Differences In Procrastination Research Articles

Academic procrastination, task values, and self-efficacy of pre-service biology teachers in online learning based on a gender perspective

Online learning can contribute to increased academic procrastination, often linked to low self-efficacy and perceived task value. This study investigates academic procrastination, self-efficacy, and task values from a gender perspective using a cross-sectional approach with students in their 1st, 3rd, 5th, and 7th semesters. An independent t-test assessed differences between male and female students. Findings showed no significant differences in academic procrastination across genders in any semester; however, notable differences in self-efficacy and task value emerged only in the 5th semester. The lack of significant differences in procrastination is attributed to similarities in environmental, psychological, and social factors, alongside common challenges in time management and distractions. Male and female students demonstrated comparable self-efficacy due to shared academic settings, social support, and media influences, while similar task values stemmed from common interests and experiences. The differences in the 5th semester likely arise from increased academic demands and evolving social dynamics, including gender stereotypes. Future research should employ qualitative methods, such as interviews or focus groups, to gain deeper insights into student experiences. Longitudinal studies could also track changes in self-efficacy and task value over time for a more comprehensive understanding. Targeted interventions to enhance self-efficacy and task value could be particularly beneficial in semesters with significant differences, thereby addressing academic procrastination more effectively.

PROCRASTINATION AND ANXIETY AMONG PSYCHOLOGY AND SOCIAL WORK STUDENTS IN A PUBLIC UNIVERSITY IN EAST MALAYSIA

Procrastination is prevalent and pernicious but not entirely understood. It has been seen as a universal phenomenon that hinders people’s ability to accomplish their goals. Procrastination can be defined as lack or absence of self regulated performance and the behavioural tendency to delay what is necessary to reach a goal. It appears to be a troubling phenomenon and yet human beings have been procrastinating for centuries. University students are the backbone of society. They need to be aware of their procrastination attitude so that they could tackle the problem. Anxiety on the other hand is a negative feeling. Studies show that a relationship exists between procrastination and anxiety. However very few studies investigate procrastination and anxiety, especially among Psychology and Social Work students in the public university in Malaysia. In view of this, the objectives of this study are to examine: (1) the difference in procrastination by gender; (2) the difference in anxiety by gender; (3) the relationship between procrastination and anxiety. This study managed to get 304 samples for the objectives above. The difference of gender was tested by t-test; while the relationship between procrastination and anxiety was tested by correlation. The results of this study indicated that female students engaged more in major procrastination, whereas male students engaged more in moderate procrastination. However, there were no significant differences on procrastination and anxiety between gender. The finding also showed a significant relationship between procrastination and anxiety.

Gender Differences in Procrastination and Subjective Well-Being: A Cross-Sectional Study Among Students and Non-Students.

This study aims to examine gender differences in the relationship between procrastination and subjective well-being in a sample of 1052 individuals. Including both students and non-students. The participants, 56.7% were women (Mean = 24.83, Standard Deviation = 6.01, range = 18-56) and 43.3% were men (Mean = 25.01, Standard Deviation = 6.91, range = 18-59), completed assessments covering procrastination, positive affect, negative affect, and life satisfaction. The data were analyzed using one-way ANOVA and structural equation modeling. The current findings suggest that men, compared with women, reported higher levels of procrastination, positive affect, and subjective well-being and lower levels of negative affect. The results suggest that procrastination has a greater impact on the subjective well-being of men, especially among non-student males. These findings contribute to the understanding of gender differences in the relationship between procrastination and subjective well-being, emphasizing the need for further research.

State Anxiety and Procrastination: The Moderating Role of Neuroendocrine Factors.

Procrastination is prevalent among students, as well as the general population, and has negative impacts on various domains. Several models aimed to understand factors associated with procrastination, with some suggesting that anxiety plays a significant role. Biological factors have been shown to contribute to individual differences in procrastination; however, little attention has been paid to the role of neuroendocrine factors on procrastination. The primary question addressed in the present study is whether neuroendocrine factors (testosterone and cortisol) moderate the association between state anxiety and procrastination. Eighty-eight participants (29 men; 32 women using oral contraceptives; and 27 women not using oral contraceptives and in their luteal phase) were tested for biomarkers and completed questionnaires. Results show that state anxiety is positively correlated with procrastination. Furthermore, testosterone levels moderate the correlation between state anxiety and procrastination. As testosterone levels drop, the positive correlation between state anxiety and procrastination becomes stronger, but when testosterone levels are higher, no significant association between state anxiety and procrastination is found. Cortisol levels do not moderate the relationship between state anxiety and procrastination. The role of neuroendocrine factors for psychological outcomes is discussed.

