Decisional Procrastination: Assessing Characterological and Contextual Variables around Indecision

Ferrari, Joseph R.; Crum, Kendall P.; Pardo, Matthew A.

doi:10.1007/s12144-017-9681-x

Cited by 18 publications

(17 citation statements)

References 20 publications

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“…We measured indecision using the five-item decisional Procrastination scale developed by Mann (1982) and reported by Ferrari, Johnson, and McCown (1995). Decisional procrastination is a stable, maladaptive pattern of postponing decisions, especially when choices involve conflict (Janis & Mann, 1977) or require cognitive effort (Ferrari & Pychyl, 2007; Ferrari, Crum, & Pardo, 2018). Responses were given on a 5-point scale, ranging from “false for me” (1) to “true for me” (5).…”

Section: Methodsmentioning

confidence: 99%

Does Work Stress Lead to Office Clutter, and How? Mediating Influences of Emotional Exhaustion and Indecision

Roster

Ferrari

2019

Environment and Behavior

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Despite popular articles and books, researchers have failed to examine how office clutter emerges and potential mediators underlying clutter in personal workspaces. We hypothesized that workers whose jobs require them to deal with a heavy volume of work at a rapid pace would be more likely to experience job strain (i.e., emotional exhaustion), which, in turn, depletes their energy and makes workers more likely to delay decisions. Decisional procrastination (indecision) was expected to increase office clutter, which itself is a physical stressor. Data from an Internet survey with 290 U.S. office workers recruited through Prolific Academic supported the hypotheses. This study is the first to examine clutter as a physical stressor in the workplace. A greater understanding of the factors that promote office clutter might help organizations and workers address sources of workspace conditions and personal habits that impede productivity and well-being.

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Section: Methodsmentioning

confidence: 99%

Does Work Stress Lead to Office Clutter, and How? Mediating Influences of Emotional Exhaustion and Indecision

Roster

Ferrari

2019

Environment and Behavior

Self Cite

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“…The present work hypothesized that self-regulation strategies and processes, such as decision making, goal setting, and learning from mistakes, could be expected to counteract adverse procrastination tendencies in young adults to some extent, by counteracting decisional procrastination over and above the effects of personal trait-level differences, such as perseverance, which were also considered. Even though decisional procrastination has been linked with personal aspects of character (rather than context), explanations have also included aspects like the need for cognition and excessive (metacognitive) clutter, that distracts from decision making (Ferrari et al, 2018). In this regard, self-regulated learning strategies have been found to play critical mediation roles between people's beliefs about procrastination and decisional procrastination (De Palo et al, 2017), suggesting that, even if not the root of the problem, self-regulation strategiesespecially time management -may be key in fostering its prevention.…”

Section: Full Structural Equation Model For Self-regulation and Pure mentioning

confidence: 99%

Young University Students’ Academic Self-Regulation Profiles and Their Associated Procrastination: Autonomous Functioning Requires Self-Regulated Operations

