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Joseph R Ferrari - One of the best experts on this subject based on the ideXlab platform.
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Counseling the procrastinator in academic settings. - Counseling the procrastinator in academic settings
2020Co-Authors: Henri C Schouwenburg, Timothy A. Pychyl, Joseph R FerrariAbstract:Procrastination, as a sporadic or chronic response to task engagement, is a pervasive problem for a large number of individuals in many societies. For example, researchers have estimated that in academic settings in North America, over 70 per cent of students exhibit this behavior. Many of these individuals are highly vulnerable to negative consequences such as poor performance, decreased subjective well-being, negative affect, and reduced life achievements. In Counseling the Procrastinator in Academic Settings, a number of recently designed practical counseling methods for use in academic settings are described with the aim of promoting new intervention that can lead to change. In doing so, the authors also present theories of procrastination and provide an overview of recent research. School counselors, psychologists, educators, and administrators will find this book invaluable as they look for ways to counsel others on procrastination, work habits, productivity, and self-regulation.
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Procrastinators and clutter an ecological view of living with excessive stuff
Current Psychology, 2018Co-Authors: Joseph R Ferrari, Catherine A Roster, Kendall P Crum, Matthew A PardoAbstract:In the present study, young adults (n = 346; M age = 21.5 years old) completed self-reported measures of procrastination, self-identity with possessions, clutter, place attachment, and psychological home to provide an ecological understanding of the context in which chronic Procrastinators live. Results found behavioral procrastination tendencies related only to clutter (a belief that living spaces have too much “stuff,” feeling overwhelmed with excessive possessions, and that one’s personal life is negatively impacted by many possessions). Clutter in one’s living space, negative emotions, and impaired social ability all predicted high procrastination scores. Clutter was the best predictor of procrastination as determined by multiple regression. Taken together, chronic Procrastinators reported too much clutter (possessions, or stuff), and that clutter interferes with a strong quality of their lives.
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Decisional Procrastination: Assessing Characterological and Contextual Variables around Indecision
Current Psychology, 2018Co-Authors: Joseph R Ferrari, Kendall P Crum, Matthew A PardoAbstract:University students ( n = 75; M age = 21.4 years old) and community adults ( n = 55: M age = 36.6 years old) completed self-reported measures of decisional procrastination (indecision), character (life satisfaction, meaningful life, and need for cognition), context (place attachment, sense of community, and psychological home) and “ cross-over” factors relating character and context (self-identity with possessions, people/thing orientation, and clutter), to provide an ecological understanding of persons who claim indecision. Controlling for social desirability tendencies, indecision was negatively related to all character but none of the context variables. Indecision also was related to both person and thing orientation and clutter. Multiple regression analysis indicated that only need for cognition significantly predicted (negatively) indecision among character, context, and cross-over variable sets. Subjective well-being also predicted indecision with low need for cognition among cross-over variables. Taken together, decisional Procrastinators reported too much clutter (stuff), interfering with a positive quality of life and related to character over context and cross-over, ecological variables.
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more time to Procrastinators the role of time perspective
2015Co-Authors: Juan Francisco Diazmorales, Joseph R FerrariAbstract:One negative consequence related to poor future planned behaviour is chronic procrastination, the purposive and frequent delay in beginning or completing a task to the point of experiencing subjective discomfort. Although shown to be associated to affective, behavioral, and cognitive characteristics reflecting more than inefficient time management, the concept of procrastination remains closely related to meeting deadlines within a specific timeframe. Procrastination can be considered as a consequence of temporal self-regulation failure that reflects a disjunction between past, present and future time perspectives. Despite the obvious importance of time to procrastination, little research has examined this important relationship although the temporal component seems to be a key defining concept of procrastination. But, what do we know about this complex tendency? What is the relationship between procrastination and time perspective? In this chapter the principal characteristics notes of procrastination (concept and definition, measure and some correlates) and the results of recent research related to procrastination and time perspective were presented.
