Although academic procrastination is prevalent, few interventions targeting it have been rigorously tested. We propose a novel approach to developing effective classroom interventions for academic procrastination, based on the ideas… Click to show full abstract
Although academic procrastination is prevalent, few interventions targeting it have been rigorously tested. We propose a novel approach to developing effective classroom interventions for academic procrastination, based on the ideas that changing complex behaviors requires a holistic, multipronged approach and that intervention research must embrace objective measures of procrastination behavior. We illustrate what such intervention efforts may look like by deriving some easily implementable techniques from a simple process model of self-control, which characterizes procrastination as a goal-management failure resulting from a need to repair negative emotion triggered by impending academic tasks.
               
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