Exploring different types of academic delayers: A latent profile analysis

Grunschel, Carola; Patrzek, Justine; Fries, Stefan

doi:10.1016/j.lindif.2012.09.014

Cited by 86 publications

(88 citation statements)

References 48 publications

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“…These findings confirm previous research indicating that academic procrastination is adversely related with academic performance (Kim & Seo, 2015;Richardson et al, 2012;Rotenstein, et al 2009;Steel, 2007), academic life satisfaction (Balkis, 2013;Balkis & Duru, 2015;Chow, 2011;Grunschel et al, 2013), male students are more likely to procrastinate academic tasks and assignments (Balkis with their academic life than their male counterparts (Kim & Sax, 2009;Maceli et al, 2011;Tessema et al, 2012). The findings of this study also noticed that there is gender differences on the relationships between academic procrastination-academic performance and academic procrastination-satisfaction with academic life.…”

Section: Discussionsupporting

confidence: 89%

“…Chow (2011) stated that students with high level procrastination expressed more dissatisfaction with their school life. Grunschel et al (2013) found that procrastination was related with low satisfaction with studies. These evidences suggested that academic procrastination leads to an academic life rife with stress, anxiety, guilty, and regrets that adversely impacting students' academic life satisfaction.…”

Section: Academic Procrastination and Satisfaction With Academic Lifementioning

confidence: 99%

“…Balkis, 2013;Kim & Seo, 2015;Steel, 2007), course withdrawal (Rothblum et al 1986), academic life satisfaction (Balkis, 2013;Chow, 2011), satisfaction with studies (Grunschel, Patrzek, & Fries, 2013), and demographic variables such as gender and age (Balkis & Duru, 2009;Prohaska, Morrill, Atiles & Perez, 2000).…”

Section: Introductionmentioning

confidence: 99%

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Gender Differences in the Relationship between Academic Procrastination, Satifaction with Academic Life and Academic Performance

Balkıs

Duru

2017

EJREP

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Section: Discussionsupporting

confidence: 89%

Section: Academic Procrastination and Satisfaction With Academic Lifementioning

confidence: 99%

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Gender Differences in the Relationship between Academic Procrastination, Satifaction with Academic Life and Academic Performance

Balkıs

Duru

2017

EJREP

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“…Meanwhile those who are more anxious or depressed probably profit from interventions that primarily target dysfunctional assumptions and low mood. Similarly, Grunschel, Patrzek, and Fries (2013) conducted a latent class analysis on data collected from university students, identifying subgroups where some individuals did not experience any difficulties of procrastination, while others were sensation-seeking, anxious, or discontent, which, subsequently, lead to a greater tendency to procrastinate. In other words, not all procras- Rozental et al COGNITIVE BEHAVIOUR THERAPY tination seems to be problematic, indicating that the implementation of interventions may depend on the characteristics of the individual and whether or not the dilatory behavior has any emotional consequences.…”

Section: Introductionmentioning

confidence: 99%

Differentiating Procrastinators from Each Other: A Cluster Analysis

Forsell

Svensson

Forsström

et al. 2015

Cognitive Behaviour Therapy

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Procrastination refers to the tendency to postpone the initiation and completion of a given course of action. Approximately one-fifth of the adult population and half of the student population perceive themselves as being severe and chronic procrastinators. Albeit not a psychiatric diagnosis, procrastination has been shown to be associated with increased stress and anxiety, exacerbation of illness, and poorer performance in school and work. However, despite being severely debilitating, little is known about the population of procrastinators in terms of possible subgroups, and previous research has mainly investigated procrastination among university students. The current study examined data from a screening process recruiting participants to a randomized controlled trial of Internet-based cognitive behavior therapy for procrastination (Rozental et al., in press). In total, 710 treatment-seeking individuals completed self-report measures of procrastination, depression, anxiety, and quality of life. The results suggest that there might exist five separate subgroups, or clusters, of procrastinators: "Mild procrastinators" (24.93%), "Average procrastinators" (27.89%), "Well-adjusted procrastinators" (13.94%), "Severe procrastinators" (21.69%), and "Primarily depressed" (11.55%). Hence, there seems to be marked differences among procrastinators in terms of levels of severity, as well as a possible subgroup for which procrastinatory problems are primarily related to depression. Tailoring the treatment interventions to the specific procrastination profile of the individual could thus become important, as well as screening for comorbid psychiatric diagnoses in order to target difficulties associated with, for instance, depression.

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“…Other factors include idealism, low tolerance level versus problems, and inferiority complex feelings, which are the main causes of procrastination (15). There are 2 kinds of behavior postponing among students: one of these is meaningful scheduled delay (16) and the other is unreasonable and damaging delay, which is known as academic procrastination (16). Many researches have reported procrastination with respect to negative emotions (17).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Positive Thinking Skills on Academic Procrastination of High School Female Students Kermanshah City

Moradi

Rashidi

Golmohammadian

2017

Interdiscip J Virtual Learn Med Sci

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Introduction: Positive psychology interventions with focus on strengths of individual, is one of the new approaches in helping people due to develop their ability and emits .the aim of this study was to determine the effectiveness of positive thinking skills on academic procrastination of high school female students. Methods: Research type was semi-experimental, pretest-posttest design with control group. Population was all female high school students in 3 section education organization Kermanshah city, 2014-2015. The research sample included 120 female from 22 Bahman high school students who were selected through multistage random cluster sampling method and then based on entrance and existence criteria assigned into two groups (experimental and control) randomly. The instruments used were academic procrastination Scale (validity = 0.65 & reliability = 0.83). The positive thinking skills intervention included 8 sessions, each 90 minutes, twice in week for experimental group. Because of effectiveness these interventions sessions were applied for control groups after posttest. Data analyzed with analysis of covariance using spss-21. Results:The results showed that positive thinking skills is effective on academic procrastination of high school female students (P

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Exploring different types of academic delayers: A latent profile analysis

Cited by 86 publications

References 48 publications

Gender Differences in the Relationship between Academic Procrastination, Satifaction with Academic Life and Academic Performance

Gender Differences in the Relationship between Academic Procrastination, Satifaction with Academic Life and Academic Performance

Differentiating Procrastinators from Each Other: A Cluster Analysis

The Effectiveness of Positive Thinking Skills on Academic Procrastination of High School Female Students Kermanshah City

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