving four interrelated factors (task aversion, poor time management, low emotional and motivational self-control, and risk assumption) compared to other proposed models. The model presents factorial invariance between men and women, and adequate convergent validity. We discuss the implications of using this scale in higher education, since differentiating the four factors might help to identify different support measures depending on university student needs.

Academic Hardiness and Active Procrastination: Levels and Correlation among University Students

Academic hardiness is a personality characteristic that can resist all academic pressures on students, while active procrastination is an activity or behavior that procrastinates intentionally, and repeatedly in completing academic tasks. The research objectives: (1) measure the level of active procrastination and academic hardiness of students, and (2) predict the relationship between academic hardiness and procrastination in students. The research uses a quantitative approach with the type of correlational research. The research population is active undergraduate students in one of the State Universities in Banda Aceh. Determination of the number of samples using the Slovin formula, from a population of 22,798 students obtained a sample of 393 students. The Clustered Random Sampling technique was used in the selection of samples with batch as the cluster from the 2016 to the 2020 batch. The data collection technique used a questionnaire contains two scales; namely Revised Academic Hardiness Scale (RAHS) and Active Procrastination Scale (APS). The results showed that the average active procrastination level was in the medium category, with a percentage of 68.4% and the average academic hardiness level was in the medium category with a percentage of 67.4%. Research shows that there is a significant positive relationship between academic hardiness and active procrastination with a Pearson correlation of 0.308 and a probability value of 0.000 (ρ &lt;0.05). The results of this study can be used as the basis for making a hardiness trainer program by the University Counseling Service Unit to increase academic hardiness in students so that they can fight all academic pressures.

Big Five personality traits predicting active procrastination at work: When self- and supervisor-ratings tell different stories

What are active procrastinators like? Past research examining the Big Five personality predictors of active procrastination (AP) has found Extraversion and Emotional Stability to be predictive of such a behavioral characteristic. Yet, previous studies suffered from the fact that data were solely collected from undergraduates in academic settings using self-reports of personality. Attempting to extend the personality-AP associations among college students to working adults as well as to expand our knowledge on the personality profiles of active procrastinators according to both self- and other reports, the present study investigated the predictive effects of N = 173 full-time employees’ Big Five personality traits on their AP behaviors in the workplace via self- and supervisor-rated personality. Results revealed that Extraversion and Emotional Stability predicted AP across both rating sources and that in the supervisor-rating results only, the trait Agreeableness emerged as another (negative) predictor of AP. In light of recent developments with multimethod studies in the field of personality research, we discussed possible reasons for the current findings together with the study implications for research and practice related to AP at work.

The association of perfectionism and active procrastination in college students

It has been shown that perfectionism is a precursor to passive procrastination, which is a form of self-regulation failure, but little is known about the role of perfectionism in active procrastination. Thus, we sought to determine the relationship of high standards and discrepancy with active procrastination, which is a functional form of procrastination linked to better academic performance and psychological well-being. A convenience sample of 175 undergraduate students completed the Almost Perfect Scale-Revised and the Active Procrastination Scale. The results show there was a negative correlation between discrepancy and active procrastination. Students who perceived a larger discrepancy between their own performance goals and their actual performance were less likely to procrastinate actively. This suggests that the influence of perfectionism on procrastination may extend to active procrastination. Therefore, the implementation of interventions aimed at reducing individuals' perfectionistic tendencies is of great importance.