3.3 Motivation, selfregulation and performance (FSWPK31A)
Summary
Summary for Problem 4 - Intention to Procrastinate
8 views 0 purchase
Course
3.3 Motivation, selfregulation and performance (FSWPK31A)
Institution
Erasmus Universiteit Rotterdam (EUR)
This document provides an elaborate summary of Problem 4 articles. 8 articles are summarized, the authors are: Howell et al. (2006), Steel and Piers (2007), Steel (2010), Tice and Baumeister (1997), Armitage (2016), Kroese & Ridder (2002), Milne et al. (2002), Gollwitzer and Sheeran (2006).
3.3 Motivation, selfregulation and performance (FSWPK31A)
All documents for this subject (4)
Seller
Follow
eceertrk
Reviews received
Content preview
Part 1
Academic procrastination: The pattern and correlates of behavioral postponement -
Howell, Watson, Powell, Buro
Introduction
Procrastination: Delaying crucial tasks or delaying them to the point of discomfort. Failure of
self-regulation. Few studies examine procrastination's dynamic nature over time.
The “Nomological Network” of Procrastination
● The hyperbolic pattern of postponement: It is seen as a facet of procrastination rooted
in self-regulation failure. Procrastinators struggle more o resist immediate temptations
when the rewards lie in the distant future. It's the tendency to prioritize immediate
rewards or distractions over long-term benefits, which contributes to delaying tasks.
● Temporal Discounting: The perceived value of future rewards decreases as the delay to
attain them increases. In the context of procrastination, this manifests as a difficulty in
resisting immediate temptations despite understanding the remote advantages of
academic preparation. You don’t see the benefit when the reward is far away.
● Say-Do Correspondence: The consistency between what individuals plan and what
they actually do is crucial for self-regulation development.
● Implementation Intentions: Creating specific plans regarding when, where, and how to
achieve goals has shown to improve academic performance.
● Perceived Academic Control: Beliefs about personal influence over academic success
impact task initiation.
The Current Study: Investigates the hyperbolic pattern in the submission of computer-based
course assignments to understand postponement. The predictions are; acceleration in
assignment submissions as the deadline nears, especially among self-reported procrastinators.
Positive correlations between implementation intentions, say-do correspondence, perceived
academic control, and negative correlations with self-reported procrastination and behavioral
postponement.
Method
Participants: 95 psychology students, college at a university-studies level, mostly female.
Materials: The scales they used were Procrastination Assessment Scale – Students (PASS),
Procrastination Scale (Tuckman, 1991), Perceived Academic Control measure (Perry et al.,
2001), Self-reported assignment procrastination, Implementation intentions, Say-do
correspondence.
Procedure: Exact submission times before the midnight deadline were recorded for each
assignment. Assignments submitted past the deadline were recorded as '0'.
Results
, Pattern of Assignment Submission: Majority of students submitted assignments close to the
deadline across all seven assignments. An increase in submissions approximately a day before
the deadline + Accelerated increase in submissions as the deadline approached. Students with
high self-reported procrastination showed a stronger correlation with the hyperbolic function
than those reporting lower procrastination. Among high procrastinators, the function
accounted for 93.8% of submission frequency variance.
Descriptive Statistics and Inter-Correlations Among Measures: No correlation between age and
the listed variables. Women scored higher in implementation intentions. Self-report measures
of procrastination correlated with each other and with behavioral postponement measures.
Inverse correlation between self-reported procrastination and say-do correspondence.
Procrastination Scale scores inversely correlated with implementation intentions.
Implementation intentions positively correlated with say-do correspondence. Inverse
correlation between self-reported assignment procrastination and grades; Perceived Academic
Control positively associated with grades.
Discussion
Assignment Submissions: Majority delayed submissions close to deadlines. Hyperbolic pattern
observed (the tendency for the rate of submissions to accelerate as the deadline approaches),
resembling prior studies. Strongest among self-reported procrastinators. No correlation found
with grades, possibly due to specific vs. generalized assessment.
The Nomological Network of Procrastination: Self-report measures correlated and linked to
behavioral postponement. Self-reported procrastination inversely related to say-do
correspondence. Say-do correspondence associated with conscientiousness. Implementation
intentions showed no consistent relation to procrastination. Perceived academic control
correlated with grades but not consistently with procrastination or self-regulation. Perceived
control might not prevent procrastination despite self-responsibility for success.
Limitations and Future Directions:
● Sample Limitations: First-year undergraduates may not represent all age groups.
Majority female participants may skew overall findings. Enrollment in a single course
limits broader applicability.
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller eceertrk. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $15.67. You're not tied to anything after your purchase.
