Academic Procrastinators: Their Rationalizations and Web-Course Performance.

摘要: This study compared high, moderate, and low procrastinators on their (1) frequency nature of rationalizations to justify procrastination, (2) reported degree self-regulation, (3) grades in a web-based course with 216 performances, all deadlines. One hundred sixteen college students enrolled "study skills" completed .a 16-item Proscrastination Scale, used identify them as or procrastinators, use questionnaire 15 common for nine-item selfregulation scale. Following the course, students' were obtained. Because far more objective than traditional course. On total rationalization score, high moderate significantly exceeded "I'm just waiting best time do it" "I know I can pull this out at last minute" most discriminating. self-regulation significant differences expected order found between three procrastinator groups. grade, lower either procrastinators. (Contains 17 references.) (Author/GCP) Reproductions supplied by EDRS are that be made from original document. APA Symposium Paper, Chicago 2002 Academic Procrastinators: Their Rationalizations Web-Course Performance Bruce W. Tuckman, The Ohio State University Tucicman.5@osu.edu, http://all.successcenter.ohio-state.edu Abstract 116 (mean GPA=2.40, sd=.55), 16item Procrastination Scale (Tuckman, 1990; r=0.92), classify procrastination (Tuckman et al., 2002), scale 2002). score (and six items), (F =14.132, p<.001), five groups (F=54.616, p<.001). (F=4.822,