Exploring reasons and consequences of academic procrastination: an interview study

Grunschel, Carola; Patrzek, Justine; Fries, Stefan

doi:10.1007/s10212-012-0143-4

Cited by 130 publications

(116 citation statements)

References 31 publications

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“…The Beswick et al (1988) study finds itself supported now by a vast amount of studies showing that procrastination comes along with lower grades (e.g., Fritzsche, Young, & Hickson, 2003;Klassen et al, 2008;Moon & Illingworth, 2005;Steel, Brothen, & Wambach, 2001;Tice & Baumeister, 1997;van Eerde, 2003). Furthermore, health-related consequences are mental stress, physical stress reactions, sleeprelated problems, exhaustion and illness (e.g., Grunschel et al, 2013a;Patrzek et al, 2012;Rothblum et al, 1986;Tice & Baumeister, 1997). Furthermore, health-related consequences are mental stress, physical stress reactions, sleeprelated problems, exhaustion and illness (e.g., Grunschel et al, 2013a;Patrzek et al, 2012;Rothblum et al, 1986;Tice & Baumeister, 1997).…”

Section: Consequences Of Academic Procrastinationmentioning

confidence: 94%

“…Applying qualitative content analysis, three other qualitative studies underline the importance of teacher and task characteristics (Grunschel, Patrzek, & Fries, 2013a;Klingsieck, Grund, Schmid, & Fries, 2013;Patrzek, Grunschel, & Fries, 2012) when explaining academic procrastination. Looking at the reasons students report for their procrastination, Grunschel et al (2013a) showed that students who had already sought help because of procrastination reported more serious reasons (e.g., anxiety, serious illness) than students who had not done so. Looking at the reasons students report for their procrastination, Grunschel et al (2013a) showed that students who had already sought help because of procrastination reported more serious reasons (e.g., anxiety, serious illness) than students who had not done so.…”

Section: Qualitative Studies On Antecedents Of Academic Procrastinationmentioning

confidence: 99%

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Academic Procrastination: Psychological Antecedents Revisited

Steel

Klingsieck

2016

Australian Psychologist

334

218

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Objective: Taking Beswick, Rothblum, and Mann's seminal paper on academic procrastination as a starting point, we provide an updated review of academic procrastination and consolidate this knowledge with a procrastination typology. The goal of our study was to show that while the degree of procrastination is largely contingent on the trait of conscientiousness, the other four major personality traits determine how procrastination manifests. According to implications of need theory, we operationalised these four traits by the reasons students gave and the activities students pursued while procrastinating. Method: Participants were 167 students of an undergraduate introductory psychology course. It was designed as a self-directed computerised course enabled considerable amounts of procrastination. Students filled out a Big Five Inventory and wrote a short essay detailing: (a) what reason they saw as causing them to procrastinate, and (b) what activities they pursued while procrastinating. The reasons and activities were coded according to their fit to the personality traits. Results: Conscientiousness and its facets were the strongest correlates with procrastination. Moreover, in regression analyses, the other personality traits did not incrementally predict procrastination. However, the reasons ascribed to procrastination and the off-task activities pursued reflected the other personality traits. Conclusion: While conscientiousness is the core for all procrastination types, the other personality traits determine its phenomenology. Thus, the prominent understanding of a neurotic procrastinator might be misleading for research and practice. In fact, counsellors need to first address the conscientiousness core of procrastination and then match the subsequent interventions to the specific procrastination type.

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Section: Consequences Of Academic Procrastinationmentioning

confidence: 94%

Section: Qualitative Studies On Antecedents Of Academic Procrastinationmentioning

confidence: 99%

Academic Procrastination: Psychological Antecedents Revisited

Steel

Klingsieck

2016

Australian Psychologist

334

218

View full text Add to dashboard Cite

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“…According to Bandura (1977), self-efficacy refers to the efficacy expectations related to performing a certain behavior, as well as the outcome expectations concerning the ability to achieve an anticipated outcome. Hence, if either one is low, the motivation to initiate work on or to fulfill a commitment should also be low, resulting in fearful and avoidant behavior and, in turn, procrastination (Grunschel, Patrzek, & Fries, 2013). Research on the negative automatic thoughts associated with procrastination supports this notion, as self-reported cognitions often involve statements that indicate low self-efficacy: "This is too hard," "I'm never going to make it," or "I haven't succeeded before, so why should I even bother?"…”

Section: Self-efficacy Theorymentioning

confidence: 99%

Understanding and Treating Procrastination: A Review of a Common Self-Regulatory Failure

Rozental¹,

Carlbring²

2014

PSYCH

149

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Procrastination is a pervasive self-regulatory failure affecting approximately one-fifth of the adult population and half of the student population. It is defined as one's voluntarily delay of an intended course of action despite being worse off as a result of that delay. Procrastination has a negative impact on performance and is associated with poorer mental health. Stress, worry, and feelings of guilt are common among those who procrastinate recurrently. In addition, procrastination is associated with fewer mental health-seeking behaviors and increased treatment delay, leading to greater distress and the exacerbation of illness. The current paper seeks to provide a theoretical and clinical understanding of procrastination by reviewing prior research. Procrastination can be understood using different motivational theories, learning theory, self-efficacy theory, as well as biases and heuristics. Temporal motivational theory is proposed as an integrated explanation for procrastination, consisting of the interaction of four different variables: expectancy, value, impulsiveness, and time, each of which affects the tendency to procrastinate. A general implication is that procrastination should be regarded as an idiosyncratic behavioral problem that requires a cognitive case conceptualization or a functional analysis in order to guide therapists in their work. A number of treatment interventions might be used in relation to procrastination-for example, efficacy performance spirals, automaticity, stimulus control, stimulus cues, learned industriousness, and cognitive restructuring. Furthermore, the current paper explores the evidence on using cognitive behavior therapy for procrastination, discussing the scarcity of randomized controlled trials and the lack of validated outcome measures, and highlighting the need for further research.

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“…Academic advisors and financial aid counselors, for example, could distribute flyers containing information about the prevalence or consequences of academic procrastination (e.g., extended study durations that require extra funding; cf. Grunschel, Patrzek, & Fries, 2013;Patrzek, Grunschel, & Fries, 2012).…”

Section: Implications For Practice and Researchmentioning

confidence: 97%

Why Are Students (Not) Motivated to Change Academic Procrastination?: An Investigation Based on the Transtheoretical Model of Change

Grunschel¹,

Schopenhauer²

2015

csd

Self Cite

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In light of the drawbacks of academic procrastination, it is surprising that not all students want to decrease academic procrastination. To find out why students are motivated (or not) to change academic procrastination, we investigated the characteristics of 377 German students with different motivations to change based on the Transtheoretical Model of change. The students who did not contemplate changing their behavior were not negatively affected by academic procrastination, in contrast to those students who intended to reduce academic procrastination. The students who started to decrease academic procrastination presented themselves as optimistic. Based on our results, we suggest offering tailormade interventions to help students successfully overcome academic procrastination.

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Exploring reasons and consequences of academic procrastination: an interview study

Cited by 130 publications

References 31 publications

Academic Procrastination: Psychological Antecedents Revisited

Academic Procrastination: Psychological Antecedents Revisited

Understanding and Treating Procrastination: A Review of a Common Self-Regulatory Failure

Why Are Students (Not) Motivated to Change Academic Procrastination?: An Investigation Based on the Transtheoretical Model of Change

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