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Procrastination's Impact in the Workplace and the Workplace's Impact on Procrastination
International Journal of Selection and Assessment, 2013Co-Authors: Brenda Nguyen, Piers Steel, Joseph R FerrariAbstract:Procrastination is a self‐regulatory failure, whose costs are debated. Here, we establish its impact in the workplace. Using an Internet sample, we assessed 22,053 individuals in terms of their sex, employment status, employment duration, income, occupational attainment and level of procrastination. High levels of procrastination is associated with lower salaries, shorter durations of employment, and a greater likelihood of being unemployed or under employed rather than working full‐time. Also, procrastination partially mediates sex's relationship with these work variables. Women tend to procrastinate less than men, evidently giving women an employment advantage. If women procrastinated the same as men, there should be 1.5 million fewer women in full‐time employment in the US. alone. Determining the causes of procrastination in the workplace, we also examined it at an occupational level. The results strongly support the gravitational hypothesis: jobs that require higher levels of motivational skills are less likely to retain Procrastinators. However, there was some support that jobs can foster procrastination. Procrastinators tend to have jobs that are lower in intrinsically rewarding qualities.
Piers Steel - One of the best experts on this subject based on the ideXlab platform.
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Academic Procrastination: Psychological Antecedents Revisited
Australian Psychologist, 2016Co-Authors: Piers Steel, Katrin B. KlingsieckAbstract:Objective Taking Beswick, Rothblum, and Mann's seminal paper on academic procrastination as a starting point, we provide an updated review of academic procrastination and consolidate this knowledge with a procrastination typology. The goal of our study was to show that while the degree of procrastination is largely contingent on the trait of conscientiousness, the other four major personality traits determine how procrastination manifests. According to implications of need theory, we operationalised these four traits by the reasons students gave and the activities students pursued while procrastinating. Method Participants were 167 students of an undergraduate introductory psychology course. It was designed as a self-directed computerised course enabled considerable amounts of procrastination. Students filled out a Big Five Inventory and wrote a short essay detailing: (a) what reason they saw as causing them to procrastinate, and (b) what activities they pursued while procrastinating. The reasons and activities were coded according to their fit to the personality traits. Results Conscientiousness and its facets were the strongest correlates with procrastination. Moreover, in regression analyses, the other personality traits did not incrementally predict procrastination. However, the reasons ascribed to procrastination and the off-task activities pursued reflected the other personality traits. Conclusion While conscientiousness is the core for all procrastination types, the other personality traits determine its phenomenology. Thus, the prominent understanding of a neurotic procrastinator might be misleading for research and practice. In fact, counsellors need to first address the conscientiousness core of procrastination and then match the subsequent interventions to the specific procrastination type.
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Procrastination's Impact in the Workplace and the Workplace's Impact on Procrastination
International Journal of Selection and Assessment, 2013Co-Authors: Brenda Nguyen, Piers Steel, Joseph R FerrariAbstract:Procrastination is a self‐regulatory failure, whose costs are debated. Here, we establish its impact in the workplace. Using an Internet sample, we assessed 22,053 individuals in terms of their sex, employment status, employment duration, income, occupational attainment and level of procrastination. High levels of procrastination is associated with lower salaries, shorter durations of employment, and a greater likelihood of being unemployed or under employed rather than working full‐time. Also, procrastination partially mediates sex's relationship with these work variables. Women tend to procrastinate less than men, evidently giving women an employment advantage. If women procrastinated the same as men, there should be 1.5 million fewer women in full‐time employment in the US. alone. Determining the causes of procrastination in the workplace, we also examined it at an occupational level. The results strongly support the gravitational hypothesis: jobs that require higher levels of motivational skills are less likely to retain Procrastinators. However, there was some support that jobs can foster procrastination. Procrastinators tend to have jobs that are lower in intrinsically rewarding qualities.