Conjunctive and additive group work reduce academic procrastination: insights from a vignette study

Group work can increase individual effort, performance, and positive affect, if group members perceive their own contribution as indispensable for the group product. A vignette methodology was applied to investigate whether group work may also reduce procrastination. The vignettes described a typical academic assignment, while varying the task structure (individual work vs. conjunctive group work vs. additive group work) and group member ability (high vs. low). For each vignette, student participants (N = 443) provided ratings on their perceived indispensability, procrastination of the assignment, and affect. When group member ability was high, procrastination was lower in additive group work as compared to individual work. When group member ability was low, procrastination was lower in conjunctive group work as compared to both individual work and additive group work. As predicted, perceived indispensability mediated the difference in procrastination between conjunctive and additive group work. Moderation analyses further revealed that the effects were more pronounced for high trait procrastinators. Further, both types of group work led to increases in task-related positive affect as compared to individual work. By demonstrating the relevance of group work as a social factor, the results should be useful for the extension of existing programs targeting procrastination, and may inspire measures for preventing procrastination by changes in the study environment.

An examination of procrastination in a multi-ethnic population of adolescents from New Caledonia

BackgroundAlthough procrastination has been widely studied in adults, comparatively little work has focused on adolescent procrastination, especially in the Pacific region. As a contribution to knowledge and diversification of population sampling, therefore, we examined procrastination in a multi-ethnic sample of adolescents from New Caledonia. Specifically, we examined gender and ethnic differences in procrastination, as well as sociodemographic and ethnic identity predictors of procrastination.Methods927 adolescents (474 boys, 453 girls; age M = 13.2 years) completed measures of procrastination and ethnic identity, and reported their ethnicity (Kanak vs. Polynesian vs. European). Sociodemographic data (sex, age, area of residence and socioeconomic status) were also collected.ResultsAn analysis of variance indicated significant ethnic (Kanak and Polynesian adolescents had higher procrastination than European adolescents) and sex differences (girls had higher procrastination than boys), but no significant interaction. Regression analysis showed that higher procrastination was significantly associated with sex, ethnicity, age, and the interaction between ethnicity and ethnic identity. Moderation analysis showed that ethnic identity moderated the relationship between ethnicity and procrastination, but only in Kanak adolescents.ConclusionRelatively high levels of procrastination were observed in Kanak and Polynesian adolescents, and in girls. These findings, while preliminary, may have important implications for academic attainment in the New Caledonian context.

Gender Difference in Procrastination Among University Students

Procrastination is the act of delaying an activity unnecessarily, and individuals experience extreme anxiety when they begin to think about it, such as a late submission and pressure to complete the work or assignment. Since previous research did not fully address the impact of gender on procrastination, the purpose of this study is to determine whether there is a correlation between gender and procrastination. Also, to compare the procrastination levels of male and female students from a public university in Selangor. This study's data were collected via a questionnaire utilising the Procrastination Scale by Lay (1986) with a 5-Likert scale. This survey's sample consists of 51 students (25 male and 26 female students) enrolled in various courses at the university. This study's data were analysed using correlational analysis and the t-test. Students demonstrate a moderate level of procrastination, and it was determined that males procrastinate more frequently than females. In this study, the limitations and improvements are discussed.

Psychometric Properties and Measurement Invariance of the Academic Procrastination Scale-Short Form in Spanish Children and Adolescents

The objectives were to examine the factorial structure of the Academic Procrastination Scale-Short Form (APS-S) and the measurement invariance across gender and educational levels, to determine possible differences in procrastination across gender, educational levels, and grades. The sample was formed of 1486 Spanish primary and secondary school students between the ages of 7 and 19 years. A one-factor model provided an adequate fit. Scalar and partial scalar invariance were achieved through gender and educational levels, respectively. Internal consistency was good and slightly higher for secondary school students than primary school students. Moderate convergent validity was obtained. The APS-S scores showed a weak but significant correlation with math anxiety. Procrastination scores increased with grade, and males showed significantly higher procrastination scores than females. The Spanish APS-S demonstrated adequate reliability and validity scores and could be a useful tool for examining academic procrastination in children and adolescents.

