college essay about procrastination

Procrastination Essay

Perfectionism and fear of failure, fear of the unknown, lack of motivation, multiple distractions, works cited.

This procrastination essay should start with an acknowledgment: every person occasionally postpones tasks at hand for various reasons. It can be due to fatigue, unwillingness to engage in it at the moment, or lack of spare time to spend on the issue. College students, in particular, have to face this phenomenon regularly.

However, some people get into the habit of delaying things that they have to do. Thus, they disregard deadlines and cause trouble for themselves and those around them. It is called procrastination, which is, as stated by Ferrari et al., “derived from Latin verbs, ‘pro’ refers to forward motion, and ‘crastinus’ refers to belonging to tomorrow” (qt. in Abbasi and Alghamdi 59). It is worth mentioning that postponing a task to perform a more important one does not refer to this phenomenon. In this case, it is setting priorities, which has nothing to do with procrastination.

The habitual delay of tasks is caused by several factors, such as perfectionism, fear of uncertainty, lack of motivation, and distractions. This essay about procrastination will explore each of them and their consequences separately.

Although perfectionism seems to be a positive trait at first sight, since it implies that a person attempts to do his work brilliantly, it is, in fact, a drawback in many cases. Voltaire is believed to have said: “The best is the enemy of the good,” which is applied to perfectionists. Instead of submitting a well-done task in time, they leave it to the last minute because they do not consider it perfect.

Not all people tend to develop perfectionism because it depends on personal attitudes. According to Dweck, there are two types of mindset, which define an individual’s behavior and beliefs: “the fixed mindset” and “the growth mindset” (7). People with the first type are convinced that they have “a certain amount of intelligence, a certain personality, and a certain moral character,” which cannot change over time (Dweck 7). Individuals possessing the second type of mindset; on the contrary, believe that their abilities are improvable, and “everyone can change and grow through application and experience” (Dweck 7). Thus, perfectionists have a fixed mindset since they always have to prove that they are superior and worthy, which makes them waste much time and effort and causes them to procrastinate.

Perfectionism is closely related to another cause of postponing tasks, which is a fear of failure. Some people are so obsessed with the ambition of being the best that they cannot afford to fail. However, it leads them to reject challenges and opportunities, which could contribute to their personal growth because they are sure they will not cope with them. If they cannot refuse such a task, they delay it for as long as possible since they are afraid of failure. In the workplace, such behavior leads to “low salaries and short employment durations,” as well as unemployment (Abbasi and Alghamdi 61). Thus, obsessive pursuit of excellence leads to procrastination, which, in turn, deprives people of a possibility of personal growth and makes them miss valuable opportunities.

Sometimes, people put their plans off because they are uncertain of what they are going to experience. It particularly concerns health and relationships because, in these areas of life, there are no deadlines, and individuals have to decide for themselves when to take action. For example, a person, having noticed a rash on the skin, may postpone a visit to a doctor, hoping that it will get better on its own. Another instance is a woman who wants to break up with her partner but delays this decision since she expects her life to improving suddenly. In both cases, people procrastinate because they fear the consequences of their actions and prefer to live in uncertainty.

Procrastination due to the fear of the unknown generally results in negative outcomes since problems rarely disappear on their own. For people delaying health issues, it may lead to “hazardous consequences in terms of health, especially when a disease may be progressive” (Kroese and de Ridder 317). Procrastination also influences people’s quality of life since, instead of eliminating disturbance by making the desired change, they continue to postpone problems and waste their mental energy on them.

Individuals may delay fulfilling a task because they are not interested in it and have no essential reasons for doing it. Instead, they prefer performing more pleasant though less important work. Motivation is influenced by the environment, especially when there are other procrastinators who affect their coworkers through “second-hand procrastination” (Abbasi and Alghamdi 60). Furthermore, people face this problem if the task at hand misaligns with their priorities or is vaguely stated.

As a result, procrastination due to the absence of motivation leads to poor individual performance. Postponing tasks causes a person to have fewer career opportunities since “employers are less likely to retain procrastinators for jobs requiring high motivation” (Abbasi and Alghamdi 60). It applies to not only work but also academic achievements, switching to a healthy lifestyle, and any other activity requiring an internal stimulus to get down to action.

