active procrastination
181605716
Purposeful delay and academic achievement. A critical review of the Active Procrastination Scale
Abstract A plethora of studies have shown that procrastination is associated with deleterious consequences. Recently, some authors argued that for some students, purposefully delaying tasks might be a beneficial strategy that is positively related with desired outcomes. To measure purposeful delay, the Active Procrastination Scale (APS) developed by Choi and Moran (2009) discriminates between four subcomponents (i.e. outcome satisfaction, preference for pressure, intentional decision and ability to meet deadlines) The objective of the present study is threefold: (1) to corroborate the factor structure of the original APS instrument; (2) to empirically examine whether purposeful delay is associated with better achievement; and (3) to identify a subpopulation of students for whom purposefully delaying tasks is an effective strategy. Using a large sample of 1605 science and engineering students, exploratory factor analysis (EFA) supported a three factor rather than a four factor structure of the APS. Furthermore, results of the regression analyses showed no evidence for the beneficial effect of purposeful delay on student achievement. Finally, we were unable to identify a particular type of student for whom purposefully delaying tasks resulted in increased achievement. Critical considerations on the construct validity of the APS are discussed in greater detail.
Learning and Individual Differences
Maarten Pinxten Tinne De Laet Carolien Van Soom Christine M Peeters Greet Langie
201385499
Tomorrow Will Always Come, I am a Last Minute Person: Validation of the Active Procrastination Scale Bahasa Indonesia
Procrastination, the habitual delaying of tasks, has long been considered to negatively affect procrastinators. Chu and Choi (2005) however, have newly recognized active procrastination, a form that has positive effects on procrastinators. This study aims to validate the use of the Active Procrastination Scale (APS) in bahasa Indonesia. In this validation, 239 undergraduate students completed online questionnaires consisting of the APS and other measurements (GPA, Pure Procrastination Scale (PPS) Academic Motivation Scale (AMS) and International Personality Item Pool (IPIP 50 item) in Indonesian. The data was analyzed using confirmatory factor analysis (CFA) exploratory factor analysis (EFA) reliability analysis, intra correlation analysis, and correlation analysis with other criteria. Both CFA and EFA revealed that all items matched the same factors as Choi and Moran (2009)'s original design (RMSEA 0.08, GFI 0.9, CR 0.7, AVE 0.5) In addition, all dimensions were reliable (CITC 0.3, a 0.6) Meanwhile, intra correlation analysis indicated that each dimension correlated with all others, in keeping with previous findings. The same findings were also found in correlation analysis. Each dimension showed the same correlation patterns with other criteria as the prior findings. In conclusion, the APS Bahasa Indonesia is a valid procrastination measurement. Besok Pasti akan Datang, Saya adalah Seorang "Last Minute" Validasi Active Procrastination Scale Bahasa Indonesia
Makara Human Behavior Studies in Asia
Cynthia Vivian Purwanto Lina Natalya
204962299
Determining Psychometric Properties of New Active Procrastination Scale and Passive Procrastination Scale (Running Head: "psychometric properties of NAPS and PPS)
The study was planned to determine the psychometric properties of New Active Procrastination Scale and Passive Procrastination Scale. The phenomenon of procrastination has not been extensively explored in Pakistani setting. Most of the available scales in local setting focused on negative aspect of procrastination so as there was a need to have a sound measure to assess level and type of procrastination. Overall 80 adolescents selected through convenient sampling approach participated in study. Findings revealed high internal consistency of NAPS and PPS and also substantiated the theoretically predicted relationship of NAPS and PPS with other variables. Study not only highlighted the significance of the construct and measures but also discussed the potential limitations and future recommendations of the study.
Dr Sadia Aziz Dr Naeem Tariq
198910688
The role of personality traits and need for cognition in active procrastination.
Recent research has differentiated between active and passive procrastination, with the former considered to be beneficial for learning and the latter considered to be harmful. Studies have shown that both personality and cognitive factors are important in students' active procrastination. This study examines how interactions between the Big Five personality traits and the need for cognition affect students' active procrastination. The hypotheses were tested empirically using cross sectional data collected from 307 university students in China. After controlling for age, a hierarchical regression analysis revealed that extraversion was a positive predictor of active procrastination, and that agreeableness and emotional instability were negative predictors of active procrastination. No significant interaction effects were found between personality traits and need for cognition. The implications of the findings are discussed.
Acta psychologica
Mingming Zhou
210499798
Pre service teacher's self regulated learning, active procrastination and goal orientation: A path analysis
Increasing competition of modern day has evolved as a threat to students' academic achievement. When students postpone some actions to future, they involve in procrastination. Researchers have viewed procrastination as a common impediment of academic achievement and wellbeing of students (Steel, 2007) Procrastination can be defined as "a trait or behavioural disposition or delay in performing a task or making decisions" (Milgram et al. 1998; Haycock et al. 1998; Kachgal et al. 2001) Contrasting to this, active procrastination is "an intentional decision to procrastinate in order to cope and focus on to the task at hand and experience performance pressure" What is the student's awareness about their own learning; are they becoming master of this and are they trying for lifelong learning. These are the few questions before today's students, which are answered by self regulated learning (Jeyavel Kadhiravan, 2013) Another important motivational variable under research in the past decade is goal orientation. It is one's goal preference in achievement setting. It can be expected that motivated students won't entertain in procrastination. This study made an attempt to find out the impact of pre service teachers' goal orientation and self regulated learning on their active procrastination. 145 students (72 males, 73 females) studying in two colleges of Education in Kalaburagi city, Karnataka state, India are the sample of this study. Structural Equation Modeling (SEM) was executed through AMOS software. The findings were analyzed based on the hypothesized structural model with good model fit and revealed that active procrastination and performance avoidance orientation are the negative predictor of pre service teachers' organizing and transforming SRL strategy and their environmental structuring. Whereas, active procrastination and learning orientation have predicted positively organizing and transforming SRL strategy and environmental structuring.
