This study investigated the frequency of college students' procrastination on academic tasks and the reasons for procrastination behavior. A high percentage of students reported problems with procrastination on several specific academic tasks. Self-reported procrastination was positively correlated with the number of self-paced quizzes students took late in the semester and with participation in an experimental session offered late in the semester. A factor analysis of the reasons for procrastination indicated that the factors Fear of Failure and Aversiveness of the Task accounted for most of the variance. A small but very homogeneous group of subjects endorsed items on the Fear of Failure factor that correlated significantly with self-report measures of depression, irrational cognitions, low self-esteem, delayed study behavior, anxiety, and lack of assertion. A larger and relatively heterogeneous group of subjects reported procrastinating as a result of aversiveness of the task. The Aversiveness of the Task factor did not correlate significantly with anxiety or assertion, but it did correlate significantly with'depression, irrational cognitions, low self-esteem, and delayed study behavior. These results indicate that procrastination is not solely a deficit in study habits or time management, but involves a complex interaction of behavioral, cognitive, and affective components;

Background: The lack of standardized criteria for defining chronic fatigue syndrome (CFS) has constrained research. The objective of this study was to apply the 1994 CFS criteria by standardized reproducible criteria.

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We examined the relation between academic procrastination and academically related trait measures. Subjects were assessed three times on state measures when midterm exams approached. Results indicated that more than 40% of the students reported a high level of procrastination. Self-reported procrastination was positively correlated with delay in taking self-paced quizzes, and was negatively correlated with grade point average. High procrastinators, particularly women, were significantly more likely than were low procrastinators to report more test anxiety, weekly state anxiety, and weekly anxiety-related physical symptoms. High procrastinators were significantly more likely than were low procrastinators to attribute success on exams to external and unstable factors. As the exam deadline approached, both high and low procrastinators perceived exams to be less difficult, less important, and less anxiety provoking; reported fewer factors to hinder study behavior; increased their study behavior; and decreased delay. Implications for anxiety reduction as a procrastination intervention are discussed.