Comparing active delay and procrastination from a self-regulated learning perspective

Corkin, Danya M.; Yu, Shirley L.; Lindt, Suzanne F.

doi:10.1016/j.lindif.2011.07.005

Cited by 127 publications

(137 citation statements)

References 33 publications

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“…No empirical research to date had used the concepts of active and passive procrastination in relation to psychological well-being. This research therefore provides a possible explanation as to why previous literature has noted inconsistencies regarding the relationship between procrastination and psychological well-being (Corkin et al, 2011). These results of the current study lay the foundation for future research to clarify more of the inconsistencies and complexities in procrastination research.…”

Section: Summary and Implicationssupporting

confidence: 56%

“…Determining a specific current definition of procrastination and how it should be operationalised is a difficult feat due to the recent emergence of variations to the construct (Corkin, Yu, & Lindt, 2011). Procrastination received little empirical attention until the late 1970s (Wilson & Nguyen, 2012); however given its increasing prevalence and recognized complexity as a psychological construct, it is now being more widely researched as a complex process involving affective, cognitive, and behavioural components.…”

Section: Developments Regarding the Concept Of Procrastinationmentioning

confidence: 99%

“…7, No. 3;2015 with the identification of at least two different types of procrastination in empirical literature (Corkin et al, 2011).…”

Section: Developments Regarding the Concept Of Procrastinationmentioning

confidence: 99%

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Psychological Well-Being and Its Relationships with Active and Passive Procrastination

Habelrih¹,

Hicks²

2015

IJPS

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Procrastination affects many people and impacts overall effectiveness of individuals and organisations. While some studies have examined the correlates of procrastination in terms of impacts on well-being (including depression and anxiety) and on performance, few studies have examined procrastination as a dichotomous construct, with most seeing procrastination as unifactorial. One such study defining procrastination as dichotomous was that of Chu and Choi (2005). The current study examines how psychological well-being is related to the concepts of active procrastination and passive (traditional) procrastination. Active and passive procrastination are related insignificantly to each other (we are not dealing with one dimension); but what would be the relationships among psychological well-being, active procrastination and passive procrastination? The different forms of procrastination may have different relationships to well-being and research is scarce; and further, treatment processes for avoiding the negative effects of procrastination should be tailored to the different forms of procrastination. It was hypothesised that psychological well-being would be related positively to active procrastination and negatively to passive procrastination. To answer this question, 152 university students aged between 18 and 54, mean age of 23.3 (SD = 18) completed the Active Procrastination Scale, the Passive Procrastination Scale, and Ryff's Scales of Psychological Well-Being. Standard multiple regression was used, linking psychological well-being, age, gender, active and passive procrastination. The findings show active and passive procrastination are in fact separate constructs and need to be treated differently. Being an active procrastinator can be a sign of healthy well-being.

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Section: Summary and Implicationssupporting

confidence: 56%

Section: Developments Regarding the Concept Of Procrastinationmentioning

confidence: 99%

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Psychological Well-Being and Its Relationships with Active and Passive Procrastination

Habelrih¹,

Hicks²

2015

IJPS

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“…Masteryapproach goals have also been found to have a weak relationship with academic achievement, with some studies showing positive relationships with performance (e.g., Bipp, Steinmayr, & Spinath, 2012;Bong, 2001;Chen, 2012;Chiang, Yeh, Lin, & Hwang, 2011) and others reporting no relationship (e.g., Corkin, Yu, & Lindt, 2011;Elliot & Murayama, 2008;Harackiewicz, Durik, Barron, Linnenbrink-Garcia, & Tauer, 2008;Hulleman, Durik, Schweigert, & Harackiewicz, 2008). Although the relationship between mastery-approach goals and performance in work domains (r ϭ .27) is typically stronger than in athletic or educational settings (r ϭ .17 and r ϭ .13 respectively, see Yperen et al, 2014), the overall magnitude of this rela-tionship is typically weak in achievement domains.…”

Section: Achievement Goal Orientationsmentioning

confidence: 99%

Achievement goals, emotions, learning, and performance: A process model.

