Differences In Procrastination Research Articles

대학생의 성별과 인지적 조절초점에 따른 지연행동과 불안의 차이

Abstract The purpose of this study is to examine the difference in procrastination and anxiety as a personality trait according to gender and the cognitive regulatory focus of university students. In this study, we would like to answer the following questions: First, is there any difference in procrastination according to gender and regulatory focus? Second, is there any difference in anxiety according to gender and regulatory focus?The participants of this study comprised of 434 university students(171 male, 263 female), studying at 4 universities in South Korea. To examine whether the relative strength of promotion and prevention focus would differ across gender groups and regulatory focus type(promotion or prevention), we conducted a 2X2 factorial analysis of variance(ANOVA).The results of this study are as follows. First, there were significant difference in procrastination according to gender and regulatory focus, but there were no interaction effect between gender and regulatory focus. Second, there were significant difference in trait anxiety according to gender and regulatory focus, but there were no interaction effect between gender and regulatory focus.This study found that procrastination and anxiety as personality traits are differ depending on gender and regulatory focus(promotion focus and prevention focus). Suggestions and discussions based on these findings are provided.Key words : Regulatory focus, Promotion focus, Prevention focus, Procrastination, Anxiety Corresponding author: 051-510-2605, shyoo@pusan.ac.kr

An investigation of the efficacy of acceptance-based behavioral therapy for academic procrastination.

Procrastination among college students is both prevalent and troublesome, harming both academic performance and physical health. Unfortunately, no "gold standard" intervention exists. Research suggests that psychological inflexibility may drive procrastination. Accordingly, interventions using acceptance and mindfulness methods to increase psychological flexibility may decrease procrastination. This study compared time management and acceptance-based behavioral interventions. College students' predictions of how much assigned reading they should complete were compared to what they did complete. Procrastination, anxiety, psychological flexibility, and academic values were also measured. Although a trend suggested that time management intervention participants completed more reading, no group differences in procrastination were revealed. The acceptance-based behavioral intervention was most effective for participants who highly valued academics. Clinical implications and future research are discussed.

Individual differences in the interpretation of ambiguous statements about time

AbstractWhat factors influence the ways in which people resolve ambiguity? In English, two contrasting perspectives are implicit in deictic temporal expressions: the Moving Time metaphor conceptualizes time as moving forward towards the ego and the Moving Ego metaphor conceptualizes the ego as moving forward towards the future (Clark 1973). We examine the ambiguity arising from these two conceptualizations, claimed to be equally likely in a “neutral” context (Boroditsky and Ramscar 2002). Whereas previous studies have demonstrated that exposure to a spatial situation related to one interpretation may influence the resolution of the ambiguity (e.g. Boroditsky 2000; Nunez 2007), we focus on the lifestyle and personality factors of the participants as potential additional influences on ambiguity resolution in the interpretation of temporal metaphors. Experiment 1 asks whether lifestyle might influence an individual's approach to time and resulting resolution of temporal ambiguity, comparing preferred responses from two groups of participants with very different demands on the structuring of time: university students and administrators. We observed a difference between the two groups, with administrators more frequently adopting the Moving Time perspective and students, the Moving Ego perspective. Experiment 2 examines personality-related differences, focusing specifically on individual differences in procrastination (Lay 1986) and conscientiousness (John 1990). We observed a significant effect with participants who adopted the Moving Ego perspective reporting higher procrastination scores and lower conscientiousness scores than participants who adopted the Moving Time perspective. Experiment 3 investigates further personality-related differences, focusing specifically on individual differences in extroversion (John 1990). We observed a relationship between extroversion and disambiguation responses, with participants who adopted the Moving Ego perspective evidencing higher levels of extroversion. Taken together, the results from these three studies suggest that individual differences in lifestyle and personality may influence people's perspectives on the movement of events in time and their concomitant interpretation of temporally ambiguous utterances, precluding a universal “neutral” context within which language is interpreted.

Differences in procrastination and motivation between undergraduate and graduate students

Procrastination became increasingly prevalent among students in recent years. However, little research was found that directly compares academic procrastination across different academic grade levels. The present study used a self-regulated learning perspective to compare procrastination types and associated motivation between undergraduate and graduate students. Sixty-six undergraduate and sixty-eight graduate students responded to a packet of questionnaires concerning their experience in an educational psychology class. The results show that students’ beliefs about the usefulness of procrastination were a better predictor of academic procrastination than self-efficacy beliefs and achievement goal orientations. Student age was related to procrastination types. Among the undergraduate procrastinators, the younger students were more likely to engage in active procrastination while the older students tended to engage in passive procrastination. Implications and future research directions are discussed.

