Examining the self of chronic procrastinators: Actual, ought, and undesired attributes (original) (raw)
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Decisional and behavioral procrastination: How they relate to self-discrepancies
2000
A self-discrepancy is a gap between the perceived real self and other standards like the ideal self. One hundred and eighty-one college students completed a self-report measure of self-discrepancies and decisional and behavioral procrastination. Regression analysis showed that overall dysfunctional procrastination (the composite measure of both kinds of procrastination) significantly varied as a function of selfdiscrepancies. The amount of variance explained was small. Those scoring high in self-discrepancies were more likely to be dysfunctional procrastinators than those scoring low. The discrepancy between the actual-self and the ought-to self was the strongest predictor of dysfunctional procrastination. When decisional and behavioral procrastination were analyzed separately, only decisional procrastination significantly varied as a function of self-discrepancies.
Perceptions of Self-concept and Self-presentation by Procrastinators: Further Evidence
The Spanish journal of psychology, 2007
Two samples of university students completed self-report measures of chronic procrastination and either self-concept variables (Sample 1, n = 233) or self-presentational styles (Sample 2, n = 210). Results indicated that procrastination was significantly related to a self-concept of oneself as dominated by issues related to task performance, and to self-presentation strategies that reflected a person as continually justifying and excusing task delays and being "needy" of others' approval. It seems that men and women procrastinate in order to improve their social standing by making their accomplishments seem greater than they really are.
2012
The present paper examines the nature of procrastination-related automatic thoughts by examining the correlates of the Procrastinatory Cognitions Inventory (PCI). The PCI was administered along with numerous other measures to three samples of students (two undergraduate samples and one graduate student sample). Analyses confirmed that the PCI is associated with elevated levels of neuroticism and low levels of conscientiousness but is a unique predictor of distress over and above the variance attributable to these broad personality traits. The PCI was associated significantly with negative automatic thoughts in general as well as automatic thoughts reflecting the need to be perfect. Tests of achievement goal orientation showed that students with high scores on the PCI are focused on performance avoidance goals. Elevated levels of procrastinatory cognitions among graduate students were associated with apprehension about writing, graduate student stress, low self-actualization, and feelings of being an impostor. Overall, the findings suggest that the experience of frequent procrastination-related thoughts contributes uniquely to increased levels of psychological distress and stress. Our findings point to the potential utility of incorporating an emphasis on procrastination cognitions when conducting assessments and when implementing cognitive-behavioral interventions focused on procrastination-related themes.
Procrastination and personality, performance, and mood
Personality and Individual Differences, 2001
Procrastination research has generated con¯icting results, partly due to the reliance on contaminated self-report measures. This study addressed this situation by creating scales based on both observed behaviors and atheoretical self-reports, and using these scales to determine procrastination's performance, mood, and personality correlates. One-hundred and ®fty-two undergraduates were measured at six time periods during an 11-week introductory psychology course. The course consisted of a computer-administered personalized system of instruction, a system noted for susceptibility to procrastination. Results show that procrastination is an excellent predictor of performance, though some ®nal-hour catching-up is possible. Eorts to clarify its causes were mixed. Procrastination does re¯ect an excessive discrepancy between work intentions and work actions, as procrastinators tend to have a larger than average intention-action gap, especially at the beginning of the course. On the other hand, procrastination's correlations with mood (i.e., state and trait aect) and personality (i.e., neuroticism, self-esteem, locus of control, extraversion, psychoticism, dominance, and self-monitoring) are uncertain as results diverge depending upon whether observed or self-report procrastination criteria are used. This dichotomy indicates that self-report procrastination likely re¯ects a self-assessment in¯uenced by actual behavior but also signi®cantly contaminated by self-concept. #
Procrastination and Self-Concept in More/Less Conscientious Students
Psychological Applications and Trends 2021
Given its significant negative consequences for university students, procrastination has been studied extensively and shown to be associated with conscientiousness as a personality trait. Involving 333 university students doing teacher training programmes (68.5% female; Mage=20.51 (SD=1.61); 83.48% undergraduates doing a bachelor's degree), our study aimed to explore the association between procrastination among more/less conscientious students and selected self-concept variables (self-control, self-efficacy, etc.).