2020

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Students' autonomous self-regulation requires not only self-motivation but also volition or transforming motivation into specific behavioral intentions and following through. Self-regulation includes self-motivation (i.e., goal setting, learning from mistakes) and volitional regulation (i.e., strategic decision making). Furthermore, individual differences, like trait-level perseverance, significantly influence both motivation and volition. Procrastination has been defined as a volitional self-regulation problem, which involves delaying what one had intended to do, in spite of being motivated, and regardless of anticipating adverse consequences. Thus, it is a tendency toward dysregulated behavior -which may stabilize with age -in which subpar selfregulation may lead to procrastination. As a form of dysregulation, procrastination adversely affects young people's autonomy and well-being by limiting their personal growth. Previous research has confirmed a negative relationship between selfregulation and procrastination. However, more precision is demanded in: (a) examining the intertwined roles of motivational and volitional aspects of self-regulation for procrastination, and (b) distinguishing between different medium, and between medium and high levels of self-regulation. Consequently, it has been suggested that this could be accomplished by means of person-centered analyses, aimed at identifying distinct naturally occurring students' self-regulation profiles. These profiles would inform differentiated pedagogical approaches to promote self-regulation strategies counteracting procrastination tendencies. We used cluster analysis to identify academic self-regulation profiles and analyze their relationships with procrastination. Participants were 994 young university students from one public and one private university in Catalonia (41.0% men, 58.4% women, and 0.5% non-binary gender). Their age ranged from 18 to 24 years (M = 19.69, SD = 1.41). Sampling method was intentional, with proportional quotas by sex, academic year, and area of knowledge. The instrument used for data collection incorporated the Short Spanish Self-Regulation Questionnaire (SSSRQ), which includes four dimensions: perseverance, learning from mistakes, Frontiers in Psychology | www.frontiersin.org 1 March 2020 | Volume 11 | Article 354 Valenzuela et al. Autonomous Self-Regulation and Procrastination in University Studentsgoal setting, and decision making; and the Pure Procrastination Scale (PPS), which considers three dimensions: decisional procrastination, implemental delay and lateness. Results obtained by means of cluster analysis distinguished between high and low academic self-regulation profiles, and also between these and two different medium selfregulation profiles, each with specific emphases on particular volitional shortcomings (i.e., weaknesses in decision-making skills and perseverance). These profiles and their relations with procrastination dimensions allow a joint evaluation via structural equation modeling (SEM) to test cognitive m...

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“…Following the two main traditions of research, that is, as a stable personality trait or as a behavior closely linked to the characteristics of a given situation [12], procrastination was investigated from five perspectives, including: 1. general procrastination, referring to a dysfunctional behavior negatively associated with health, wealth, and happiness [13] as well as to difficulty in meeting deadlines within a specific time-frame; 2. academic procrastination, considered as a pervasive and permanent desire on the part of the learner to postpone academic activities, such as deferring study the night just before the exam-this form of procrastination is usually accompanied by anxiety [14,15]; 3. decisional procrastination, related to a stable maladaptive pattern of postponing a decision when faced with conflicts and choices [16,17]; 4. neurotic procrastination, referring to difficulties with building critical judgments and making well-timed life decisions [18]; 5. compulsive or dysfunctional procrastination, referring to the coexistence of both decisional and behavioral procrastination [19], where the latter is related to failing task completion, feeling guilty after a positive event, and choosing handicapping situations.…”

Section: Introductionmentioning

confidence: 99%

Examining Procrastination among University Students through the Lens of the Self-Regulated Learning Model

Limone

Sinatra

Ceglie

et al. 2020

Behavioral Sciences

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Generally considered as a prevalent occurrence in academic settings, procrastination was analyzed in association with constructs such as self-efficacy, self-esteem, anxiety, stress, and fear of failure. This study investigated the role played by self-regulated learning strategies in predicting procrastination among university students. To this purpose, the relationships of procrastination with cognitive and metacognitive learning strategies and time management were explored in the entire sample, as well as in male and female groups. Gender differences were taken into account due to the mixed results that emerged in previous studies. This cross-sectional study involved 450 university students (M = 230; F = 220; Mage = 21.08, DS = 3.25) who completed a self-reported questionnaire including a sociodemographic section, the Tuckman Procrastination Scale, the Time Management Scale, and the Metacognitive Self-Regulation and Critical Thinking Scales. Descriptive and inferential analyses were applied to the data. The main findings indicated that temporal and metacognitive components play an important role in students’ academic achievement and that, compared to females, males procrastinate more due to poor time management skills and metacognitive strategies. Practical implications were suggested to help students to overcome their dilatory behavior.

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Decisional Procrastination: Assessing Characterological and Contextual Variables around Indecision

Cited by 18 publications

References 20 publications

Does Work Stress Lead to Office Clutter, and How? Mediating Influences of Emotional Exhaustion and Indecision

Does Work Stress Lead to Office Clutter, and How? Mediating Influences of Emotional Exhaustion and Indecision

Young University Students’ Academic Self-Regulation Profiles and Their Associated Procrastination: Autonomous Functioning Requires Self-Regulated Operations

Examining Procrastination among University Students through the Lens of the Self-Regulated Learning Model

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