Clusters of Coping Styles and Their Differences in Procrastination and Psychological Distress

Clusters of Coping Styles and Their Differences in Procrastination and Psychological Distress

Academic Procrastination and Causal Perception of Tabor

The present study focused on examining the extent of relationship between academic procrastination and causal attribution of success or failure. It investigated sex difference in academic procrastination and causal attribution of achievement. A sample of 499 and 372 of Tabor high school students (grades 9-12) were used for the study. Instruments employed to collect data were academic procrastination and causal attribution scales with Chrombach alpha reliability of 0.70 and 0.82 respectively. Pearson product moment correlation coefficient and t-test analyses were used to analyze the significance of differences. Results indicated that there was statistically significant sex difference in procrastinating behaviors and explanation of success. No statistical significant sex differences were found in the explanation of failure. In the light of the findings, useful suggestions and recommendations were made. African Research Review Vol. 2 (2) 2008 pp. 34-55

Writing Center Users Procrastinate Less: The Relationship between Individual Differences in Procrastination, Peer Feedback, and Student Writing Success

Writing Center Users Procrastinate Less: The Relationship between Individual Differences in Procrastination, Peer Feedback, and Student Writing Success

The Antecedents and Consequences of Academic Excuse-Making: Examining Individual Differences in Procrastination.

Students from two colleges (n = 546) differing in admission selectivity completed measures of academic procrastination and excuses. Procrastination was higher among students at the selective college than students at the nonselective college. Academic procrastination was motivated by task aversiveness for students at the selective college and by fear of task failure and fear of social disapproval for students at the nonselective college. At the nonselective college only, procrastinators compared to nonprocrastinators reported more often using both legitimate and fraudulent excuses in college and during the current semester. Participants reported that excuses were self-generated for the purpose of gaining more assignment time and that most instructors did not require proof for excuses. The characteristics of courses and instructors likely to promote excuse-making by both procrastinators and nonprocrastinators also were examined. These results reflect the need by administrators and personnel to consider individual and situational differences when implementing student-centered intervention programs.

The Effects of Task Interest and Difficulty on Procrastination

Previous descriptive and correlational research suggests that procrastination may be a function of the nature of a task. Difficult and boring tasks were thought to produce greater procrastination than easy and interesting tasks. In Experiment 1 task interest and difficulty were varied in a two by two experimental design. Tasks were given to 100 subjects and procrastination time was recorded. The only reliable result was that easy-interesting tasks produced less variability in behavior than any other task type. Experiment 2 replicated these results in a more controlled laboratory setting. Task type, then, may influence variability among subjects in procrastination. Experimental work on procrastination may allow an extension of theoretical models of performance since procrastination may predispose one to poor performance. While procrastination has received attention in popular literature (Burka and Yuen, 1982; Silver and Sabini, 1982), scientific analyses have been sparse. Some researchers have explored the problem of procrastination inherent with self-paced instructional techniques (Newman et al., 1974), but much of this research is devoted to testing practical solutions for the problem (Jones, 1975; Ziesat et al., 1978). We believe that a fuller description and analysis of the behavior is necessary before reliable solutions can be proposed. A few descriptive reports of the extent of procrastination are available. Hill et al. (1978) and Briody (1980) collected questionnaire data from large samples of people on college campuses. Both studies indicated that over 80% of those sampled reported at least occasional procrastination. Only 12% of Briody's (1980) sample, however, said that their procrastination impeded performance. We thank Robin Palkovitz and Mary Ruthi for their comments on a preliminary draft of this paper. Requests for reprints should be sent to Arnold Froese, Behavioral Science Department, Sterling College, Sterling, Kansas 67579. This content downloaded from 157.55.39.147 on Wed, 21 Sep 2016 06:08:00 UTC All use subject to http://about.jstor.org/terms 120 TRANSACTIONS OF THE KANSAS ACADEMY OF SCIENCE Such questionnaire data are interesting, but self-reports may not reflect actual performance. Taylor (1979) measured actual procrastination on classrelated tasks and found relatively low positive correlations between selfratings and actual procrastination. Taylor (1979, p. 147) concluded, however, that these correlations may indicate that procrastination is a consistent disposition in some people. The term, consistent disposition, suggests that procrastination might be a personality trait. Taylor (1979), however, failed to find significant relationships between three theoretical personality traits hypothesized to be related to procrastination, and actual procrastination. He therefore suggested that procrastination might be related to situational or task variables, or their interaction with personality variables. Taylor's subjects, in fact, procrastinated less when they liked a course and when the course or the grade in the course had great importance. Several other reports also suggest the importance of task and situational variables in procrastination. Douglass (1978), and Briody (1980) both suggested greater procrastination for difficult, unpleasant and/or boring tasks. Newman et al. (1974), however, did not find that initial attitudes about the difficulty of mathematics predicted procrastination in mathematics course work. At least some of the above findings suggest that significant differences in procrastination might be expected if we manipulate variables like task interest and difficulty. Two limited course projects at our school suggested that such differences might, in fact, be found. Experiment 1 was an attempt to replicate and expand these course projects. We hypothesized that task difficulty and interest would affect procrastination. Less procrastination was expected for easy, interesting tasks than for difficult, boring tasks.