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sex education and procrastination an epidemiological study of Procrastinators characteristics from a global sample
European Journal of Personality, 2013Co-Authors: Piers Steel, Joseph R FerrariAbstract:Procrastination is a common form of self-regulatory failure with substantive connections to lower levels of health, wealth and well-being. Conducting an epidemiological study, we determined the characteristics of prototypical Procrastinators from a global sample based on several relevant self-reported demographic variables. Using an internet sampling strategy, we surveyed 16413 English-speaking adults (58.3% women; 41.7% men: M age=38.3years, SD=14), specifically onthe variables ofsex, age, marital status,familysize, education, communitylocation,and national origin. Almostallthe results were statistically significant because of our large sample size. However, procrastination tendencies were most prominently associated with sex, age, marital status, education and nationality. Procrastinators tended to be young, single men with less education, residing in countries with lower levels of self-discipline. Notably, procrastination mediated the relationship between sex and education, providing further support that men are lagging behind women academically because of lower self-regulatory skills. Given procrastination’s connection with a variety of societal ailments(e.g.excessive debt,delayedmedicaltreatment), identifying riskfactorsandatriskpopulationsshouldbehelpful for directing preventative public policy. Copyright © 2012 John Wiley & Sons, Ltd.
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arousal avoidant and decisional Procrastinators do they exist
Personality and Individual Differences, 2010Co-Authors: Piers SteelAbstract:Abstract Procrastination is increasingly becoming a topic of interest across multiple fields, from finance (as people put off dealing with their money troubles) to health (as people delay seeing their doctors). Still, there is debate about what exactly procrastination is and how it should be operationalized. The fields of neuroscience and behavioral economics point to procrastination as an irrational delay, where we put off despite being worse off. A competing tripartite model has divided procrastination into avoidance, arousal, and decisional. The validity of the avoidance, arousal and decisional model is reviewed here, first meta-analytically and then factor analytically, using a large sample exceeding 4000 respondents. The evidence does not support the tripartite model, particularly the avoidant and arousal distinction, instead indicating that procrastination is indeed an irrational delay. A new scale consistent with this conceptualization, the Pure Procrastination Scale, is derived from the factor analysis, showing improved correlations with key constructs, such as SWB. This new scale provides the field of procrastination with an improved measurement base, likely increasing the usefulness of our future findings.
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life regrets by avoidant and arousal Procrastinators why put off today what you will regret tomorrow
Journal of Individual Differences, 2009Co-Authors: Joseph R Ferrari, Kelly L Barnes, Piers SteelAbstract:The present study examined the relationship between two types of chronic procrastination and 12 varied life domains in which individuals report regret. Subjects were 2,887 adults (1,776 women and 1,111 men; M age = 38.63 years; SD = 14.35) from across the United States. Initially, pure arousal (n = 386), avoidant (n = 220), and nonProcrastinators (n = 215) were identified. Results found that nonProcrastinators reported significantly less regret than both avoidant and arousal Procrastinators in domains of education pursuits, parenting, family and friend interactions, health and wellness, and financial planning. There were no significant differences in feelings of regret between chronic Procrastinators and nonProcrastinators in romance, career planning, and spiritual and self-improvements. Further research should explore the specific causes and consequences of regret among chronic Procrastinators.
Timothy A. Pychyl - One of the best experts on this subject based on the ideXlab platform.
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Counseling the procrastinator in academic settings. - Counseling the procrastinator in academic settings
2020Co-Authors: Henri C Schouwenburg, Timothy A. Pychyl, Joseph R FerrariAbstract:Procrastination, as a sporadic or chronic response to task engagement, is a pervasive problem for a large number of individuals in many societies. For example, researchers have estimated that in academic settings in North America, over 70 per cent of students exhibit this behavior. Many of these individuals are highly vulnerable to negative consequences such as poor performance, decreased subjective well-being, negative affect, and reduced life achievements. In Counseling the Procrastinator in Academic Settings, a number of recently designed practical counseling methods for use in academic settings are described with the aim of promoting new intervention that can lead to change. In doing so, the authors also present theories of procrastination and provide an overview of recent research. School counselors, psychologists, educators, and administrators will find this book invaluable as they look for ways to counsel others on procrastination, work habits, productivity, and self-regulation.
