Academic procrastination: Frequency and cognitive-behavioral correlates.

In the citing paper

“Este fenómeno no es reciente: investigaciones que datan de los años 80 ya mostraban que la procrastinación no se limitaba a un problema de hábitos de estudio o manejo del tiempo, sino que era una compleja interacción de factores conductuales, afectivos y cognitivos(Solomon & Rothblum, 1984).”

In the citing paper

“Several outcome measures have been proposed and are often implemented when investigating the prevalence of procrastination among students and the adult population, most notably the General Procrastination Scale (Lay, 1986), the Adult Inventory of Procrastination (Steel, 2010), the Decisional Procrastination Questionnaire (Steel, 2010), the Procrastination Assessment Scale-Students (Solomon & Rothb”

In the citing paper

“Conservative estimates indicate that at least half of all students habitually procrastinate tasks that are important to them, such as reading for exams, writing term papers, and keeping up with weekly assignments (Solomon and Rothblum, 1984; Tice and Baumeister, 1997; Pychyl et al., 2000; Schouwenburg, 2004; Steel, 2007).”

In the citing paper

“For example, when applying the Procrastination Assessment Scale-Students (Solomon and Rothblum, 1984), one prominent dimension turns out to be aversiveness of task.”

In the citing paper

“Other research, focusing on planning, has demonstrated that individuals tend to underestimate the necessary time it takes to complete tasks (the planning fallacy; Kahneman and Tversky, 1979; Kahneman and Lovallo, 1993) and to prefer longer deadlines when allowed to choose (Solomon and Rothblum, 1984).”

In the citing paper

“an early study reported peer influence to be a possible, yet not very frequent reason for procrastination (Solomon and Rothblum, 1984).”

In the citing paper

“They note around 50% of university students display persistent academic procrastination, and more than 80% of them engage in procrastination behaviors [6,8,31,32,37,38].”

In the citing paper

“They note around 50% of university students display persistent academic procrastination, and more than 80% of them engage in procrastination behaviors [6,8,31,32,37,38].”

In the citing paper

“Trait procrastination and perfectionism are each known to have consequences for academic performance (e.g., Rice, Richardson, & Ray, 2016; Solomon & Rothblum, 1984).”