Doing the things we do
A grounded theory of academic procrastination.
Dados Bibliográficos
| ID | 23375201 |
|---|---|
| Autores | Gregory Schraw (University of Nevada, Las Vegas), Theresa Wadkins, Theresa A Wadkins (0000-0003-1609-4374, University of Nebraska at Kearney), Lori Olafson (University of Nevada, Las Vegas) |
| Ano | 2007 |
| Volume | 99 |
| Fascículo | 1 |
| Páginas | 12-25 |
| Data de publicação | 2007-02-01 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Journal of Educational Psychology (JOURNAL) |
| Identificadores do periódico | ISSN: 0022-0663 • E-ISSN: 1939-2176 |
| Editora | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/0022-0663.99.1.12 |
| OpenAlex | W2040077740 |
| Idioma | EN |
| Citações recebidas | 76 |
| Referências citadas | 14 |
The authors conducted a grounded theory study of academic procrastination to explore adaptive and maladaptive aspects of procrastination and to help guide future empirical research. They discuss previous research on the definition and dimensionality of procrastination and describe the study in which interview data were collected in 4 stages, identifying 33 initial categories and 29 macrothemes. Findings were validated by member checks. The authors describe in detail informants' perceptions of procrastination, which were used to construct a 5-component paradigm model that includes adaptive (i.e., cognitive efficiency, peak experience) and maladaptive (i.e., fear of failure, postponement) dimensions of procrastination. These dimensions, in turn, are related to conditions that affect the amount and type of procrastination, as well as cognitive (i.e., prioritizing, optimization) and affective (i.e., reframing, self-handicapping) coping mechanisms. The authors propose 6 general principles and relate them and the paradigm model to previous research. Limitations of the research are discussed, as well as implications for future theory development and validation.
Developmental psychology · Grounded theory · Mathematics education · Procrastination · Qualitative research · Sociology · Attachment and Relationship Dynamics · Perfectionism, Procrastination, Anxiety Studies · Psychology · Social Psychology · Work-Family Balance Challenges
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Relative Contributions of Self-Efficacy, Self-Regulation, and Self-Handicapping in Predicting Student Procrastination
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Tolerance for ambiguity, reappraisal, and suppression mediate the relationship between problematic internet use and procrastination
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Perceived social support and procrastination in college students
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Motivational beliefs moderate the relation between academic delay and academic achievement in online learning environments
Differential effects of student and parental mobile phone use on academic procrastination trajectories
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Academic hardiness as a moderator of the relation between perfectionism and academic procrastination in university students
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Academic procrastination
Sage Handbook of Qualitative Research
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| Obras citantes distintas | 76 |
|---|---|
| Citações por ano | 4,22 |
| Intervalo de citações | 2008 - 2026 (19) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 66 |