Academic procrastination and feelings toward procrastination in LD and non-LD students: Preliminary insights for future intervention

ABSTRACT

Academic procrastination is a prevalent behavior that negatively influences students’ performance and well-being. The growing number of students with learning disabilities (LD) in higher education communities leads to the need to study and address academic procrastination in this unique population of students and to develop ways to prevent and intervene. The present study examined the difference in academic procrastination between LD, non-LD, and supported LD college students in Israel. Findings indicated a significant difference between the three groups, both in academic procrastination and in the desire to change this behavior. Interestingly, supported LD students were similar to non-LD students in all parameters of academic procrastination; however, they expressed less desire to change this behavior than unsupported LD students. These findings highlight the effect of general academic support on academic procrastination in LD students. Future studies will need to further explore the specific elements of support that most contribute to the reduction of academic procrastination in LD students. Specific support programs for academic procrastination in LD students who take into account the findings of these future studies can then be developed and studied.     

Academic procrastination and academic performance: An initial basis for intervention

ABSTRACT

Academic procrastination is a prevalent phenomenon with a range of negative outcomes. Many studies focused on causes and correlates of academic procrastination; however, the study of interventions for academic procrastination is scarce. The present study is an initial effort to study the relationship between academic procrastination, online course participation, and achievement, as a basis for developing an intervention for academic procrastination. Findings indicated that studying procrastination was negatively associated with final exam grade as well as with the three online course participation measures. Final exam grade was positively associated with two of the online course participation measures, and they positively correlated with each other. In addition, results indicated that studying procrastination, in combination with online course participation measures, explained about 50% of variance in final exam’s grade. Frequency of activities in course Web site had the strongest positive effect on final exam’s grade.

These findings strengthen the notion that studying procrastination is an impediment to students’ academic performance and outcomes and clarifies the need to develop and study academic interventions for academic procrastination as a means to decrease its prevalence in academic settings.     

Correlates of procrastination and performance at work: The role of having “good fit”

Abstract

Occupational research often emphasizes the importance of workplace characteristics for understanding job stress and employee well-being, but the role of personal characteristics and having a good match with the job is mostly neglected. We explored how job crafting and feelings of being authentic at work were related to work engagement, work engagement of performance, and procrastination. A structural equation model analyzed self-reports from 380 Dutch office employees. Job crafting and authenticity were positively related to work engagement, and high work engagement predicted? better in-role and extra-role performance and less work procrastination. Moreover, performance and procrastination were negatively related. Results emphasize the importance of having a “good fit” between the employment settings and employees to promote engagement. By improving employee’s work engagement, organizations might improve the likelihood that personnel respond favorably with organizational goals and reduce the chances of engaging in workplace procrastination.     

Causes for procrastination in a unique educational workplace

Abstract

Teachers in hospitals are a unique phenomenon. Their students are sick, hospitalized children with a range of physical, emotional, and cognitive needs. Teachers are expected to be dynamic, flexible, creative, open-minded, and efficient to function in the most appropriate manner. However, a recent study showed that these teachers tend to procrastinate on some of the most common tasks that teachers perform on a daily basis in the regular school system. The present study was an initial investigation into the reasons for procrastination in teachers who work in two hospitals in Israel. Thirty-two teachers were interviewed. The findings indicated that the primary reason for procrastination among teachers in the hospital was professional role ambiguity, with emotional factors and situational determinants which were identified. Future research should further explore reasons for procrastination in the workplace, in general, and its association with professional role ambiguity specifically.     

Is procrastination all that “bad”? A qualitative study of academic procrastination and self-worth in postgraduate university students

ABSTRACT

Most of the existing literature investigated the construct of procrastination using quantitative paradigms—primarily self-administered questionnaires. However, such approaches seem to limit insight, elaboration, and deeper understanding of central facets that might influence procrastination. The present qualitative study explored how a sample of postgraduate students from Cambridge University represented academic procrastination framed within their personal perspectives and context using semistructured interviews. This study extends the existing quantitative literature by adding students’ personal narratives and voices. Ten postgraduate students were interviewed and the data were analyzed using thematic analysis. The preponderance of the literature on academic procrastination has described it as a maladaptive and detrimental behavior. However, the present study found evidence which supports the existence of a positive form of procrastination as well which suggests that procrastination can sometimes be worthwhile and allow further thinking time, allowing students to do a task and enable them to give more attention to detail which suggests a reconsideration of the negative image commonly associated with procrastination.     