Procrastination takes place when many distractions hinder a person from concentrating on a task. This problem is especially significant in the contemporary environment since smartphones and free Internet access has made it difficult for people not to redirect their attention from work to entertainment. Furthermore, in the workplace, colleagues also may contribute to attention distraction (Sirois and Pychyl 245). Thus, people have to choose between pleasant things and their own obligations, which Milkman et al. called a “should-want conflict” (qtd. in Sirois and Pychyl 245). It serves as a cause for procrastination since individuals often prefer instant gratification instead of committing to work.

Like in the cases mentioned above, procrastination caused by distractions has negative effects on people’s performance and well-being. Abbasi and Alghamdi argue that students who engage in entertaining activities rather than studying are likely to submit their assignments after the deadline and generally have poor academic achievements (60). Furthermore, since procrastination often involves excessing the time limit, people apt to postponing tasks complain of “higher levels of stress and anxiety” (Abbasi and Alghamdi 61). Consequently, the problem of not completing work in time leads to not only falling behind peers in studies and career but also having health issues.

Procrastination Conclusion

In conclusion, it should be said that procrastination is rooted in many causes, such as numerous distractions, lack of motivation, fear of uncertainty and failure, and perfectionism. Each of them leads to negative consequences that concern career, studies, health, and personal qualities. Thus, procrastination prevents a person from rising through the ranks, succeeding in training, and developing as a personality. These are serious obstacles on the way to success and life satisfaction, which is why it is crucial for people to begin to struggle with procrastination as soon as they discovered it in their behavior.

Abbasi, Irum Saeed, and Nawal G. Alghamdi. “The Prevalence, Predictors, Causes, Treatments, and Implications of Procrastination Behaviors in General, Academic, and Work Setting.” International Journal of Psychological Studies , vol. 7, no. 1, 2015, pp. 59-66.

Dweck, Carol. Mindset – Updated Edition: Changing the Way You Think to Fulfil Your Potential . Hachette UK, 2017.

Kroese, Floor M., and Denise T. D. de Ridder. “Health Behaviour Procrastination: A Novel Reasoned Route towards Self-regulatory Failure.” Health Psychology Review , vol. 10, no. 3, 2016, pp. 313-325.

Sirois, Fuschia M., and Timothy A. Pychyl, editors. Procrastination, Health, and Well-being . Academic Press, 2016.

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Essay on Procrastination

Have you ever postponed your homework until the last minute? Or maybe you studied for a test the day before? 

Maybe it's too late to write a story until the last hour? We are all guilty of delaying jobs and postponing important work until the latest date. This is actually procrastination. It is the act of deliberately delaying any task or activity. In this case, we will look at the causes and solutions to this problem.

About Procrastination

As we shall see in this article, this is not a coincidence. Almost everyone is guilty of it at some point in their lives. So we ask ourselves this question - why do people procrastinate or are so busy all the time? 

We live in the 21st century when time is of the essence. However, we are wasting our precious resources by wasting our time.

Saint Kabir had advised: what you have to do tomorrow, do today; what you have to do today, do it now. Procrastination is the habit of delaying a task or an activity until a later date. The habit of procrastinating the doing things is one of the worst habits of a person. People tend to be slothful to put off the finishing of a piece of work, implementation of a plan till another time. Life is not certain and it is possible that circumstances may change and one may not be able to do the work at all. It is good to procrastinate on things that are bad, but we are right and what we have decided to do, we must do in time.

Reasons for Procrastinating

One of the major reasons for procrastinating on a task is slothfulness. When a person is indulged in luxuries and slothfulness, it will blunt his edge of urge for action. When a person starts fearing the outcome of the task, he tends to procrastinate the task for a later date. Other factors for procrastinating work for a later date are low self-esteem, weak determination, less focus and distraction and also high impulsiveness. 

