My instructor made me do it: task characteristics of procrastination.
Open accessAbstract
Procrastination can have a negative effect on learning. Many previous studies have examined personality factors that contribute to procrastination. This study examines selected assignment characteristics controllable by the instructor that might influence student procrastination. Results found less procrastination on assignments that were perceived as interesting, that required students to use a variety of skills, for which students perceived social norms and rewards for starting promptly, and for which the instructor provided clear instructions. Procrastination was not affected by fear, deadline pressure from other assignments, or the degree to which the task was perceived as difficult or time consuming.
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Perceived norms suggesting prompt start are associated with less procrastination among students.
“Ackerman and Gross (2005) found less procrastination among students when perceived norms suggested to start promptly.”
From How Study Environments Foster Academic Procrastination: Overview and Recommendations (2020) · cites this paper as Ackerman and Gross, 2005
In section 25, the paper says that class norms did not differ between the high- and low-procrastination groups, contrary to the claimed association. It instead associates less procrastination with rewards or incentives for getting an early start. (LLM, conf=0.90)
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- Authors
- Ackerman, D. S., & Gross, B. L.
- Affiliations
- California State University, Northridge (US)
- Corresponding author
- Ackerman, David S.
- Gross, Barbara L.
- Venue
- Journal of Marketing Education
- Publisher
- SAGE Publications
- Published
- 2005-04
- Volume
- 27
- Issue
- 1
- Pages
- 5-13
- ISSN
- 0273-4753 (ISSN-L)
- 1552-6550
- OpenAlex
- W2105999358
- Cited by
- 234
- References
- 28
- Citations by year
- 2026: 12 · 2025: 10 · 2024: 9 · 2023: 22 · 2022: 24 · 2021: 17 · 2020: 22 · 2019: 19 · 2018: 15 · 2017: 11 · 2016: 10 · 2015: 5 · 2014: 13 · 2013: 9 · 2012: 8
- FWCI
- 4.26
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Locations
- Journal of Marketing Education (publishedVersion)
- California State University ScholarWorks (system-wide DSpace) (submittedVersion)
- CSUN ScholarWorks (California State University, Northridge) (submittedVersion)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Perfectionism, Procrastination, Anxiety Studies
- Social Sciences › Psychology › Social Psychology › Grit, Self-Efficacy, and Motivation
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Keywords
- procrastination, teacher influence, task interest, skill variety, social norms, clear instructions, deadline pressure, task difficulty, student learning
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.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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