Empower,not impose!—Preventing academic procrastination

ABSTRACT

In the frame of the goal setting process between supervisor and student while writing a thesis, it is hypothesized that mutually set goals (participation) and writing down the results of the meeting (recording) can prevent procrastination and increase engagement of the student. With a questionnaire relating to the latest written thesis (n?=?97, academic sample), the effects of goal setting characteristics (recording, participation) and task characteristics (ambiguity, control) on engagement and procrastination were examined. Results of a multiple mediation model indicate that recording indirectly influences engagement and procrastination through its effect on ambiguity. Moreover, participation indirectly influences engagement through its effect on control. It is concluded that goal setting characteristics and task characteristics can affect student’s procrastination. Thus, the present research provides criteria for how supervisors can prevent students from procrastinating.     

Academic interventions for academic procrastination: A review of the literature

ABSTRACT

Procrastination is a widespread phenomenon in academic settings. It has been studied from many different theoretical angles, and a variety of causes and consequences have been suggested. Recent studies support the notion that academic procrastination can be seen from a situational perspective and as a failure in learning self-regulation. It suggests that interventions should address situational as well as deficits in self-regulation to help students overcome their procrastinating tendencies. The present review examined the recent literature on causes and consequences of academic procrastination and the limited number of studies of academic interventions for academic procrastination. Findings of this review strengthen the need to further study the topic of academic interventions for academic procrastination and to develop effective interventions. At the end of this review, several suggestions for the development of academic interventions are outlined.     

“I’ll stop procrastinating now!” Fostering specific processes of self-regulated learning to reduce academic procrastination

ABSTRACT

Academic procrastination is considered to be a result of self-regulation failure having detrimental effects on students’ well-being and academic performance. In the present study, we developed and evaluated a group training that aimed to reduce academic procrastination. We based the training on a cyclical process model of self-regulated learning, thus, focusing on improving deficient processes of self-regulated learning among academic procrastinators (e.g., time management, dealing with distractions). The training comprised five sessions and took place once a week for 90?min in groups of no more than 10 students. Overall, 106 students completed the training. We evaluated the training using a comprehensive control group design with repeated measures (three points of measurement); the control group was trained after the intervention group’s training. The results showed that our training was successful. The trained intervention group significantly reduced academic procrastination and improved specific processes of self-regulated learning (e.g., time management, concentration), whereas the untrained control group showed no change regarding these variables. After the control group had also been trained, the control group also showed the expected favorable changes. The students rated the training overall as good and found it recommendable for procrastinating friends. Hence, fostering self-regulatory processes in our intervention was a successful attempt to support students in reducing academic procrastination. The evaluation of the training encourages us to adapt the training for different groups of procrastinators.     

Developing an intervention to overcome procrastination

ABSTRACT

The main goal of this study was the development of a reliable intervention to overcome general procrastination orientated to college students, designed to be used in practical clinical work. The workshops involved six meetings based on behavioral and cognitive techniques, paradox intervention, and psychoeducation. 175 students participated voluntarily. Their procrastination levels were measured in a pretest, post-test, and a 3-month follow-up. After the first interview, the participants were randomly divided into three groups (Intervention A, Intervention B, and a control group with no intervention). There was a significant improvement after the intervention. After 3 months, the average score was still significantly lower than in the pretest, whereas the score of the control group remained unchanged. The participants in Workshop A scored significantly lower in the post-test than the ones in Workshop B. After 3 months, the participants in Workshop B scored significantly lower in the follow up. So both interventions resulted to be effective in reducing procrastination sustainably.     

