Student Withdrawals and Delayed Work Patterns in Self-Paced Psychology Courses

Semb, George; Glick, Danny; Spencer, Robert E.

doi:10.1207/s15328023top0601_8

Cited by 58 publications

(22 citation statements)

References 14 publications

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“…Also, between 55 and 60% of the students wanted to decrease their procrastination on these tasks. Academic procrastination has been found to be associated with negative academic outcomes, including missing deadlines for submitting assignments, delaying the taking of self-paced quizzes, low course grades, and course withdrawal (Semb et al, 1979;Beswick et al, 1988).…”

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confidence: 99%

Academic procrastination and statistics anxiety

Onwuegbuzie

2004

Assessment & Evaluation in Higher Education

357

264

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confidence: 99%

Academic procrastination and statistics anxiety

Onwuegbuzie

2004

Assessment & Evaluation in Higher Education

357

264

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“…Academic procrastination has been found most widespread when writing term papers, studying for examinations, and completing weekly assignments (Solomon and Rothblum 1984), and such behavior results in detrimental academic performance (e.g. poor grades and course withdrawal) and increased health risks such as depression and anxiety (Semb et al 1979;Solomon and Rothblum 1984).…”

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confidence: 99%

Correlates of Academic Procrastination and Students’ Grade Goals

et al. 2008

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This study examined correlates of academic procrastination and students' grade goals in a sample of 226 undergraduates from Singapore. Findings indicated that self-efficacy for self-regulated learning was significantly and negatively related to procrastination. High self-efficacy for self-regulated learning also predicted students' expectations of doing well and low self-efficacy for self-regulated learning predicted students' expectations of not doing well academically. Additionally, helpseeking predicted students' expectations of doing well academically while academic stress predicted students' expectations of not doing well academically. Implications for education and educational practice were discussed.Academic procrastination can be understood as the voluntary delay of the completion of an academic task within the expected or desired time frame despite expecting to be worse off for the delay (Senécal et al. 1995;Steel 2007). It can also be described as delaying the start of a task that one eventually intends to complete until he or she experiences emotional discomfort about not having performed the activity earlier (Lay and Schouwenburg 1993). Other researchers have explained procrastination as a deficit in self-regulated performance (Chu and Choi 2005;DeRoma et al. 2003). Academic procrastination can therefore be understood as a

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“…Academic procrastination, which is defined as the purposive and needless delay in beginning or completing tasks (Rothblum et al, 1986), has been found to be associated with elevated levels of academic-related anxiety (Onwuegbuzie, 2004;Onwuegbuzie & Collins, 2001;Onwuegbuzie & Jiao, 2000;Rothblum et al, 1986;Solomon & Rothblum, 1984) and lower levels of achievement (Beswick et al, 1988;Onwuegbuzie, 1999Onwuegbuzie, -2000Semb et al, 1979). Research indicates that the procrastination tendencies of graduate students representing ethnic and cultural diversity have a negative impact on their cumulative grade point averages (Prohaska et al, 2000).…”

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confidence: 99%

“…Indeed, approximately 25% of Caucasian American undergraduate students (Solomon & Rothblum, 1984) and between 30 and 45% of African American undergraduate students (Clark & Hill, 1994) report procrastination on academic-related activities, such as preparing for an exam, writing a term paper, and maintaining progression on their weekly reading assignments. Moreover, academic procrastination is associated with negative behaviors that contribute to poor achievement, such as missing deadlines for submitting assignments, low course grades, and course withdrawal (Beswick, Rothblum, & Mann, 1988;Onwuegbuzie, 1999Onwuegbuzie, -2000Semb, Glick, & Spencer, 1979), as well as to various types of academic-related anxiety including test anxiety, social anxiety (Rothblum et al, 1986;Solomon & Rothblum, 1984), library anxiety (Onwuegbuzie & Jiao, 2000), writing anxiety (Onwuegbuzie & Collins, 2001), and statistics anxiety (Onwuegbuzie, 1997(Onwuegbuzie, , 2004. Onwuegbuzie (2004) documented that between 40 and 60% of graduate students reported some level of procrastination on writing a term paper, studying for examinations, and keeping up with weekly reading assignments.…”

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confidence: 99%