Jeyavel Sundaramoorthy
141067619
A critique of the construct validity of active procrastination
Abstract Although research demonstrates that procrastination is an instance of self regulation failure with deleterious consequences, Chu and Choi (2005) have defined a new construct called active procrastination. Active procrastination is the deliberate deferral of tasks to the last minute resulting in positive outcomes despite the delay. The present study examined and challenged the construct validity of active procrastination. We used key defining characteristics of procrastination (e.g. self regulation, intention action gap) correlates (e.g. self efficacy beliefs, conscientiousness) and related outcomes (e.g. stress, depression) as identified in the extant research literature to re examine the relations that define the construct's nomological network. Results revealed that active procrastination is heterogeneous in nature consisting of two theoretically and empirically distinct constructs: purposeful and arousal delay. Correlations and a Principle Components Analysis failed to replicate the nomological network of active procrastination demonstrated in previous research, and we argue that it is more appropriately construed as a deliberate delay that is purposeful, not procrastination. Limitations associated with the active procrastination construct, empirical evidence and the corresponding inferences in developing the Active Procrastination Scale are discussed.
Shamarukh F Chowdhury Timothy A Pychyl
219271607
Translation, Adaptation and Cross Language Validation of New Active Procrastination Scale and Passive Procrastination Scale
Translation, Adaptation and Cross Language Validation of New Active Procrastination Scale and Passive Procrastination Scale Abstract The present study was carried out with an objective to translate and validate New Active Procrastination Scale (NAPS) and Passive Procrastination Scale (PPS) into Urdu as both the constructs are slightly new and there were no translated measures available that had been
Saadia Aziz Naeem Tariq
149040683
Active procrastination and creative ideation: The mediating role of creative self efficacy
Abstract The present study aimed to examine the mediating role of creative self efficacy (CSE) in the relationship between active procrastination and creative ideation. Participants were 853 undergraduate students (37% male; aged 18 27 years, M 20.30 years, SD 1.28 years) from eight universities in China. Data were collected using the New Active Procrastination Scale, the Short Scale of Creative Self, and the Runco Ideational Behavior Scale. Correlation results indicated that active procrastination, CSE, and creative ideation were positively associated with each other. Multiple mediation analysis indicated that CSE mediated the relationship between active procrastination and creative ideation. These findings suggest that CSE could underlie the effect of active procrastination on individuals' creative ideation. Theoretical and practical implications of the findings are discussed.
Wenling Liu Yangu Pan Xiaoman Luo Lixia Wang Weiguo Pang
149827293
Comparing effects of active and passive procrastination: A field study of behavioral delay
Abstract Time is the one resource we cannot recoup. Nevertheless, as many as 20% of people problematically procrastinate. Controversy exists as to the existence of two types of procrastination; the traditional maladaptive type where behavior is delayed unintentionally, despite known risks of disadvantage to performance and/or personal comfort (passive procrastination) and an adaptive type where behavior is intentionally delayed as a means of enhancing motivation, while not disadvantageous to valued outcomes (active procrastination) Few studies to date, however, have longitudinally observed delay in different types of procrastinators. We tracked progress on an undergraduate assignment over two weeks to determine the ability of the two theorized procrastination types to predict behavioral delay. We found scores on passive procrastination predicted markedly different assignment completion trajectories, with higher scorers delaying assignment completion. However, active procrastination did not predict delay. This study demonstrates a novel and robust method for measuring behavioral delay, adds to evidence that active procrastination does not contribute to behavioral delay, and thereby raises doubts as to the construct validity and/or measurement of active procrastination.
Personality and Individual Differences
Jason Wessel Graham Bradley Michelle Hood
55828388
Relationships between Motivational Beliefs and Active Procrastination: The Mediating Role of Self Regulation
This study examined the mediating role of self regulation strategies in the relationships between motivational beliefs (self efficacy, intrinsic goal orientation, and extrinsic goal orientation) and active procrastination. A total of 426 pre service teachers studying in colleges of education in Northern Nigeria participated in the study. A descriptive correlation research design was employed to address the research objectives. Two instruments, namely the 'Motivated Strategies for Learning Questionnaire (MSLQ) and 'Active Procrastination Scale' were utilized to assess respondent's levels of procrastination, motivational beliefs, and self regulation. Pearson correlation and Structural Equation Modeling (SEM) were conducted to investigate the relationship between the motivational beliefs variables and active procrastination among the participants. Finding from the study indicates that the respondents demonstrate a moderate level of active procrastination. Findings also revealed that there were significant relationships between respondents' motivational beliefs (self efficacy, intrinsic goal orientation, and extrinsic goal orientation) and active procrastination. Analysis using SEM indicated that there were indirect effects of self efficacy and extrinsic goal orientation on active procrastination through self regulation strategies as the mediator. Findings further show that there is no significant causal relationship between intrinsic goal orientation and active procrastination. Implications of the study and suggestions have also been offered.
Ali Abdullahi Taura