Error processing deficits in academic procrastinators anticipating monetary punishment in a go/no-go study

Michałowski, Jarosław M.; Koziejowski, Wojciech; Droździel, Dawid; Harciarek, Michał; Wypych, Marek

doi:10.1016/j.paid.2017.06.010

Cited by 13 publications

(29 citation statements)

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“…Our own findings from two monetary Go/No-Go studies confirmed that procrastinators are characterized by increased impulsivity and executive dysfunctions 24,25 . In these studies, participants completed the Go/No-Go task in the standard version where subjects' gratification did not rely on task performance.…”

Section: (Adhd)supporting

confidence: 65%

“…The present study aimed to continue this line of research and to replicate the findings of error-processing deficits in procrastination 24,25 by using event-related potentials (ERPs). ERPs, compared to other neuroscientific measures (such as BOLD in fMRI) are highly suitable to track specific cognitive processes due to their high temporal resolution.…”

Section: (Adhd)mentioning

confidence: 97%

“…In addition, in these studies the Go/No-Go task was performed under different motivational conditions: under punishment condition where subjects' errors resulted in losing some money that they received just before they started and under reward condition where subjects were paid for correct responses. In the first study 24 the collected behavioral data revealed that the high (vs. low) procrastination group showed reduced post-error slowing (PES). The phenomenon of PES was first reported by Rabbitt 26 as a typical slowdown in reaction time (RT) in trials following an error.…”

Section: (Adhd)mentioning

confidence: 99%

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Brain potentials reveal reduced attention and error-processing during a monetary Go/No-Go task in procrastination

Michałowski

Wiwatowska

Weymar

2020

Sci Rep

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Procrastination is a self-regulatory problem of voluntarily and destructively delaying intended and necessary or personally important tasks. Previous studies showed that procrastination is associated with executive dysfunctions that seem to be particularly strong in punishing contexts. In the present event-related potential (ERP) study a monetary version of the parametric Go/No-Go task was performed by high and low academic procrastinators to verify the influence of motivational context (reward vs. punishment expectation) and task difficulty (easy vs. hard) on procrastination-related executive dysfunctions. The results revealed increased post-error slowing along with reduced P300 and error-related negativity (ERN) amplitudes in high (vs. low) procrastination participants—effects that indicate impaired attention and error-related processing in this group. This pattern of results did not differ as a function of task difficulty and motivation condition. However, when the task got more difficult executive attention deficits became even more apparent at the behavioral level in high procrastinators, as indexed by increased reaction time variability. The findings substantiate prior preliminary evidence that procrastinators show difficulties in certain aspects of executive functioning (in attention and error processing) during execution of task-relevant behavior, which may be more apparent in highly demanding situations.

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Section: (Adhd)supporting

confidence: 65%

Section: (Adhd)mentioning

confidence: 97%

Section: (Adhd)mentioning

confidence: 99%

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Brain potentials reveal reduced attention and error-processing during a monetary Go/No-Go task in procrastination

Michałowski

Wiwatowska

Weymar

2020

Sci Rep

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“…Questionnaire-based research shows a close relationship between these constructs ( r = 0.41; meta-analysis in Steel, 2007 ). Within behavioral impulsivity-related measures, procrastinators show deficits in inhibition ( Gustavson et al, 2015 ; Rebetez et al, 2016 ) and error processing ( Michałowski et al, 2017 ; Wypych et al, 2017 ). There is also a growing body of evidence showing biological connections between impulsivity and procrastination.…”

Section: Introductionmentioning

confidence: 99%

“…Procrastination was postulated to result from negative emotions, such as fear of failure ( Schouwenburg, 1992 ) or discomfort intolerance ( Harrington, 2005 ). Accordingly, highly procrastinating students were found to be much more sensitive to punishment than their not procrastinating colleagues ( Michałowski et al, 2017 ). Additionally, different negative emotions related to tasks were shown to lead to the avoidance of those tasks ( Blunt and Pychyl, 2000 ).…”

Section: Introductionmentioning

confidence: 99%

Roles of Impulsivity, Motivation, and Emotion Regulation in Procrastination – Path Analysis and Comparison Between Students and Non-students

2018

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Procrastination – an irrational delay of intended actions despite expecting to be worse off – is a complex and non-homogenous phenomenon. Previous studies have found a number of correlates of procrastination, some of which seem to be particularly important. Impulsivity is closely connected to procrastination on behavioral, genetic, and neuronal levels. Difficulties in emotion regulation have also been shown to be strongly related to procrastination. Procrastination can also be considered as a motivation-based problem. To try to disentangle the connections of impulsivity, emotion regulation, and motivation to procrastination we collected data from over 600 subjects using multiple questionnaires (PPS – Pure Procrastination Scale; UPPSP – Impulsive Behavior Scale, ERQ – Emotion Regulation Questionnaire and MDT – Motivational Diagnostic Test). Structural equation modeling was performed to test several possible relationships between the measured variables. The effects of student status and age have also been investigated. The final path model was a directional model based on six explanatory variables and accounted for 70% of the variance in procrastination. Path analysis revealed that the strongest contributions to procrastination came from lack of value, delay discounting, and lack of perseverance, suggesting the involvement of motivation and impulsivity. The model also revealed the moderating role of expressive suppression between several aspects of impulsivity and procrastination. Close inspection of the paths’ weights suggests that there may be two partly competing strategies for dealing with impulsivity and negative emotions: either to suppress emotions and impulsive reactions or to react impulsively, discarding previous plans, and to procrastinate. Path invariance analysis showed the significant moderating roles of student status and age. Both in non-students and high-age groups, the path leading from suppression to procrastination was insignificant. This suggests that caution should be used in generalizing the results of studies carried out on students. These results support previous findings that procrastination may serve as a short-term mood regulation strategy. However, as the spectrum of the emotion regulation strategies included in the study was very limited, we conclude that future studies should seek more insight into the relationship between emotion regulation, self-control, and procrastination.

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RETRACTED ARTICLE: The effect of corrective feedback from female teachers on formative assessments: educational resilience, educational belongingness, and academic procrastination in an English language course

Dong

Izadpanah

2022

Curr Psychol

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Error processing deficits in academic procrastinators anticipating monetary punishment in a go/no-go study

Cited by 13 publications

References 48 publications

Brain potentials reveal reduced attention and error-processing during a monetary Go/No-Go task in procrastination

Brain potentials reveal reduced attention and error-processing during a monetary Go/No-Go task in procrastination

Roles of Impulsivity, Motivation, and Emotion Regulation in Procrastination – Path Analysis and Comparison Between Students and Non-students

RETRACTED ARTICLE: The effect of corrective feedback from female teachers on formative assessments: educational resilience, educational belongingness, and academic procrastination in an English language course

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