In the blog this week we will continue our short series on the challenges to effective time allocation management by exploring the impact of persistent procrastination.
What is procrastination?
Effective planning and preparation are frequently disrupted due to an inclination towards procrastination that is primarily an emotional rather than a specific time management challenge. The term procrastination is derived from the Latin combination of ‘pro’, meaning forward, and ‘crastinus’, meaning either belonging to tomorrow or until the next day.
The result is that procrastinators fail to motivate themselves to start work early on urgent projects by filling the time available with more attractive alternative activities that provide short-term comfort. (Pychyl, 2013). In addition, as discussed in relation to student syndrome in the previous blog, the potential negative consequences of leaving work to the last minute vary in relation to the time required to complete very different assigned tasks. Then, the process of procrastination is best summed up in a comical quote by Christopher Parker in which he concludes that ‘Procrastination is like a credit card: it's a lot of fun until you get the bill.’
Moreover, while procrastinators are fully aware of the inevitable consequences of their repetitive chaotic behaviour, they often resort to blaming other people or events for their failures, sometimes in aggressive or even childlike emotional outbursts. However, such weak defensive outbursts cannot hide the fact that they often in reality feel lost, alone, and powerless.
Here, it is also important to note that this learned tendency towards responsibility avoidance is also one of the major triggers for various forms of academic cheating and dishonesty due to a rising sense of panic at the point when deadlines are no longer avoidable or achievable (Roig & DeTommaso, 1995).
Common reason why students procrastinate
First, conveniently imagining that deadlines are further in the future than they really are;
Secondly, never having been taught how to plan a project in response to specific requirements;
Then, being confused about how to actually get started on an assigned task;
Next, being easily or even deliberately distracted as a form of excuse for inaction;
After this, simply lacking the self-confidence to take responsibility for the project;
Finally, in some cases, becoming frozen by the impossible search for perfection.
Positive actions to limit procrastination
Critically evaluate past causes for procrastination and the consequences.
Engage in some work on the task immediately after it has been assigned to get started.
Break the task down into small achievable chunks.
Allocate a consistent and believable study time.
Remove the possibility for distractions such as by cutting the phone.
Take regular breaks and enjoy rewards for each achievement.
Focus on developing self-management skills and take personal responsibility for tasks.
Avoid blaming other people, events, or bad luck for procrastination.
Question 1
To what extent might procrastinators sometimes gain positive advantages from their behaviour?
Question 2
Should procrastinators seek help from teachers or counsellors?
Question 3
Why should optimism bias be a threat to assignment planning when being optimistic is typically considered a positive attitude?
We will explore the issue of optimism bias in the blog next week.
References
Pychyl, T. A. (2013). Solving the procrastination puzzle: a concise guide to strategies for positive change. Penguin.
Roig, M. & DeTommaso, L. (1995). Are college cheating and plagiarism related to academic procrastination? Psychological Reports, 77(2), 691–698. https://doi.org/10.2466/pr0.1995.77.2.6
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