Child Welfare and the Courts

ABSTRACT

This exploratory study focuses on the relationships between professionals working in the juvenile dependency system, including judicial officers, attorneys, social workers, and court-appointed special advocates. It includes an examination of the quality of professional relationships, factors contributing to tensions, the consequences of difficult relationships, and strategies for improving relationships. It utilizes interviews and focus groups with professionals and focus groups with clients involved in the juvenile dependency system. The major findings address: (a) the nature and quality of professional relationships, (b) the structural and operational factors contributing to tension in those relationships, (c) client perceptions of professional relationships, and (d) respondent recommendations for improving professional relationships. This study is a contribution to the small but growing literature on the complexity of the interface between public child welfare services and the court system.     

Parental Self-Efficacy and Social Support as Predictors of Parenting Practices and Children's Socioemotional Adjustment in Mexican Immigrant Families

SUMMARY

The current study examined the hypotheses that (1) parental self-efficacy partially mediates the relationships between social support and both parental warmth and control, and (2) these parenting variables relate positively to children's socioemotional adjustment. First-generation, Mexican immigrant mothers were interviewed regarding social support, parental self-efficacy, parenting practices, and their child's socioemotional adjustment. Overall, results from path analyses suggest that, for Mexican immigrant families, social support relates to parenting practices partly because those with greater social support feel more efficacious as parents. Findings also showed that parenting characterized by warmth or control is associated with greater socioemotional adjustment among children. This research supports the idea that, for programs designed to influence parenting practices, simply providing social support may be less important than taking steps to enhance parental self-efficacy.     

Fear of School Violence and the Ameliorative Effects of Student Social Capital

Abstract

Data from the Canadian National Survey of Children and Youth are employed in order to investigate hypotheses regarding the relationships between students' social connections and their feelings of vulnerability to criminal danger. The analysis is preceded by a review of the research relating to school fear and social capital. Findings point to the importance of the social capital inhered in the students' relationship with parents, friends, and teachers as well as their own personality characteristics. The paper concludes with a discussion of some of the broader theoretical and policy implications which emerge from this analysis.     

The Challenges to Promoting Collaboration Between Child Protection Services Workers and Court Professionals

Abstract

In juvenile dependency proceedings, the protection of children depends upon the collaboration between professionals in the child welfare and court systems. Since there is little empirical research on such collaborations, this exploratory study sought to identify factors associated with the difficulties encountered in these professional relationships through an analysis of case records. The data were extracted from 111 cases in seven Northern California counties. Using a logistic regression it was found that the short tenure of court professionals is significantly associated with the difficulties of fostering inter-professional collaboration. The implications for future practice and research are identified.     

A Cross-National Examination of School Violence and Nonattendance Due to School Violence in Taiwan,Hong Kong,and Mainland China: A Rasch Model Approach

ABSTRACT

This study examined the similarities and differences between three distinct Chinese societies (Taiwan, Hong Kong, and China) regarding the contribution of gender and grade level to school violence, the ranking orders of perpetration and victimization behavior, and the correlates of school nonattendance due to violence. A cross-national random sample of 2,582 junior high school students was obtained. The results of Rasch analyzes revealed that verbal violence is most frequent. Male students are most likely to be aggressive and victimized. Grade-level differences in school violence were shown to be weak or insignificant. School nonattendance is generally associated with being kicked, punched, socially excluded, blackmailed, threatened, or sexually kissed without consent. The results were similar across societies. The findings imply that the contextual differences between Chinese societies may not account for different effects of gender and grade level on school violence, behavioral patterns of school violence, and correlates of school nonattendance.     

Entry into Middle School

Summary

The transition to middle school has not been a frequent topic of empirical research. This article presents six guidcposts for conceptualizing this transition. These guideposts focus upon the transaction between attributes of students and multiple levels of their ecological environment. How these operate to influence students' adaptation to middle school is discussed and data which focus on the child portion of this transaction are presented. Predictive relationships between measures of pre-transition adjustment and adaptation following middle school entry are examined, with a special focus on social-cognitive problem solving skills. Other indices included self-concept, peer relations, academic performance, school behavior, and students' self-reported ability to cope with typical Stressors of middle school. Significant findings, as well as implications for research and intervention, are discussed in terms of an ecological model.     

