Academic Procrastination
With the latest Facebook or iphone app, the ease of contacting friends, and the newest YouTube video, it has become easier and more tempting to NOT do work- procrastination, progresses natural assassin. Solomon and Rothblum (1984) defined procrastination as the “act of needlessly delaying tasks to the point of experiencing subjective discomfort” (503). However procrastination strikes deep into every aspect of daily life and spans far wider than this paper can cover, so a focus will be brought on to procrastination in an academic setting. Academic procrastination is the intentional delay of starting, doing, or completing their important academic work in a timely fashion (Rabin, Fogel, & Upham, 2011).
Ellis and Knaus (1977) estimated 95% of American college students procrastinate. Solomon and Rothblum (1984) through self reports discovered 46% of students admit to procrastinating, and 50% of those people reported it as a mild to severe problem. The prevalence of academic procrastination is varied from study to study, but it is unanimous that academic procrastination is a problem that must be addressed. Some of the consequences of academic procrastination are external, decreased progress/learning (Rabin et al., 2011), and increased health risk (Tice & Baumeister, 1997). Some of the consequences are internal such as depression, irrational cognitions, lower self esteem, and anxiety (Solomon & Rothblum, 1984). There are many negative aspects of academic procrastination. As stated earlier procrastination strikes deep into every aspect of daily life, it is a problem that cannot be solved by just looking at the individual. In Van Eerde’s (2003) meta-analysis on the networks of procrastination he stressed the importance of examining the social influences on the students. Academic procrastination is a well sought out field of study due to the many factors that produce and maintain it, this paper will look at two; Self-regulation and the socio-personal variables that surround
Ellis and Knaus (1977) estimated 95% of American college students procrastinate. Solomon and Rothblum (1984) through self reports discovered 46% of students admit to procrastinating, and 50% of those people reported it as a mild to severe problem. The prevalence of academic procrastination is varied from study to study, but it is unanimous that academic procrastination is a problem that must be addressed. Some of the consequences of academic procrastination are external, decreased progress/learning (Rabin et al., 2011), and increased health risk (Tice & Baumeister, 1997). Some of the consequences are internal such as depression, irrational cognitions, lower self esteem, and anxiety (Solomon & Rothblum, 1984). There are many negative aspects of academic procrastination. As stated earlier procrastination strikes deep into every aspect of daily life, it is a problem that cannot be solved by just looking at the individual. In Van Eerde’s (2003) meta-analysis on the networks of procrastination he stressed the importance of examining the social influences on the students. Academic procrastination is a well sought out field of study due to the many factors that produce and maintain it, this paper will look at two; Self-regulation and the socio-personal variables that surround
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