PROBLEM 4 – INTENTION TO PROCRASTINATE
Part 1:
1. What influncus procrastination What is it
2. How can yol pruvunt it
3. Aru thuru pursonal difuruncus -> Difurunt typus of procrastinators
Part 2:
1. What aru implumuntation intuntions Do thuy work
2. Why do puoplu fail to transform thuir intuntions to actlal buhavior
HOWELL ET AL. (2006): ACADEMIC PROCRASTINATION: THE
PATTERN AND CORRELATES OF BEHAVIOURAL
POSTPONEMENT.
Focus on: understanding the idea of temporal discounting; you don't have to
know all the details of the methods, but it is helpful to look at how the study
variables are measured (e.g. behavior vs self-reports); support found for
temporal discouting? Other results?
Temporal discounting: when a reward (like a good grade on a test) is still far
away, students won’t start to study yet. When the reward (deadline) is coming
closer, students will start studying. Procrastinators show temporal discounting
they appreciate a certain reward more when it’s closer.
The ‘nomological network’ of procrastination
The hyperbolic pattern of postponement can be conceptualized as a failure of
self-regulation, such that procrastinators relative to non-procrastinators have a
reduced ability to resist social temptations when the benefts of academic
preparation are distant.
- Implementation intention: determining the when, where and how of one’s
behaviour in relation to accomplishing a personal goal.
- Say-do correspondence: the extent to which individuals do what they say they
will do or carry out promises they have made.
- Perceived academic control: students’ beliefs about whether factors within
themselves or outside of themselves determine academic success.
Aim of the research: to investigate a behavioural measure of postponement
and to further explore the ‘nomological network’ of procrastination.
Hypotheses:
- Students will reveal a pattern of temporal discounting.
- This pattern would especially characterize those who describe themselves as
procrastinators.
- Implementation intentions, say-do correspondence and perceived academic
control will correlate positively with each other and negatively with both self-
reported procrastination and behavioural postponement.
How were the study variables measured?
- Procrastination Assessment Scale students had to rate the extent to which
they procrastinate and the extent to which this is a problem for them (also
Procrastination Scale).
1
, - Perceived Academic Control measure self-report.
- Self-reported assignment procrastination.
- Implementation intentions self-report.
- Say-do correspondence self-report.
Discussion:
The fndings reveal a tendency to postpone submission of assignments until the
hours immediately prior to the submission deadline. The tendency to postpone
assignment submissions was most pronounced among students who reported
that they procrastinated on their assignment sub- missions.
Correlations:
The three self-report procrastination measures correlated signifcantly with each
other and with the behavioural measure of postponement.
The three measures of self-reported procrastination correlated signifcantly with
say-do correspondence.
Say-do correspondence didn’t correlate with the behavioural measure of
postponement.
Say-do correspondence correlated signifcantly with implementation intentions.
Implementation intentions were not consistently related to procrastination.
Perceived academic control correlated with course grades.
STEEL (2007): THE NATURE OF PROCRASTINATION: A META-
ANALYTIC AND THEORETICAL REVIEW OF QUINTESSENTIAL
SELF-REGULATORY FAILURE.
Focus on:
understanding the defnition of procrastination. You don't have to know the
history of procrastination. You have to understand what the personality traits
represent and know whether they are found to be related to procrastination
(strongest/weakest relation? --> see Table 1 & Table 4). Furthermore, you have
to know the main outcomes of procrastination (i.e., mood & performance) + be
able to give an example of interventions aimed at reducing procrastination.
Lastly, you have to understand the TMT-model. Don't focus on too much details!
Defnition of procrastination
The focus in this article is on the negative form of procrastination. One
procrastinates when one delays beginning or completing an intended course of
action. It is considered to be the irrational delay of behaviour. Being irrational
entails choosing a course of action despite expecting that it will not maximize
your utilities, that is, your interests, preferences, or goals of both a material (e.g.,
money) and a psychological (e.g., happiness) nature. Combining these elements
suggests that to procrastinate is to voluntarily delay an intended course of action
despite expecting to be worse of for the delay.
Procrastination as a Personality Trait
Research suggests procrastination has sufcient cross-temporal and situational
stability. There appears to be a biological or genetic component to
procrastination. But where does it ft in the fve-factor model?
Procrastination may be considered to be the most central facet of
conscientiousness, but it is not conscientiousness itself.