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Procrastination and Depression from a Cognitive Perspective: An Exploration of the Associations Among Procrastinatory Automatic Thoughts, Rumination, and Mindfulness
Journal of Rational-Emotive & Cognitive-Behavior Therapy, 2016Co-Authors: Alison L. Flett, Mohsen Haghbin, Timothy A. PychylAbstract:Extensive research indicates that procrastination is associated with many maladaptive outcomes including diminished performance and greater psychological distress, but the specific factors and mechanisms associated with the vulnerability of Procrastinators still need to be identified. The current study examined the associations among procrastination, ruminative brooding, mindfulness, and self-compassion. Procrastination was measured in terms of academic procrastination as well as a cognitive measure of procrastination examining the frequency of procrastination-related automatic thoughts. In addition to the main focus on the vulnerability of Procrastinators, the question of whether students with multiple vulnerabilities would be particularly at risk for depression was also assessed. A sample of 214 undergraduate students completed measures of academic procrastination, procrastination-related automatic thoughts, rumination, mindfulness, self-compassion, and depression. Correlational analyses showed that both procrastination measures were associated with ruminative brooding as well as reduced mindfulness and self-compassion. Moderator-effect tests yielded no significant interactions. Overall, our findings highlight the relevance of cognitive factors in explaining procrastination and depression. Elevated levels on measures tapping cognitive risk factors (ruminative brooding and procrastination-related automatic thoughts) or a low level of protective, self-relevant cognitive factors associated with resilience (mindfulness and self-compassion) were related to a high level of procrastination and depression. These results imply that Procrastinators might be vulnerable to depression due to the joint presence of these cognitive risk and resilience factors.
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In search of the arousal procrastinator: Investigating the relation between procrastination, arousal-based personality traits and beliefs about procrastination motivations
Personality and Individual Differences, 2009Co-Authors: W. Kyle Simpson, Timothy A. PychylAbstract:Abstract Arousal procrastination was investigated to determine: (a) If the General Procrastination Scale (GP; Lay, 1986) measures procrastination motivated by arousal, and (b) whether sensation seeking (SS), extraversion (E), and the reducer index (R) account for variance in beliefs about the motivation for academic procrastination. Participants were 311 undergraduate students (60.1% female), primarily Caucasian (63.3%), with a mean age of 20.09 (SD = 3.08). An online questionnaire package included measures of procrastination and 3 arousal-based personality inventories. A factor analysis of the GP and the Sensation Seeking Scale-V (SSS-V; Zuckerman, Eysenck, & Eysenck, 1978) produced six factors with the GP and SSS-V items loading on separate factors, indicating no relation. A regression analysis revealed that SS, E, and R together accounted for 5.2% of the variance in participants’ arousal-related beliefs motivating their procrastination. These results challenge the existing literature claiming that the GP is a measure of arousal procrastination, but do indicate that some individuals believe that their procrastination is motivated by a need for heightened arousal.
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project systems of Procrastinators a personal project analytic and action control perspective
Personality and Individual Differences, 2005Co-Authors: Allan Blunt, Timothy A. PychylAbstract:Abstract The purpose of this research was to explore the Personal Project Systems (e.g., Little, 1983) of state-oriented and action-oriented individuals. Eighty-four female and 57 male undergraduates enrolled in an introductory psychology class completed Little’s Personal Projects Analysis (e.g., 1983) and Kuhl’s Action Control Scale (Kuhl, 1994). The results from the present study revealed that the project systems of state-oriented individuals are higher in procrastination, frustration, boredom, uncertainty, and guilt, and lower in absorption, control, outcome, progress and self-identity. These findings are discussed in terms of previous research in the area of procrastination, project-analytic theory (e.g., Little, 1983) and Kuhl’s theory of action (e.g., Kuhl, 1994).