Procrastination is Harmful

Procrastination is harmful in various ways. It maintains tension in mind. It will relieve you of this tension if you do the work right now. Putting off work till another time more often may keep us deprived of the benefits, which might have accrued to us from its having been done. Opportunity knocks at the door once. Opportunity lost once is lost forever. There is no guarantee that the circumstances will remain the same. They may change and you may have to repent later on over the fact that you missed the opportunity. Sometimes it may prove tragic and change the good side of your career to a bad one. 

A successful man is one who strikes the iron while it is hot. When procrastination becomes a habit, all cheerfulness and carefree living go out of life and we live a life of perpetual tension, which indeed is not a life worth living at all. While procrastination is harmful to individuals, it may be more harmful to groups, communities and nations. 

We must ask ourselves whether we do actually realise the dangers emanating from procrastination and, therefore, shun it. We will perhaps find the answer in the affirmative as well as in the negative. We are still procrastinating steps for development in certain sectors of our life. For example, we have been sadly procrastinating in the educational sector. Even after more than five decades of economic planning, we find half of our population illiterate. We have taken steps to eradicate illiteracy, but our steps are not fast enough. 

We have been procrastinating developing certain geographical regions of the country with the result that there are evident regional imbalances in terms of development. We have not yet been able to connect every village of India with a link road. This was the task of utmost importance, a task that ought to have been given priority in any scheme of development. Our pace of development could have been faster if proper planning and implementation had been done at the right time. 

While procrastination is regarded as a bad habit, undue hurry or haste is equally a bad tendency. Promptness of action is advisable, but an impulsive decision is fraught with undesirable consequences. One must not delay or procrastinate in arriving at a decision in crucial matters, but unless a well-thought-out decision has been taken, it is more often than not risky to convert into action. Decisions taken in a hurry or haste without cool and calculated deliberation are likely to lead one into blind alleys or unfathomed troughs which it is difficult to get out from. The golden rule is first to get satisfied with the correct decision. Action should immediately follow the correct decision. Action should immediately follow the correct decision. Evil actions contemplated as a consequence of anger, revenge, greed, larceny, lust should be put off as indefinitely as possible till they die their natural death. 

How to Avoid Procrastinating?

There are a few tips to curb the habit of procrastination. 

Slothfulness: 

We must shake off slothfulness altogether. One must be up and doing. Avoid indulgence in luxuries because this makes one blunt. 

Value of Time: 

Understanding the value of time is very important. Nothing great can be expected from one who does not understand the value of a minute, for seconds and minutes make an hour, a day, a month, a year and the whole life itself. If the value of a minute is descended deep into our mind and heart, sloth will disappear. 

Idleness: 

Idleness is fatiguing. One must, therefore oneself engage in some useful work like some household chores other than one's main occupation. 

To ward off procrastination, one must plan one's work. Detailed planning is necessary. The entire gamut of work may be divided into fragments and time fixed for completing each fragment will facilitate satisfaction and invigorating. What we must have to do right from the time we get up from bed down to the time we go to bed must be clear to us and we must stick to it religiously.

Prioritization:

One may arrange the array of work in order of priorities. How many things are to be done and in what order of priority they must be taken — once this is planned in advance, then most of the battle is won and we can get out of the habit of procrastinating tasks.

Why Do We Procrastinate?

Reasons for postponing a person may vary. It depends on the individual and the situation-to-situation. However, there are international reasons why people delay their activities and actions. 

One of the most important things is the fear of failure. When a person is slow to perform an important task or is not interested in completing it, the cause may be a deep fear of failure. It is human nature to avoid and fear failure. So by choosing not to complete the task, we can also avoid the consequences.

Another reason is a lack of focus and determination. Feelings of indifference and insecurity can often cause people to lose their will to do their jobs. 

This leads to self-control. Sometimes a lack of goals and objectives is also a reason for a person to lose focus. With no goal in mind, they end up wasting energy on other useless activities.

There are other reasons a person may tolerate it. At times, a person may be a perfectionist. This distracts them from other activities. And then there are other reasons like laziness, low energy levels, easy distractions, etc.

How Can You Stop Procrastination?