2015

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The present study evaluates the relations between achievement goals, emotions, learning strategies, and performance as informed by Pekrun's control-value theory of emotions. Undergraduates from various disciplines (N ϭ 203) completed domaingeneral, self-report measures in the fall and winter semesters with sessional GPAs evaluated over a 2-year period. Results from cross-lagged and latent growth structural equation models illustrate the benefits of mastery-approach goals for students' emotions, with performance-approach goals predicting less critical thinking, and performance-avoidance goals predicting more anxiety, boredom, critical thinking, and lower achievement gains. Whereas enjoyment was beneficial for most learning strategies, boredom predicted poorer time management, and anxiety predicted lower selfmonitoring and overall GPA. Learning strategies impacted subsequent achievement only in the second semester, with elaboration predicting achievement gains and critical thinking predicting lower overall GPA. Study results provide empirical support for Pekrun's control-value theory and achievement goal theory in showing both direct and indirect effects of students' goals on academic achievement through their emotions and learning strategies.

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“…Por último, señalar que algunos autores plantean la existencia de un tipo de procrastinador activo (Ferrari, Barmes y Steel, 2009), que encontraría en la procrastinación una fuente de estimulación para llegar a un nivel de alertamiento óptimo al realizar una tarea (Corkina, Yua y Lindtb, 2011;Demeter y Davies, 2013). Sin embargo, otros autores no están de acuerdo con que la denominada "procrastinación activa" sea realmente un tipo de procrastinación, siendo más apropiado considerarlo un constructo totalmente diferente (Kim y Seo, 2015).…”

Section: Wilson Y Nguyen 2012unclassified

El papel de la procrastinación académica como factor de la deserción universitaria

Umerenkova

Flores

2016

Rev. Complut. Educ

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Resumen. Se presenta una revisión teórica sobre las tendencias en el estudio de la procrastinación académica y lo que estas pueden ofrecer a la comprensión de la deserción universitaria. La procrastinación es aplazar aquello que debe ser hecho y está asociado con un fallo auto-regulatorio en el comportamiento de la gestión del tiempo. Inicialmente, se define qué es la deserción universitaria, las variables y modelos teóricos de los que se ha partido para su explicación y se presentan las principales cifras sobre deserción y cobertura universitarias. Posteriormente, se presentan los modelos de autorregulación académica desde los cuales se ha abordado el estudio de la procrastinación y, finalmente, se definen los principales hallazgos y perspectivas de intervención sobre la procrastinación. Para fomentar el aumento de la retención, es conveniente, además del estudio de las variables tradicionales asociadas a la deserción universitaria, incorporar nuevas variables que aporten elementos conceptuales a la explicación y prevención del fenómeno. Este es el caso de la procrastinación académica. Se muestra en este documento que hay evidencias de la asociación entre alta procrastinación y bajo rendimiento académico de los estudiantes, que es una competencia que se puede evaluar en los procesos de entrada a la universidad, que es posible entrenarla con éxito y que su mejora, abordada dentro del contexto del aprendizaje autorregulado, acarrea no sólo beneficios académicos sino que también ayuda a mejorar la calidad de vida de los estudiantes. Palabras clave: distribución del tiempo; autocontrol; abandono de estudios; universidad.[en] The role of academic procrastination as factor of university abandonment Abstract. Trends in the research of academic procrastination and what these perspectives can offer to understand university abandonment are presented in this paper through a theoretical revision. Procrastination is the delaying of performing something that should be done and as such, it is a selfregulation failure in time management behavior. Initially, a definition of university abandonment or college desertion is provided together with the variables and theoretical models used for its explanation; also, the main figures related to student enrollment and desertions are presented. Secondly, the self-regulating academic models which have

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Comparing active delay and procrastination from a self-regulated learning perspective

Cited by 127 publications

References 33 publications

Psychological Well-Being and Its Relationships with Active and Passive Procrastination

Psychological Well-Being and Its Relationships with Active and Passive Procrastination

Achievement goals, emotions, learning, and performance: A process model.

El papel de la procrastinación académica como factor de la deserción universitaria

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