Bruce W Tuckman - One of the best experts on this subject based on the ideXlab platform.
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the effect of motivational scaffolding on Procrastinators distance learning outcomes
Computers in Education, 2007Co-Authors: Bruce W TuckmanAbstract:The purpose of the research was to determine experimentally whether the addition of features to enhance learner motivation and collaboration, termed motivational scaffolding, to the ''traditional'' distance learning design improved engagement, and performance, particularly among Procrastinators. Two versions of a web-based five-credit study skills course, both covering the same content and sharing all features save for the scaffolding, were compared: traditional-distance, and motivationally-scaffolded distance, during each of two terms. Motivational scaffolding consisted of using chat to run study skills support groups, where students were helped to stay on task, and instructor office hours. Students were classified as either high or low Procrastinators, and randomly assigned to each version, and two instructors alternated between versions taught from one term to the other. Results showed that procrastinating students, for whom the lack of structure of distance learning may be problematic, performed better in the motivationally-scaffolded version than the traditional, while non-procrastinating students performed equally in both.
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academic Procrastinators their rationalizations and web course performance
2002Co-Authors: Bruce W TuckmanAbstract:This study compared high, moderate, and low Procrastinators on their (1) frequency and nature of rationalizations to justify procrastination, (2) reported degree of self-regulation, and (3) grades in a web-based course with 216 performances, all with deadlines. One hundred and sixteen college students enrolled in a web-based "study skills" course completed .a (1) 16-item Proscrastination Scale, used to identify them as high, moderate, or low Procrastinators, (2) frequency of use questionnaire of 15 common rationalizations for procrastination, and (3) nine-item selfregulation scale. Following the course, students' grades were obtained. Because of the nature of performances, grades were far more objective than in a traditional course. On the total rationalization score, high and moderate Procrastinators significantly exceeded low Procrastinators, with "I'm just waiting for the best time to do it" and "I know I can pull this out at the last minute" as most discriminating. On the total self-regulation score, significant differences in the expected order were found between all three procrastinator groups. On course grade, high Procrastinators were significantly lower than either low or moderate Procrastinators. (Contains 17 references.) (Author/GCP) Reproductions supplied by EDRS are the best that can be made from the original document. APA Symposium Paper, Chicago 2002 Academic Procrastinators: Their Rationalizations and Web-Course Performance Bruce W. Tuckman, The Ohio State University Tucicman.5@osu.edu, http://all.successcenter.ohio-state.edu Abstract This study compared high, moderate, and low Procrastinators on their (1) frequency and nature of rationalizations to justify procrastination, (2) reported degree of self-regulation, and (3) grades in a web-based course with 216 performances, all with deadlines. 116 college students (mean GPA=2.40, sd=.55), enrolled in a web-based "study skills" course, completed a (1) 16item Procrastination Scale (Tuckman, 1990; r=0.92), used to classify them as high, moderate, or low Procrastinators, (2) frequency of use questionnaire of 15 common rationalizations for procrastination (Tuckman et al., 2002), and (3) nine-item self-regulation scale (Tuckman et al., 2002). Following the course, students' grades were obtained. Because of the nature of performances, grades were far more objective than in a traditional course. On the total rationalization score (and on six items), high and moderate Procrastinators significantly exceeded low Procrastinators (F =14.132, p<.001), with "I'm just waiting for the best time to do it" and "I know I can pull this out at the last minute" as most discriminating. On the total self-regulation score (and on five items), significant differences in the expected order were found between all three procrastinator groups (F=54.616, p<.001). On course grade, high Procrastinators were significantly lower than either low or moderate Procrastinators (F=4.822,
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using tests as an incentive to motivate Procrastinators to study
Journal of Experimental Education, 1998Co-Authors: Bruce W TuckmanAbstract:Abstract The purposes of this study were to compare two approaches for enhancing the recall and understanding of text and to compare the effectiveness of the two approaches for students differing in procrastination tendency. The first approach was to provide incentive motivation by giving a test on each text chapter; the second approach was to provide a learning strategy by requiring students to outline each chapter as a homework assignment. Eighty-two students were classified by level of procrastination based on scores on the Procrastination Scale. Half of the students experienced the test condition; the other half experienced the homework condition. Although the test condition produced significantly higher scores overall on a final achievement examination than the outline condition did, a significant interaction between condition and student procrastination level reflected an almost 12% advantage for the test condition among high Procrastinators. There was virtually no difference between conditions for ...