Although procrastination is a normal part of life for us, it can be extremely difficult to do so. Procrastination can ruin your life and cause you to lose control of your schedules and deadlines. So when procrastination fades, you need to be in control and in control.

One way to stop procrastinating is to turn a dreadful task into smaller steps. If a task or task is too difficult, we often put it off. But if the work is depleted, then we can deal with it one step at a time without frustration. You can also create a detailed timetable or timeline of some sort to help you with the steps.

Sometimes a change in the work environment can be beneficial. It can give you the energy you need to stop procrastinating and complete the task. If possible, get a friend or parent to check your progress. It helps keep motivation levels up and encourages you to complete the task on time.

The key is not to become too preoccupied with the mundane things of life. We are all victims of procrastination. As long as it doesn't interfere with your entire system, take a break and go back to work!

Short Essay on Procrastination

Procrastination is not a rare thing; nine out of ten people, mostly students, nowadays procrastinate their work until the very last moment and it is also realised that they often feel guilty due to continuous postposing of their important work. The reasons for procrastination vary from person to person and situation to situation.

However, some causes are universal and some may have a particular reason to delay their important actions or tasks. The fear of failure stands on the top and another reason why most people procrastinate is lack of motivation. 

Everyone needs motivation while starting a new task or action, but due to lack of motivation most, people procrastinate due to the hesitation of performing a new activity plus lack of motivation, while some procrastinate due to laziness, lack of interest and unwillingness to perform any work. 

However, the end product of procrastination is always negative, like people start feeling much guilty, less focused, worried about upcoming projects or actions etc. 

In conclusion, it should be stated that procrastination is rooted in many causes, such as numerous distractions, lack of motivation, fear of uncertainty and failure, and perfectionism. At the same time, the result stands the same with infinite consequences such as concern for career, studies, health, and personal qualities. Thus, procrastination prevents a person from rising through the ranks, succeeding in training, and developing a personality.

The major difference between a successful person and an unsuccessful person is that while the former put his decisions promptly into action and reaps the fruits, the latter procrastinates, thereby depriving himself of the fruit.

FAQs on Procrastination Essay

1. What is Procrastination really about?

Postponing or procrastination is the act of delaying or postponing activities until the last minute or beyond the deadline. Some researchers describe procrastination as "a form of self-indulgence that is characterised by unreasonable delays in performance despite negative consequences.

2. Why Are We Here?

We postpone activities that we find "difficult, unpleasant, contradictory or just boring or oppressive." If a task seems overwhelming or raises serious concerns, it is usually very easy to avoid it. Another reason people put things off, says Sirois, is lack of confidence.

3. What Are The 4 Types of Retreat?

They say that there are four main types of archetypes to avoid or procrastinate: the perpetrator, the negligent, the excessive, and the person who seeks new things.

4. Is procrastination a mental illness?

Some people spend a lot of time in the monastery until they can finish important daily tasks. They may have a strong desire to stop procrastination but may feel that they will not be able to do so. Delaying yourself is not a diagnosis of mental health. But yes, less control over your mind is a sign of mental illness.

Procrastination

The art of writing is the art of applying the seat of the pants to the seat of the chair. —Mary Heaton Vorse

What this handout is about

This handout will help you understand why you procrastinate and offer strategies to combat this common writer’s ailment.

Introduction

Everyone procrastinates. We put things off because we don’t want to do them, or because we have too many other things on our plates. Putting things off—big or small—is part of being human. If you are reading this handout, however, it is likely that your procrastination is troubling you. You suspect that you could be a much better writer if only you didn’t put off writing projects until the last minute. You find that just when you have really gotten going on a paper, it’s time to turn it in; so, you never really have time to revise or proofread carefully. You love the rush of adrenaline you get when you finish a paper ten minutes before it’s due, but you (and your body) are getting tired of pulling all-nighters. You feel okay about procrastinating while in college, but you worry that this habit will follow you into your working life.