The Unintentional Procrastination Scale
Journal of Rational-Emotive & Cognitive-Behavior Therapy, 2016
Procrastination refers to the delay or postponement of a task or decision and is often conceptualised as a failure of self-regulation. Recent research has suggested that procrastination could be delineated into two domains: intentional and unintentional. In this two-study paper, we aimed to develop a measure of unintentional procrastination (named the Unintentional Procrastination Scale or the 'UPS') and test whether this would be a stronger marker of psychopathology than intentional and general procrastination. In Study 1, a community sample of 139 participants completed a questionnaire that consisted of several items pertaining to unintentional procrastination that had been derived from theory, previous research, and clinical experience. Responses were subjected to a principle components analysis and assessment of internal consistency. In Study 2, a community sample of 155 participants completed the newly developed scale, along with measures of general and intentional procrastination, metacognitions about procrastination, and negative affect. Data from the UPS were subjected to confirmatory factor analysis and revised accordingly. The UPS was then validated using correlation and regression analyses. The six-item UPS possesses construct and divergent validity and good internal consistency. The UPS appears to be a stronger marker of psychopathology than the pre-existing measures of procrastination used in this study. Results from the regression models suggest that both negative affect and metacognitions about procrastination differentiate between general, intentional, and
Journal of Psychopathology and Behavioral Assessment, 1992
General Procrastination (GP) and Adult Inventory for Procrastination (AIP) measures were evaluated across two studies. In Study 1, both inventories were administered to two groups of college students (Sample 1 n = 52; Sample 2 n = 59), who were asked to return completed scales before the end of the semester. Students' attendance rates at study groups, test grades, and time required to complete multiple choice items on two exams also were recorded. Results indicated that high procrastination scores were related to a higher number of days to return completed inventories but not attendance, exams scores, or test-taking time. In Study 2, nontraditional age university students (n = 215) were asked to complete procrastination measures as well as sensation-seeking, need for cognition, and self-esteem inventories. Factor analysis indicated that scores on scale loaded on sensation-seeking~ while scale loaded negatively with need for cognition and self-esteem variables. It would appear that although the scales assessed procrastinatory behavior, one inventory is indicative of sensation-seeking and the other the avoidance of poor self-esteem.
Procrastination: appraisal and the individual differences that influence delay
2015
The aims of this dissertation were two-fold. The first aim was to conduct a literature review on stress appraisal and procrastination. The literature review first defines stress appraisal and procrastination, looks at how they may be related, then looks at consequences of, reasons for, and different types of procrastination, and finally reviews the literature on individual differences (i.e., negative affectivity, perfectionism, and goal orientation) and how they may affect the relationship between stress appraisal and procrastination. The second aim was to study how a person’s stress appraisal affected his or her procrastination behaviour, and whether individual differences (i.e., negative affectivity, goal orientation and trait procrastination) affected this relationship. This was reported in a two-study paper. Study 1 looked at a student sample and how they appraised writing an essay, Study 2 looked at a workplace sample and how they appraised role ambiguity and role conflict. Bot...
International journal of health sciences
Procrastination in daily academic tasks is a popular and complex phenomenon that can be influenced by several factors including self-esteem. The current study seeks to explore the relationship between procrastination in daily academic tasks and self-esteem among university students in Jordan. Additionally, the study aims at examining whether the participants’ gender, academic level and academic specialization have significant effects on procrastination in daily academic tasks and self-esteem. Data were collected form 240 university students in Jordan (123 male & 117 female) by administering an online survey. The study adopted a descriptive correlational approach by employing academic procrastination and self-esteem scales. Results of the study reported a low negative relationship between procrastination in daily academic tasks and self-esteem of participants. The participants reported a moderate level of procrastination in daily academic tasks and self-esteem. The level of procrasti...
Contemporary Educational …, 2008
This article reports two studies exploring the academic procrastination of 456 undergraduates. Study 1 explores the relationships among academic procrastination, self-regulation, academic self-efficacy, self-esteem, and self-efficacy for self-regulation. Results reveal that although other self-variables are related to procrastination, self-efficacy for self-regulation is most predictive of procrastination tendencies. Study 2 examines academic and motivation characteristics of ''negative procrastinators,'' the undergraduates who are most adversely influenced by procrastination. The 25% of 195 participants in Study 2 who were classified as negative procrastinators had significantly lower GPAs, higher levels of daily and task procrastination, lower predicted and actual class grades, and lower self-efficacy for self-regulation. After controlling for GPA, daily procrastination and selfefficacy for self-regulation significantly predicted the negative impact of procrastination. The article concludes with a discussion of the importance that self-efficacy for self-regulation holds for procrastination research, and with suggestions for practitioners who work with students who are adversely affected by procrastination.