The DOI matches its Crossref record; 12 of the 13 references it cites were found in a registry or an index.
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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“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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Steel, P. (2007) · Psychological bulletin · doi:10.1037/0033-2909.133.1.65 · Cited by 3,417
Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2008) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2007.07.001 · Cited by 728
Understanding procrastination from a self-regulated learning perspective.
Wolters, C. A. (2003) · Journal of Educational Psychology · doi:10.1037/0022-0663.95.1.179 · Cited by 679
A meta-analytically derived nomological network of procrastination.
van Eerde, W. (2003) · Personality and Individual Differences · doi:10.1016/s0191-8869(02)00358-6 · Cited by 629
Procrastination: When Good Things Don’t Come to Those Who Wait
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Metadata
- 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 › Developmental and Educational 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
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