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using spotquizzes as an incentive to motivate Procrastinators to study
1996Co-Authors: Bruce W TuckmanAbstract:Ihis report compares two approaches to incentive motivation in 82 college juniors and seniors, average age 21 years. One method uses will as a motivator; the other method focuses on skill or effective strategy use for enhancing recall and understanding of a particular body of information. In the first approach, a semiweekly test or spotquiz was given on the information to be covered. It was theorized that studying voluntarily on a semiweekly basis for the tests would reflect the desire to obtain a higher grade after the material was covered; degree and nature of text processing would depend on the value of the incentive to the student. The second, or strategy approach, involved the use of a text-processing homework assignment on that same information to insure a comparable degree of cognitive engagement across conditions. In this case, processing would be guaranteed because it was assigned. Results demonstrated that taking spotquizzes on each chapter resulted in high Procrastinators achieving significantly higher scores on the final exam than those students completing assigned chapter outlines; low and medium Procrastinators differed only slightly in favor of spotquizzes on achievement across the two conditions. Spotquizzes provided a continuing basis for student motivation as they induced students to study on a daily or weekly basis, rather than postponing studying until the middle or the end of the course. For those students with a marked tendency to procrastinate, incentive motivation appears to provide the needed inducement to self-regulate. (Contains 18 references.) (NAV) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Using Spotquizzes as an Incentive to Motivate Procrastinators to Study Bruce W. Tuckman Florida State University Many of the tasks and enterprises that individuals undertake are done voluntarily, that is, under their own self-control or self-regulation. Tuckman and Sexton (1990) have labeled acts which require that one exercise influence over one's own behavior, such as studying, dieting, or cleaning up after oneself, as self-regulated performance. These are important areas of performance, particularly in school, and it is thought that people possess "self-directive capabilities that enable them to exercise some control over their thoughts, feelings, and actions by the consequences that they produce for themselves" (Bandura, 1986, p. 335). However, people who are skeptical of their ability to exercise control over their behavior tend to undermine their own efforts to deal effectively with situations that tax or challenge their capabilities (Bandura , 1986). The lack or absence of self-regulated performance has been labelled procrastination, the tendency to put off or avoid an activity under one's control (Tuckman and Sexton, 1989). It has been proposed that procrastination results from a combination of (a) disbelieving in one's own capability to perform a task (Bandura, 1986), (b) being unable to postpone gratification, and (c) assigning blame for one's own "predicament" to external sources (Ellis and Knaus, 1977; Tuckman, 1989). To accurately measure and predict the tendency to procrastinate, Tuckman (1991) developed the Procrastination Scaie. Scores may be useful in helping those students who may have a tendency to procrastination to overcome it before it overcomes them. Paper given at Annual Meeting of the American Educational Research Association New York,1996. Send requests to author at Dept of Educational Research, Florida State University, Tallahassee, FL 32306-3030. BEST COPY AVAILABLE 2 US. DEPARTMENT OF EDUCATION Once of Educational Research and imINOVernehl EQJHANTED fti Bruce W. Tuckman TO THE EDUCATIONAL DE50uRCES INFORMATION CENTER (ERIC) As one proceeds through school, the responsibility for control of one's own performance shifts progressively from parents and teachers to oneself, reaching a high point during the college years. The inability to overcome procrastination tendencies may be related to problems encountered by many college students, leading some to be on the lookout for