Exploring volitional problems in academic procrastinators

Dewitte, Siegfried; Lens, Willy

doi:10.1016/s0883-0355(00)00047-1

Cited by 29 publications

(34 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Academic success is an important part of life success (Dewitte & Lens, 2000), but procrastination can affect it negatively and is very prevalent among students (Steel, 2007). In this respect, it is clear that motivation can help a person overcome difficulties that arise in any practice, but it is rather unclear in which ways the facilitation of diverse types of study motivation can influence a person's procrastination (Katz, et al, 2014) Results point in the direction that controlling teacher behaviour might negatively influence students' psychological experiences in learning.…”

Section: Discussionmentioning

confidence: 99%

“…Education and academic success (starting as early as in primary school) is an important aspect of a person's upbringing that can have notorious effects on many components of their life success (Dewitte & Lens, 2000). But, it has been reported that, as much as around four out of five college students engage in procrastination, and that approximately 50% do it consistently, suffering at least some negative consequences (Steel, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…Students who procrastinate tend to underperform their non-procrastinating peers, even under circumstances of similar motivation and skill, suggesting that this lower performance may be explained by volitional causes, rather than motivational or skill-based causes (Dewitte & Lens, 2000). For example, procrastinators may lack the capacity of transforming their own intentions into action (Lay, 1986), sometimes because they are not able to construct an adequate mental representation of the targeted activity (Dewitte & Lens, 2000).…”

Section: Introductionmentioning

confidence: 99%

“…For example, procrastinators may lack the capacity of transforming their own intentions into action (Lay, 1986), sometimes because they are not able to construct an adequate mental representation of the targeted activity (Dewitte & Lens, 2000).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Is student procrastination related to controlling teacher behaviours?

Valenzuela¹,

Codina²,

Pestana³

et al. 2017

Proceedings of the 3rd International Conference on Higher Education Advances

View full text Add to dashboard Cite

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Is student procrastination related to controlling teacher behaviours?

Valenzuela¹,

Codina²,

Pestana³

et al. 2017

Proceedings of the 3rd International Conference on Higher Education Advances

View full text Add to dashboard Cite

show abstract

“…Noe forenklet kan en si at motivasjon er det som får en til å sette seg mål, mens "volition" er det som får en til å iverksette arbeidet for å nå målene (Dewitte & Lens, 2000;Wolters & Rosenthal, 2000). Eller sagt på en annen måte: "volition is defined as transforming desire to action" (Kim & Keller, 2010, s. 410).…”

Section: Laerings-og Arbeidsvanerunclassified

Lærings- og arbeidsvaner hos lærlinger

Garmannslund

Witsø

2017

NJVET

View full text Add to dashboard Cite

In this paper, we present a study that focuses on the vocational education and training (VET) system in Norway and the part of the training undertaken in training establishments. The purpose of the study is to examine whether the use of an electronic monitoring tool improves the apprentices' learning-and work habits as well as their professional awareness.The study is twofold. Firstly, we used a quantitative design to illuminate the phenomenon of 'volition', as an expression of learning and work habits. In this part of the study 64 apprentices answered a questionnaire. Secondly, we conducted a qualitative study in which three apprentices were interviewed about their experiences with the electronic monitoring tool and what it entails in terms of their learning and work habits, as well as their professional awareness.Findings indicate that the electronic monitoring tool helps to reinforce communication between the apprentices and instructors. In addition, findings indicate that apprentices' reflection and effort increases, which can be an important contribution to appropriate learning and work habits.In sum, our findings suggest that an electronic monitoring tool appears to contribute positively to both appropriate learning and work habits, as well as management of apprentices' understanding of their future professional responsibilities.

show abstract

Procrastination, temptations, and incentives: the struggle between the present and the future in procrastinators and the punctual

2002

Self Cite

View full text Add to dashboard Cite

Two studies investigated the role of impulsivity in procrastinators' problems. In the first study, 147 freshmen completed questionnaires measuring the Big Five personality factors, a broad impulsivity scale, and Lay's general procrastination scale, and their perceptions concerning a compulsory course. The data revealed that procrastination was closely related to a lack of perseverance, that is, the inability to complete projects. This relation explained a large part of the well documented relation between conscientiousness and procrastination. In the second study, a subsample of these students was followed up during 11 weeks before their exams. They had to provide their study intentions and behaviour, the reasons why they failed to enact their intentions, and the perceived impact of studying on their final grade. The data revealed that all students tend to postpone the bulk of their study activities to the last week before an exam, and that this trend could nicely be described by a hyperbolic curve. The results also revealed that procrastinators postponed more of their intentions, mainly because of fun alternatives, but did not intend to study less or later. On the contrary, they even seemed to compensate for their vulnerability by formulating more intentions earlier. Procrastinators emerged as highly motivated students who lack the ability to ward off temptations and distractions during their studying activities. Copyright © 2002 John Wiley & Sons, Ltd.

show abstract

Exploring volitional problems in academic procrastinators

Cited by 29 publications

References 17 publications

Is student procrastination related to controlling teacher behaviours?

Is student procrastination related to controlling teacher behaviours?

Lærings- og arbeidsvaner hos lærlinger

Procrastination, temptations, and incentives: the struggle between the present and the future in procrastinators and the punctual

Contact Info

Product

Resources

About