A Group Randomized Trial of School-Based Teen Courts to Address the School to Prison Pipeline,Reduce Aggression and Violence,and Enhance School Safety in Middle and High School Students

ABSTRACT

This study evaluated the efficacy of School-Based Teen Courts (SBTCs) using a rigorous experimental trial with 24 middle- and high-schools randomly selected to receive SBTCs (n= 12) or to business-as-usual without any SBTC program (n = 12). Analyses examined school-level longitudinal growth models and individual-level pretest-posttest comparisons on school climate, student problems, and suspension rates. Longitudinal growth models revealed that SBTCs were significantly associated with positive changes in school satisfaction and reductions in delinquent friends for high school students, but showed no significant changes on other outcomes. Short-term suspensions decreased more than twice as much in SBTC schools versus comparison schools. There was a 47% reduction in bullying victimization in SBTC schools relative to a 22% reduction in comparison schools. These findings suggest that SBTCs have the potential to positively impact youth development.     

Juvenile Delinquency in Japan

SUMMARY

Juvenile delinquency in Japan is examined with respect to Japanese culture. The cultural changes in Japan since World War II, and especially since 1970, have affected family, school, neighborhood, and peer relationships. Changes in juvenile delinquency are presented and discussed within the context of these historical and cultural changes in Japanese society.     

How Fathers Respond When Their Youth Leave and Return Home

Abstract

Few social scientists have examined the impact that adult children's leaving and returning home have upon fathers and their family relationships. In a sample of 325 fathers in Indiana and Michigan, 41% reported some stress as negative/disturbed reactions about a child's leaving home. These reactions were much greater than some earlier studies have shown. Overall, (as explained by the A-B-C-X Model of Stress) the fathers' definition of their situation was the factor most related to the fathers' negative feelings about their child's leaving home, to their related psychosomatic complaints and their lower sense of well-being. It was not related, however, to fathers' satisfaction with their family life. Implications of these findings are discussed.     

Doing Nothing is Sometimes Worse: Comparing Avoidant versus Approach Coping Strategies with Peer Victimization and Their Association to Depression and Suicide Ideation

ABSTRACT

Peer victimization is a major stressor adolescents often face in the school environment, and has been linked to depression and suicidal risk. This study analyzed the associations between three behavioral coping strategies (avoidance, seeking social support from adults/peers, and retaliation) and depression and suicidal ideation. Participants included 4,254 victimized students who were part of the Saving and Empowering Young Lives in Europe (SEYLE) study that compared three school-based prevention interventions and collected information on health risk behaviors in adolescents from 11 European countries. Results showed behavioral avoidance to be associated with an increase in levels of depression, as compared to the other coping strategies (adult social support, peer social support, retaliation). Seeking social support from adults was associated with lower depression and suicidal ideation rates. A more than 25% increase in suicidal ideation was associated with behavioral avoidance, compared to seeking social support from adults. By contrast, retaliation to peer victimization was not found to be associated with increased depression or suicidal ideation. The findings support the Coping Deficit model and may suggest that abstaining by doing nothing when victimized can be associated with certain adverse emotional outcomes.     

The mediational role of values in linking personality traits to civic engagement in Italian youth

In recent decades, given new forms of political participation, the involvement of young people in the civic domain begins to be a focus of many studies. The present study examined the role of personality traits and personal values in the prediction of civic engagement (CE) in Italian youth ranging in age from 19 to 29 years old involved in an ongoing longitudinal study. The multidimensionality of a scale tapping CE has been demonstrated with the examination of confirmatory factor analysis. Structural equation modeling corroborated a mediational model in which benevolence fully mediated the relationship of the traits of agreeableness and openness with civic associationism, whereas power fully mediated the relationship of the traits of agreeableness and openness with political associationism. In this mediational model men reported higher levels of power than women, whereas women reported higher levels of agreeableness and openness traits. Since basic personal traits have been identified as the root of any behavioral tendency and values have been recognized as the more flexible and changeable variables, future interventions aimed to foster CE in youth could be designed considering the strength relationship between the examined dimensions in the present study.