effective strategies that may be used to help such students regulate their own learning (see, for example, Tuckman, 1990; Zimmerman, 1989). One such strategy, the use of tests to enhance incentive motivation as an inducement to overcome procrastination in regard to studying on a timely basis, was investigated in this study. Incentives, or goal objects that we desire to attain or avoid, have figured prominently in a number of theories of motivation. In these theories the degree to which we desire the object is referred to as its incentive or reward value. These incentive theories of motivation suggest that people will perform an act when its performance is likely to result in some outcome they desire, or that is important to them, a consideration particularly relevant to procrastination. Behavior that is motivated or prompted by the desire to attain or avoid an incentive can be said to be the result of incentive motivation (Petri, 1991). Overmier and Lawry (1979) have theorized that incentive motivation can be regarded as a mediator between the stimulus characteristics of a situation containing a goal object and the responses that are directed toward that object. For example, in anticipation of a situation in which a person is required to perform, that person may expend considerable effort in preparation because of the mediation provided by the desire to achieve success or avoid failure. That desire would be said to provide incentive motivation for the person to expend the effort, particularly for a person who, in the absence of an incentive, has a tendency to procrastinate. Accordingly, a test, as a stimulus situation, may be theorized to provoke students to study as a response, because of the mediation of the desire to achieve success or avoid failure on that test.
Judith U Harrer - One of the best experts on this subject based on the ideXlab platform.
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warfarin treatment and thrombolysis how to persuade Procrastinators
Neurology, 2013Co-Authors: Raymond C S Seet, Judith U HarrerAbstract:The study by Xian et al.,1 published in JAMA (June 27, 2012), adds to the growing literature on the safety of IV thrombolysis among stroke patients undergoing anticoagulation treatment. This study, which uses data from the American Heart Association Get With The Guidelines (GWTG)–Stroke Registry, concluded that there was no association between IV thrombolysis and symptomatic intracranial hemorrhage (SICH).1 These findings are in agreement with some2–4 but contrast with other studies (including 2 meta-analyses).5–8 The study by Xian et al. is the largest study to date drawing from hospitals throughout the United States, including 23,437 patients who received IV thrombolysis.1 Nearly 8% of these patients had prior warfarin use and 48.6% of the warfarin-treated patients who met the eligibility criteria did not receive IV thrombolysis.1
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warfarin treatment and thrombolysis in acute stroke are the Procrastinators right
Neurology, 2012Co-Authors: Judith U Harrer, Raymond C S SeetAbstract:IV thrombolysis is the only approved therapy for acute ischemic stroke. Clinical benefit for approximately 1 in 7 treated patients results when administered within 4.5 hours of stroke onset.1,2 The widespread use of IV thrombolysis is, however, hindered by symptomatic intracranial hemorrhage (sICH), which affects 2%–8% of patients (depending on the definition of sICH employed). While several factors clearly enhance the risk for sICH (such as age, NIH Stroke Scale score, and onset to treatment time), current data on the safety of IV thrombolysis in warfarin-treated stroke patients with subtherapeutic international normalized ratio (INR) are contradictory.3–5 In the United States, warfarin-treated stroke patients are eligible for IV thrombolysis if their pretreatment INR is ≤1.7 and if they present within 3 hours from stroke onset.6 In Europe, current treatment with anticoagulants is an absolute contraindication to IV thrombolysis according to the European Medicines Agency (EMA); this discrepancy has propagated the off-label use of IV thrombolysis in Europe among patients who would otherwise be considered eligible for treatment.