You can tell whether or not you need to do something about your procrastination by examining its consequences. Procrastination can have external consequences (you get a zero on the paper because you never turned it in) or internal consequences (you feel anxious much of the time, even when you are doing something that you enjoy). If you put off washing the dishes, but the dishes don’t bother you, who cares? When your procrastination leaves you feeling discouraged and overburdened, however, it is time to take action.

Is there hope?

If you think you are a hopeless procrastinator, take heart! No one is beyond help. The fact that you procrastinate does not mean that you are inherently lazy or inefficient. Your procrastination is not an untamable beast. It is a habit that has some specific origin, and it is a habit that you can overcome. This handout will help you begin to understand why you procrastinate and give you some strategies for turning things around. For most procrastinators, however, there are no quick fixes. You aren’t going to wake up tomorrow and never procrastinate again. But you might wake up tomorrow and do one or two simple things that will help you finish that draft a little earlier or with less stress.

You may not be surprised to learn that procrastinators tend to be self-critical. So, as you consider your procrastination and struggle to develop different work habits, try to be gentle with yourself. Punishing yourself every time you realize you have put something off won’t help you change. Rewarding yourself when you make progress will.

If you don’t care why you procrastinate—you just want to know what to do about it—then you might as well skip the next section of this handout and go right to the section labeled “What to do about it.” If you skip to the strategies, however, you may only end up more frustrated. Taking the time to learn about why you procrastinate may help you avoid the cycle whereby you swear up and down that you will never procrastinate again, only to find that the next time you have a paper due, you are up until 3 a.m. trying to complete the first (and only) draft—without knowing why or how you got there.

Why we do it

In order to stop putting off your writing assignments, it is important to understand why you tend to do so in the first place. Some of the reasons that people procrastinate include the following:

Because we are afraid

• Fear of failure: If you are scared that a particular piece of writing isn’t going to turn out well, then you may avoid working on it in order to avoid feeling the fear.
• Fear of success: Some procrastinators (the author of this handout included) fear that if they start working at their full capacity, they will turn into workaholics. Since we procrastinate compulsively, we assume that we will also write compulsively; we envision ourselves locked in a library carrel, hunched over the computer, barely eating and sleeping and never seeing friends or going out. The procrastinator who fears success may also assume that if they work too hard, they will become mean and cold to the people around them, thus losing their capacity to be friendly and to have fun. Finally, this type of procrastinator may think that if they stop procrastinating, then they will start writing better, which will increase other people’s expectations, thus ultimately increasing the amount of pressure they experience.
• Fear of losing autonomy: Some people delay writing projects as a way of maintaining their independence. When they receive a writing assignment, they procrastinate as a way of saying, “You can’t make me do this. I am my own person.” Procrastinating helps them feel more in control of situations (such as college) in which they believe that other people have authority.
• Fear of being alone: Other writers procrastinate because they want to feel constantly connected to other people. For instance, you may procrastinate until you are in such a bind that someone has to come and rescue you. Procrastination therefore ensures that other people will be involved in your life. You may also put off writing because you don’t want to be alone, and writing is oftentimes a solitary activity. In its worst form, procrastination itself can become a companion, constantly reminding you of all that you have to do.
• Fear of attachment: Rather than fearing separation, some people procrastinate in order to create a barrier between themselves and others. They may delay in order to create chaos in their lives, believing that the chaos will keep other people away.

Whether these fears appear in our conscious or subconscious minds, they paralyze us and keep us from taking action, until discomfort and anxiety overwhelms us and forces us to either a) get the piece of writing done or b) give up. (The preceding is a summary of Chapters 2-4 of Jane B. Burka and Lenora M. Yuen’s Procrastination: Why You Do It, What to Do About It.)

Because we expect ourselves to be perfect

Procrastination and perfectionism often go hand in hand. Perfectionists tend to procrastinate because they expect so much of themselves, and they are scared about whether or not they can meet those high standards. Perfectionists sometimes think that it is better to give a half-hearted effort and maintain the belief that they could have written a great paper, than to give a full effort and risk writing a mediocre paper. Procrastinating guarantees failure, but it helps perfectionists maintain their belief that they could have excelled if they had tried harder. