Correlates of academic procrastination: discomfort, task aversiveness, and task capability.
Abstract
The relationships among five aspects of academic procrastination--behavioral delay, personal upset about the delay, task aversiveness, task capability, and the desire to reduce behavioral delay--were investigated in 10th-grade Israeli students (N = 195). Upset about delay was weakly related to delay itself, and--unlike delay--was strongly related to perceived capability to perform academic tasks and to the desire to change delaying behavior. Students delayed more on academic tasks labeled unpleasant than pleasant, were neutral in between, and were correspondingly more upset about the former than the latter. They more frequently acknowledged reasons for academic procrastination that were less threatening to their self-image (e.g., problems in time management) than reasons that were more threatening (e.g., lack of ability). Interest in reducing delay is related more to self-perceived ability to handle tasks than to time spent procrastinating or reasons given for procrastinating.
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Aversive tasks are characterized by lower autonomy, lower task significance, boredom, resentment, frustration, and difficulty.
“Closer examination of the task aversiveness literature demonstrates that aversive tasks are characterized by lower autonomy, lower task significance, boredom, resentment, frustration, and difficulty (Milgram et al., 1988; Milgram et al., 1995; Blunt and Pychyl, 2000; Steel, 2007).”
From How Study Environments Foster Academic Procrastination: Overview and Recommendations (2020) · cites this paper as Milgram et al., 1995
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Which students benefit most from an intervention aimed at reducing academic procrastination?
Baars, G. J. A., Schmidt, H. G., Hermus, P., van der Molen, H. T., Arnold, I. J. M., & Smeets, G. (2021) · European Journal of Higher Education · doi:10.1080/21568235.2021.1999294 · Cited by 10 · see citing works
“Although other studies have also reported similar findings (e.g. Milgram, Marshevsky, and Sadeh 1995; Senécal, Koestner, and Vallerand 1995) the literature is not consistent with regard to whether postponing study activities is related to gender.”
ResultSarid, M., & Peled, Y. (2010) · Interdisciplinary Journal of e-Skills and Lifelong Learning · doi:10.28945/1320 · Cited by 9 · see citing works
Sadeghi, H. (2011) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2011.10.057 · Cited by 10 · see citing works
Argiropoulou, M. I., Sofianopoulou, A., & Kalantzi-Azizi, A. (2016) · Elsevier eBooks · doi:10.1016/b978-0-12-802862-9.00007-4 · Cited by 9 · see citing works
Academic Procrastination in Greek Higher Education: Shedding Light on a Darkened yet Critical Issue
Argiropoulou, M. I., Κalantzi, A., & Ferrari, J. R. (2020) · Psychology the Journal of the Hellenic Psychological Society · doi:10.12681/psy_hps.23273 · Cited by 9 · see citing works
Ask and You Shall Receive? Gender Differences in Regrades in College
Li, C. H., & Zafar, B. (2020) · National Bureau of Economic Research · doi:10.3386/w26703 · Cited by 9 · see citing works
“…to procrastinate, and put off such requests until the end of the semester; the literature on gender differences in procrastination has found mixed results (Balkis and Duru, 2009; Haycock et al., 1998; Milgram et al., 1995; Onwuegbuzie, 2004; Senecal et al., 1995; Solomon and Rothblum, 1984).”
ResultDikmen, M. (2021) · Fırat Üniversitesi Sosyal Bilimler Dergisi · doi:10.18069/firatsbed.869090 · Cited by 8 · see citing works
Karataş, H., & Bademcioglu, M. (2015) · DergiPark (Istanbul University) · Cited by 9 · see citing works
Ergenlerde Dijital Oyun Bağımlılığı İle Akademik Erteleme Davranışı Arasındaki İlişkinin İncelenmesi
Özüt, M., & Bahayi, K. (2024) · Cihanşümul akademi sosyal bilimler dergisi. · doi:10.62356/cihansumul.1419709 · Cited by 7 · see citing works
Dev, S. (2018) · Research in Social Sciences and Technology · doi:10.46303/ressat.03.03.2 · Cited by 7 · see citing works
Dr., M. O. E., Ertem, Z. S., & Arı, A. (2022) · Anatolian Journal of Education · doi:10.29333/aje.2022.712a · Cited by 6 · see citing works
Measuring Academic Procrastination: Scale Development and Validation
Bashir, L., & Gupta, S. (2019) · İlköğretim Online · Cited by 6 · see citing works
Vij, J. (2016) · International Journal of Indian Psychology · doi:10.25215/0303.016 · Cited by 6 · see citing works
İŞ GÜVENCESİZLİĞİ İLE İŞYERİ PROKRASTİNASYONU (ERTELEME ALIŞKANLIĞI) İLİŞKİSİ
Sadykova, G. (2016) · International Journal of Management Economics and Business · doi:10.17130/ijmeb.20163024227 · Cited by 6 · see citing works
Prokrastynacja – struktura konstruktu a stosowane skale pomiarowe
Jaworska-Gruszczyńska, I. (2016) · Testy psychologiczne w praktyce i badaniach · doi:10.14746/tppb.2016.1.3 · Cited by 6 · see citing works
Sella, A. C., Tenório, J. P., Bandini, C. S. M., & Bandini, H. H. M. (2016) · Psicologia Reflexão e Crítica · doi:10.1186/s41155-016-0039-3 · Cited by 6 · see citing works
“Decreasing the aversiveness of non-gaming settings might be of particular importance in academic skill teaching contexts, especially when learners have a history of failure in performing to criterion in these contexts (Milgram et al. 1995; Solomon & Rothblum, 1984).”
Background
- Authors
- Milgram, N., Marshevsky, S., & Sadeh, C.
- Affiliations
- Tel Aviv University (IL)
- Venue
- The Journal of Psychology
- Publisher
- Informa UK Limited
- Published
- 1995-03
- Volume
- 129
- Issue
- 2
- Pages
- 145-155
- ISSN
- 0022-3980 (ISSN-L)
- 1940-1019
- OpenAlex
- W2072328601
- Semantic Scholar
- 6213af51dc8c64aa94e153f9ff1e4f378bfd81c6
- Cited by
- 149
- References
- 13
- Citations by year
- 2026: 4 · 2025: 3 · 2024: 5 · 2023: 8 · 2022: 7 · 2021: 13 · 2020: 11 · 2019: 11 · 2018: 10 · 2017: 3 · 2016: 16 · 2015: 7 · 2014: 9 · 2013: 6 · 2012: 4
- FWCI
- 1.49
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Journal of Psychology (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Perfectionism, Procrastination, Anxiety Studies
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Keywords
- academic procrastination, task aversiveness, self-perceived ability, discomfort, time management, high school students
- MeSH terms
- Adolescent, Aptitude, Avoidance Learning, Cognitive Dissonance, Defense Mechanisms, Educational Status, Female, Humans, Internal-External Control, Male, Motivation, Self Concept, Students
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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