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

Grunschel, Carola; Schopenhauer, Lena

doi:10.1353/csd.2015.0012

Cited by 23 publications

(12 citation statements)

References 34 publications

(40 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In their study in which they examine academic procrastination behavior of Turkish undergraduate students, Ozer, Demir ve Ferrari (2009) state that 405 students (52%) out of 784 perform academic procrastination while 379 (48%) do not. Besides this prevalence, students that procrastinate unnecessarily may not even be aware of it and feel disturbed (Lindblom-Ylä nne, Saariaho, Inkinen, Anne-Haarala-Muhonen, & Hailikari, 2015) or some of them may not be volunteered to decrease the number of it (Grunschel & Schopenhauer, 2015). The reason why this behavior is more common among undergraduates rather than primary, secondary and high school students is the more flexible learning environment (You, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Examination of the Relation between Academic Procrastination and Time Management Skills of Undergraduate Students in Terms of Some Variables

Ocak

Boyraz

2016

Journal of Education and Training Studies

View full text Add to dashboard Cite

Academic procrastination is seen to be quite common among undergraduates and time management is thought to be one of the possible reasons of it. Two surveys, academic procrastination and time management, were given to 332 undergraduate students in this correlational research. Students' academic procrastination is explained through frequencies and percentages and a correlation is questioned between academic procrastination and time management. Regression analysis is used to find out if time management predicts academic procrastination in a statistically significant way. Besides, students' level of time management (low, medium, high) is examined and covariance analysis has been carried out to see if time management level and gender, time management level and housing type (private or state dormitory or house), time management level and their major and time management level and where they live have a common effect on academic procrastination. Results indicate that students are generally indecisive about their behaviors of procrastination in academic tasks and are in middle level in terms of time management skills. There is a moderate level, negative sided and statistically significant correlation between academic procrastination and time management. Not a common effect of mentioned above variables is seen.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Examination of the Relation between Academic Procrastination and Time Management Skills of Undergraduate Students in Terms of Some Variables

Ocak

Boyraz

2016

Journal of Education and Training Studies

View full text Add to dashboard Cite

show abstract

“…Studies estimate that almost all students engage in procrastination once in a while, while 75% consider themselves habitual procrastinators ( Steel, 2007 ). For almost half of these habitual procrastinators, procrastination is a real and persistent problem ( Steel, 2007 ), and something they would like to tackle ( Grunschel and Schopenhauer, 2015 ). It can be assumed, however, that not all of them seek help due to the self-regulative problems inherent to procrastination, and, even more so, due to feelings of shame associated with procrastination ( Giguère et al, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases

2022

View full text Add to dashboard Cite

Procrastination refers to voluntarily postponing an intended course of action despite expecting to be worse off for this delay, and students are considered to be especially negatively affected. According to estimates in the literature, at least half of the students believe procrastination impacts their academic achievements and well-being. As of yet, evidence-based ideas on how to differentiate severe from less severe cases of procrastination in this population do not exist, but are important in order to identify those students in need of support. The current study recruited participants from different universities in Sweden to participate in an anonymous online survey investigating self-rated levels of procrastination, impulsivity, perfectionism, anxiety, depression, stress, and quality of life. Furthermore, diagnostic criteria for pathological delay (PDC) as well as self-report items and open-ended questions were used to determine the severity of their procrastination and its associated physical and psychological issues. In total, 732 participants completed the survey. A median-split on the Pure Procrastination Scale (PPS) and the responses to the PDC were used to differentiate two groups; “less severe procrastination” (PPS ≤ 2.99; n = 344; 67.7% female; M age = 30.03; SD age = 9.35), and “severe procrastination” (PPS ≥ 3.00; n = 388; 66.2% female; M age = 27.76; SD age = 7.08). For participants in the severe group, 96–97% considered procrastination to a problem, compared to 42–48% in the less severe group. The two groups also differed with regard to considering seeking help for procrastination, 35–38% compared to 5–7%. Participants in the severe group also reported more problems of procrastination in different life domains, greater symptoms of psychological issues, and lower quality of life. A thematic analysis of the responses on what physical issues were related to procrastination revealed that these were characterized by stress and anxiety, e.g., tension, pain, and sleep and rest, while the psychological issues were related to stress and anxiety, but also depression, e.g., self-criticism, remorse, and self-esteem. The current study recommends the PPS to be used as an initial screening tool, while the PDC can more accurately determine the severity level of procrastination for a specific individual.

show abstract

“…A large body of research with university students reveals that between 70-95% of students procrastinate consistently and problematically (e.g., Ozer et al, 2009;Rozental & Carlbring, 2014). In addition, the majority of these students express a strong desire to reduce their procrastination (Grunschel & Schopenhauer, 2015;Koppenborg & Klingsieck, 2022;Solomon & Rothblum, 1984) which shows negative effects on their learning and well-being (Duru & Balkis, 2017;Klingsieck, 2013).…”

Section: Introductionmentioning

confidence: 99%

Effects of self-regulated learning and procrastination on academic stress, subjective well-being, and academic achievement in secondary education

et al. 2022

View full text Add to dashboard Cite

The main objective of this study was to test a structural theoretical model of the effects of self-regulated learning on academic stress, subjective well-being, and academic achievement in Secondary Education, considering academic procrastination as a mediator. An additional aim was to explore whether these relationships were moderated by gender and educational level. Participants were 728 students in compulsory and post-compulsory secondary education in a large city in Eastern Spain. Path analysis results indicated that the proposed model showed satisfactory fit, with the three dimensions of self-regulated learning significantly predicting the educational outcomes considered, and that procrastination mediated these relationships. Overall, the model is able to predict 9.8% of the variance of academic stress, 23.1% of students wellbeing, and 14% of academic achievement. Moreover, the multi-group routine revealed no moderation effects due to gender, but educational level moderated two relationships, between self-efficacy and academic achievement and between metacognitive strategies and procrastination. Additionally, supplementary models were tested for three specific subjects (Spanish Language, Foreign Language and Mathematics), which showed an improvement in explained variance, being respectively: 29%, 28% and 27%. Results are discussed in light of previous research and in terms of their impact on educational practice.

show abstract

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

Cited by 23 publications

References 34 publications

Examination of the Relation between Academic Procrastination and Time Management Skills of Undergraduate Students in Terms of Some Variables

Examination of the Relation between Academic Procrastination and Time Management Skills of Undergraduate Students in Terms of Some Variables

Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases

Effects of self-regulated learning and procrastination on academic stress, subjective well-being, and academic achievement in secondary education

Contact Info

Product

Resources

About