Personality traits
2
Part 1:
1. What influncus procrastination What is it
2. How can yol pruvunt it
3. Aru thuru pursonal difuruncus -> Difurunt typus of procrastinators
Part 2:
1. What aru implumuntation intuntions Do thuy work
2. Why do puoplu fail to transform thuir intuntions to actlal buhavior
HOWELL ET AL. (2006): ACADEMIC PROCRASTINATION: THE
PATTERN AND CORRELATES OF BEHAVIOURAL
POSTPONEMENT.
Focus on: understanding the idea of temporal discounting; you don't have to
know all the details of the methods, but it is helpful to look at how the study
variables are measured (e.g. behavior vs self-reports); support found for
temporal discouting? Other results?
Temporal discounting: when a reward (like a good grade on a test) is still far
away, students won’t start to study yet. When the reward (deadline) is coming
closer, students will start studying. Procrastinators show temporal discounting
they appreciate a certain reward more when it’s closer.
The ‘nomological network’ of procrastination
The hyperbolic pattern of postponement can be conceptualized as a failure of
self-regulation, such that procrastinators relative to non-procrastinators have a
reduced ability to resist social temptations when the benefts of academic
preparation are distant.
- Implementation intention: determining the when, where and how of one’s
behaviour in relation to accomplishing a personal goal.
- Say-do correspondence: the extent to which individuals do what they say they
will do or carry out promises they have made.
- Perceived academic control: students’ beliefs about whether factors within
themselves or outside of themselves determine academic success.
Aim of the research: to investigate a behavioural measure of postponement
and to further explore the ‘nomological network’ of procrastination.
Hypotheses:
- Students will reveal a pattern of temporal discounting.
- This pattern would especially characterize those who describe themselves as
procrastinators.
- Implementation intentions, say-do correspondence and perceived academic
control will correlate positively with each other and negatively with both self-
reported procrastination and behavioural postponement.
How were the study variables measured?
- Procrastination Assessment Scale students had to rate the extent to which
they procrastinate and the extent to which this is a problem for them (also
Procrastination Scale).
1
, - Perceived Academic Control measure self-report.
- Self-reported assignment procrastination.
- Implementation intentions self-report.
- Say-do correspondence self-report.
Discussion:
The fndings reveal a tendency to postpone submission of assignments until the
hours immediately prior to the submission deadline. The tendency to postpone
assignment submissions was most pronounced among students who reported
that they procrastinated on their assignment sub- missions.
Correlations:
The three self-report procrastination measures correlated signifcantly with each
other and with the behavioural measure of postponement.
The three measures of self-reported procrastination correlated signifcantly with
say-do correspondence.
Say-do correspondence didn’t correlate with the behavioural measure of
postponement.
Say-do correspondence correlated signifcantly with implementation intentions.
Implementation intentions were not consistently related to procrastination.
Perceived academic control correlated with course grades.
STEEL (2007): THE NATURE OF PROCRASTINATION: A META-
ANALYTIC AND THEORETICAL REVIEW OF QUINTESSENTIAL
SELF-REGULATORY FAILURE.
Focus on:
understanding the defnition of procrastination. You don't have to know the
history of procrastination. You have to understand what the personality traits
represent and know whether they are found to be related to procrastination
(strongest/weakest relation? --> see Table 1 & Table 4). Furthermore, you have
to know the main outcomes of procrastination (i.e., mood & performance) + be
able to give an example of interventions aimed at reducing procrastination.
Lastly, you have to understand the TMT-model. Don't focus on too much details!
Defnition of procrastination
The focus in this article is on the negative form of procrastination. One
procrastinates when one delays beginning or completing an intended course of
action. It is considered to be the irrational delay of behaviour. Being irrational
entails choosing a course of action despite expecting that it will not maximize
your utilities, that is, your interests, preferences, or goals of both a material (e.g.,
money) and a psychological (e.g., happiness) nature. Combining these elements
suggests that to procrastinate is to voluntarily delay an intended course of action
despite expecting to be worse of for the delay.
Procrastination as a Personality Trait
Research suggests procrastination has sufcient cross-temporal and situational
stability. There appears to be a biological or genetic component to
procrastination. But where does it ft in the fve-factor model?
Procrastination may be considered to be the most central facet of
conscientiousness, but it is not conscientiousness itself.
Personality traits
2
