Measuring and Reducing College Students' Procrastination

Perrin, Christopher J.; Miller, Neal; Haberlin, Alayna T.; Ivy, Jonathan W.; Meindl, James N.; Neef, Nancy A.

doi:10.1901/jaba.2011.44-463

Cited by 43 publications

(55 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Students at unknown academic institution. Interim deadline Grades No Procrastination Positive (less procrastination) 9 Another study rewarded students for meeting interim deadlines by providing them with (earlier) access to study material relevant for an upcoming test (Perrin et al, 2011). While the study had a very small sample (only 10 students), the results suggest that such incentives to meet interim deadlines could work.…”

Section: Goal Settingmentioning

confidence: 99%

Nudging in education

Damgaard

Nielsen

2018

Economics of Education Review

229

110

View full text Add to dashboard Cite

Can we nudge children, adolescents and their parents to make better decisions on education? And can we nudge teachers to support and encourage better decision making? Education decisions are taken at young ages and involve immediate costs and potential, future benefits. In such settings behavioural barriers (e.g. lack of selfcontrol, limited attention and social norms) likely influence choices and this may motivate the use of low cost 'nudges' to gently push behaviour in the desired direction. Our review of nudging interventions shows that while nudging often has positive effects, the greatest effects often arise for individuals affected most by the behavioural barrier targeted by the intervention. Hence understanding underlying behavioural mechanisms is crucial. Negative effects may arise in situations where nudges potentially crowd-out intrinsic motivation, if nudges pressurise individuals, or in situations where the choice architect has an insufficient understanding of behavioural mechanisms.[P]eople will need nudges for decisions that are difficult and rare, for which they do not get prompt feedback, and when they have trouble translating aspects of the situation into terms that they can easily understand.

show abstract

Section: Goal Settingmentioning

confidence: 99%

Nudging in education

Damgaard

Nielsen

2018

Economics of Education Review

229

110

View full text Add to dashboard Cite

show abstract

“…In a study, Perrin et al (2011) presented online materials to students in two different forms in their study. The results of their study revealed that when online study material was presented inconsequentially, students usually procrastinated.…”

Section: Academic Procrastination and Assignment Scoresmentioning

confidence: 99%

“…Fulfilling these tasks with deficiencies or not being able to complete them before the deadline often results in poor academic performance. Academic procrastination is one of the factors that causes this situation (Akinsola, Tella, & Tella, 2007;Asarta & Schmidt, 2013;Balkıs, Duru, Buluş, & Duru, 2006;Klingsieck, Fries, Horz, & Hofer, 2012;Michinov, Brunot, Le Bohec, Juhel, & Delaval, 2011, Moon & Illingworth, 2005, Perrin et al, 2011You, 2015).…”

Section: Introduce the Problemmentioning

confidence: 99%

The Relation between Academic Procrastination of University Students and Their Assignment and Exam Performances: The Situation in Distance and Face-to-Face Learning Environments

Yılmaz

2017

JETS

View full text Add to dashboard Cite

The relation between assignment and exam performances of the university students and their academic procrastination behaviors in distance and face-to-face learning environments was investigated in this study. Empirical research carried out both in face-to-face and online environments have generally shown a negative correlation between academic procrastination and academic performance. However, the effect of academic procrastination on assignments in distance learning setting has not been analyzed extensively. To understand the interaction between academic procrastination and the learning environment; assignment and exam performances of eighty-eight university students in face-to-face (FtF) and distance learning (DL) environments were investigated. According to the findings of the study, students' academic procrastination and assignment scores were negatively correlated in both environments but especially in DL setting. Contrary to this, academic procrastination and exam scores were correlated to each other only in FtF environment. On the other hand, there was no correlation between total assignment and exam scores for DL group, while a medium positive correlation was found in FtF group. The findings of binary logical regression analysis demonstrated that predictive value of the DL environment for assignment score is much stronger than academic procrastination behavior of students.

show abstract

“…In addition, they were less confident in their capability of regulating their own learning that resulted in lower class grades and lower GPAs. A number of researchers (Cao, 2012;Perrin et al 2011) have examined the procrastinatory behaviors of college students. In a study conducted by Solomon and Rothblum (1984), students reported that they procrastinated on writing a term paper (46%), studying for exams (27.6%), and reading weekly assignments (30.1%).…”

Section: Introductionmentioning

confidence: 99%

Understanding the academic procrastination attitude of language learners in Turkish universities

Bekleyen¹

2017

Educ. Res. Rev.

View full text Add to dashboard Cite

The prevalence of academic procrastination has long been the subject of attention among researchers. However, there is still a paucity of studies examining language learners since most of the studies focus on similar participants such as psychology students. The present study was conducted among students trying to learn English in the first year of their university education. 144 male and 169 female students from four different Turkish universities participated in the study. The main purpose of the study was to investigate the relationship between the procrastination levels of language students and variables like gender, department, age, self-reported motivational levels, and satisfaction with majors. The findings of the study suggested that men reported significantly higher procrastination behavior. The participants who reported higher motivation procrastinated less while age was not found to be related to procrastination.

show abstract

Measuring and Reducing College Students' Procrastination

Cited by 43 publications

References 27 publications

Nudging in education

Nudging in education

The Relation between Academic Procrastination of University Students and Their Assignment and Exam Performances: The Situation in Distance and Face-to-Face Learning Environments

Understanding the academic procrastination attitude of language learners in Turkish universities

Contact Info

Product

Resources

About