Profiles of undergraduates’ networks addiction: Difference in academic procrastination and performance

Social networks are a source of distraction in personal, academic, and professional tasks. In the university context, they can lead to academic procrastination behaviour and undermine students’ academic performance. The aims of this study are a) to identify profiles of students with similar values in excessive use, lack of control and obsession with social networks, and b) analyse whether there are significant differences in procrastination behaviours and academic performance of the identified profiles. A total of 1784 students from 24 Spanish universities took part in the study. The Social Network Addiction Questionnaire and the Spanish version of the Procrastination Assessment Scale-Student test were used. Profiles were identified through Latent Profile Analysis and differences between groups were analysed through the three-step Bolck-Croon-Hagenaars method. The results showed three profiles regarding the excessive use of social networks: low addiction, moderate addiction and high addiction. Significant differences were found between the three latent profiles in academic procrastination, showing that the higher the addiction to social networks, the higher the procrastination behaviour. However, there were no significant differences between the groups with respect to academic performance. In conclusion, although the addiction to social networks is related to procrastination behaviour, it is considered that they could be a useful resource in the initial training process of undergraduates.

Relationship Between Procrastination and Exercise Behavior Among College Students

Procrastination is prevalent in the study and life of the college student population. There is evidence suggesting that procrastination can have a negative impact on mood and behavior. However, in the field of exercise, the effects and mechanisms of procrastination on exercise have not been widely studied. Therefore, this study investigates the relationship between procrastination and exercise volume of college students, and discusses the mediation effect of time efficiency. The sample comprised 910 university students from 5 provinces（female: 509, male: 401）who completed inventories assessing their procrastination, time efficiency and exercise volume, and the relationships between these variables were examined using a model of mediation. In the present study, the appropriate IRB approval has been obtained from East China Normal University. There are significant differences in procrastination (t = 2.43, p < 0.05) and exercise volume (t = 7.42, p < 0.01) among college students of different genders and no difference in the sense of time efficiency. The body mass index is classified as lean (BMI < 18.5), normal (18.5 ≤ BMI ≤ 23.9), overweight (24.0 ≤ BMI ≤ 27.9) and obese (BMI ≥ 28) by standard, and there are significant differences between body mass index and exercise volume (F = 7.51, p < 0.01). Procrastination was negatively correlated with time efficiency (r = -0.525, p < 0.01) and exercise volume (r = -0.159, p < 0.01), and there was a significant positive correlation between time efficiency and exercise volume (r = 0.164, p < 0.01). Mediating effect test shows that the time efficiency has a certain intermediary effect between procrastination and exercise volume (indirect effect = -0.090, LLCI = -0.163, ULCI = -0.012). Findings provide support that procrastination affects college students' physical exercise through time efficiency. We can start with improving college students' time efficiency to promote the participation of physical activities. Future research needs more attention to overweight and obese college students.

The effect of procrastination heterogeneity on team performance

The goal of this study was to investigate the effect of procrastination heterogeneity on team performance. While researchers have investigated the causes and correlates of individual differences in procrastination, very few studies have paid attention to how to form teams considering procrastination heterogeneity among team members to maximize team performance. Further, such research has relied on subjective questionnaires as a measurement of individual procrastination and team performance. In this study, we collected data on the daily page views of two course websites. Course A included 38 individuals comprising 15 dyads or triads, while Course B included 55 individuals comprising 20 dyads or triads. We fitted the students' page hits per day to a deadline rush model that quantified individuals’ procrastination using an exponential function and employed a structural equation modeling (SEM) approach to investigate the relationships among individual procrastination, procrastination heterogeneity in teams, and team performance. The results show that homogeneous teams of procrastination perform better than heterogeneous teams, regardless of whether the homogeneous teams are composed of high-procrastinated individuals or low-procrastinated individuals. Team variation in procrastination fully mediated the relationship between individual procrastination and team performance. The findings can be applied to team formation mechanisms used by organizations, including schools and industries, to maximize overall team performance.

