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Academic Procrastination

The Experts below are selected from a list of 1947 Experts worldwide ranked by ideXlab platform

Kara C Hickson – 1st expert on this subject based on the ideXlab platform

  • individual differences in Academic Procrastination tendency and writing success
    Personality and Individual Differences, 2003
    Co-Authors: Barbara A Fritzsche, Beth Rapp Young, Kara C Hickson

    Abstract:

    This study examined the relation between Academic Procrastination tendency and student writing success. We found that the tendency to procrastinate on writing tasks was associated with general anxiety, anxiety about writing the paper, writing the paper later than usual, less satisfaction with writing the paper, and lower grades. Additionally, receipt of feedback on writing was associated with better writing outcomes for high procrastinators. These results have implications for understanding Academic Procrastination and the use of Academic interventions to address Procrastination.

Ziwei Xu – 2nd expert on this subject based on the ideXlab platform

  • just do it reducing Academic Procrastination of secondary students
    Intervention In School And Clinic, 2016
    Co-Authors: Ziwei Xu

    Abstract:

    Academic Procrastination is a common problem among secondary students. This paper provides secondary teachers with evidence-based strategies to reduce or prevent Academic Procrastination in their classrooms. Given that reducing Academic Procrastination is a responsibility for teachers as well as students, the paper describes teacher-administered strategies related to assignment and course design as well as student-administered strategies related to self-management and its variations. In conclusion, a framework encompassing these strategies and modifications for different learner types, the three-tier anti-Procrastination (T-TAP) model, is presented.

  • Just Do It! Reducing Academic Procrastination of Secondary Students.
    Intervention In School And Clinic, 2015
    Co-Authors: Ziwei Xu

    Abstract:

    Academic Procrastination is a common problem among secondary students. This paper provides secondary teachers with evidence-based strategies to reduce or prevent Academic Procrastination in their classrooms. Given that reducing Academic Procrastination is a responsibility for teachers as well as students, the paper describes teacher-administered strategies related to assignment and course design as well as student-administered strategies related to self-management and its variations. In conclusion, a framework encompassing these strategies and modifications for different learner types, the three-tier anti-Procrastination (T-TAP) model, is presented.

Barbara A Fritzsche – 3rd expert on this subject based on the ideXlab platform

  • individual differences in Academic Procrastination tendency and writing success
    Personality and Individual Differences, 2003
    Co-Authors: Barbara A Fritzsche, Beth Rapp Young, Kara C Hickson

    Abstract:

    This study examined the relation between Academic Procrastination tendency and student writing success. We found that the tendency to procrastinate on writing tasks was associated with general anxiety, anxiety about writing the paper, writing the paper later than usual, less satisfaction with writing the paper, and lower grades. Additionally, receipt of feedback on writing was associated with better writing outcomes for high procrastinators. These results have implications for understanding Academic Procrastination and the use of Academic interventions to address Procrastination.