Procrastination of university students in the context of academic motivation and self-control

Objectives. Procrastination is a phenomenon, that causes negative consequences in terms of achieving study and work goals, especially for teachers and students of teacher courses. The aim of the research was to examine the contribution of self-control and academic motivation to procrastination and to examine the differences in procrastination with respect to socio-demographic factors.Sample and setting. 333 university students from teachers’ courses of the Presov University (68.5% of women; Mage=20.51, SD=1.61) participated in the research. The respondents completed questionnaires that measured procrastination, socio-demographic variables (gender, age, year of study, living during the semester), self-control, and academic motivation (intrinsic motivation to know, intrinsic motivation toward accomplishment, intrinsic motivation to experience stimulation, external regulation, introjected regulation, identified regulation, amotivation).Statistical analysis. Data were analysed by descriptive statistics, t-tests, and linear regression.Results. The results show no age and gender differences in procrastination. The linear model explained 45,8% of the variation in procrastination. Four variables were significant: self-control, introjected regulation, gender, and living in a sublet. The results confirm an association between self-regulatory mechanisms, motivation, and autonomy of university students. The results also have shown the importance of these variables within the reduction of procrastination among future teachers.Study limitation. Unbalanced sample distribution in terms of study years; cross-sectional and self-reported data.

Gender Difference Study on the Effects of Self-efficacy and Personality on Procrastination

Procrastination is the term used to describe the behavior of putting a task at hand, to be completed later due to lack of motivation, any other activity being more desirable, or because one may consider they are not capable of doing the task at hand. Usually, it is stated that people with lower self-efficacy engage in higher levels of procrastination; self-efficacy being the belief of a person in themselves to do anything. Procrastination has also been linked to personality, which is the characteristic way of a person’s behavior, emotions and, thinking. The current research aims to study the relationship between procrastination, self-efficacy and, personality among young adults. A sample of 64 (32 females and, 32 males) young adults in the age group of 18-26 were taken. Standardized scales were used to measure procrastination, self-efficacy and, personality. The results showed a negative significant correlation between self-efficacy and, procrastination; a negative significant correlation between procrastination and, conscientiousness (personality trait of being goal-directed). The gender difference in procrastination came out to be insignificant. Males were found to be higher on the personality trait for emotional stability. The most common thing that people tend to do while putting off their work was found out to be spending time on social media followed by spending time on OTT platforms, followed by sleeping. When procrastination starts affecting life activities it needs to be checked upon.

PROCRASTINATION AND WORK SATISFACTION

The article presents the relation between procrastination, considering the soldiering and cyberslacking dimensions and work satisfaction. Differences in procrastination are identified based on sociodemographic variables such as gender, age, and work seniority of the employees. The levels of procrastination of the employees do not differ based on the type of organisation (public or private sector).

A Cross-Culture Study of Academic Procrastination and Using Effective Time Management

Duties, tasks, different situations or decisions need to be resolved on a daily basis. However, it often happens that because of over-information from different sides, an excessive number of tasks, the fast pace of life, and so on we tend to procrastinate important tasks for later. This phenomenon can occur in almost every area, including the academic area. This contribution, therefore, addresses the occurrence of academic procrastination and the establishment and use of time management by university students. The main objective is to identify possible differences in procrastination and the right use of time management in a cross-cultural context. A research sample consisted of 292 students from the Uzhhorod National University and from the University of Prešov, on which we surveyed the rate of procrastination and rate of time management through our own questionnaire. Subsequent testing of the obtained data revealed that there are statistically significant differences in procrastination between Ukrainian and Slovak students, but differences in time management have not been confirmed.

Acculturating Stress, Language Anxiety and Procrastination of International Students in the Academic Settings

Objectives. The aim of the study is to examine the procrastination among international students in academic settings in Ukraine.
 Materials & Methods. The 41 participants were recruited from two national universities in Volyn oblast who came from African countries to obtain higher education in Ukraine. Procrastination Scale, Acculturative Stress Scale, Foreign Language Classroom Anxiety Scale were applied in the research.
 Results. Evidence consistently suggests that there are no gender differences in procrastination, acculturating stress, and language anxiety. However, a weak negative correlation between procrastination and age of the participants was found (r=-0.26 p<0.05). It is possible to hypothesise that academic procrastination is less likely to occur in mature age, being replaced by the procrastination in other life domains. The findings of multiple regression suggest that acculturative stress and language anxiety taken together predict procrastination of the international students (R2 = 0.469, F (4, 37) = 2.741, p=0.015). However, amongst other predictors only fear of negative evaluation as a separate scale of language anxiety is an independent robust predictor of procrastination. One unanticipated finding was that accultuarion is not a significant moderator of the interaction between fear of negative evaluation and procrastination. Therefore, international students’ procrastination is predicted by rather social anxiety of being evaluated than cultural settings and language anxiety per se. This inference is in line with the evidence that test anxiety and communication apprehension are not independent significant predictors of procrastination.
 Conclusion. The current study showed that the main predictor of procrastination is linked to social anxiety which might be triggered by new cultural and academic settings and, therefore, transformed into procrastination. However, with a small sample size which represents only African students, caution must be applied, as the findings might not be extrapolated for the international students from other countries. Further studies, which take these limitations into account, will need to be undertaken.

To do it now or later: The cognitive mechanisms and neural substrates underlying procrastination.

Procrastination, the voluntary and irrational delay of an intended course of action, has troubled individuals and society extensively. Various studies have been conducted to explain why people procrastinate and to explore the neural substrates of procrastination. First, research has identified many contributing factors to procrastination. Specifically, task aversiveness, future incentives, and time delay of these incentives have been confirmed as three prominent task characteristics that affect procrastination. On the other hand, self-control and impulsivity have been identified as two most predictive traits of procrastination. After identifying contributing factors, two important theories proposed to explain procrastination by integrating these factors are reviewed. Specifically, an emotion-regulation perspective regards procrastination as a form of self-regulation failure that reflects giving priority to short-term mood repair over achieving long-term goals. However, temporal motivation theory explains why people's motivation to act increases when time approaches a deadline with time discounting effect. To further specify the cognitive mechanism underlying procrastination, this study proposes a novel theoretical model which clarifies how the motivation to act and the motivation to avoid vary differently when delaying a task, explaining why people decide not to act now but are willing to act in the future. Of note, few recent studies have investigated neural correlates of procrastination. Specifically, it was revealed that individual differences in procrastination are correlated with structural abnormalities and altered spontaneous metabolism in the parahippocampal cortex and the prefrontal cortex, which might contribute to procrastination through episodic future thinking or memory and emotion regulation, respectively. This article is categorized under: Economics > Individual Decision Making Psychology > Theory and Methods Psychology > Emotion and Motivation Psychology > Reasoning and Decision Making.

Gender differences in procrastination: The role of personality traits

Procrastination is a common phenomenon among young people today in all aspects of their daily lives (Bakar and Khan Journal of Education and Learning (EduLearn), 10, 265–274 2016). The current literature has tended to focus on passive procrastination, while less attention was paid to active procrastination. Despite Bui’s (Journal of Social Psychology, 147, 197–209, 2007) call for additional empirical studies on active procrastination, researchers have simply acknowledged the presence of such an adaptive type of procrastination behavior without further examining its related constructs. Therefore, this study examines both active and passive procrastination to identify the personality traits that affect (active and passive) procrastination and to compare and contrast this relationship between males and females. Results showed different types of personality traits play different roles in these two forms of procrastination in different gender groups.

Procrastination Revisited: A Commentary

This commentary connects two studies of academic procrastination, Beswick, Rothblum and Mann (1988), which studied the antecedents of academic procrastination, and Steel (2016), which focuses on the personality correlates of academic procrastination. The author identifies reasons for growth in the field of procrastination research, discusses definitions of procrastination, and then comments on the two studies of academic procrastination identified above. In assessing current status and future directions in the field of procrastination research, the author discusses the relationship between and measurement of behavioural and decisional procrastination, the domain specificity or domain generality of procrastination, and the need for the field to move beyond studies of academic procrastination into other domains such as illness and health where procrastination is a major problem, then ends with a comment on cross‐cultural differences in procrastination and a summary conclusion about the field.

Understanding the cognitive and genetic underpinnings of procrastination: Evidence for shared genetic influences with goal management and executive function abilities.

Previous research has suggested that individual differences in procrastination are tied to everyday goal-management abilities, but little research has been conducted on specific cognitive abilities that may underlie tendencies for procrastination, such as executive functions (EFs). In this study, we used behavioral genetics methodology to investigate 2 hypotheses about the relationships between procrastination and EF ability: (a) that procrastination is negatively correlated with general EF ability, and (b) that this relationship is due to the genetic components of procrastination that are most related to other everyday goal-management abilities. The results confirmed both of these hypotheses. Procrastination was related to worse general EF ability at both the phenotypic and genetic levels, and this relationship was due to the component of procrastination shared with self-report measures of everyday goal-management failures. These results were observed even after controlling for potential self-report biases stemming from the urge to respond in a socially desirable manner. Together, these findings provide strong evidence for growing theories of procrastination emphasizing the importance of goal-related cognitive abilities and further highlight important genetic influences that underlie procrastination.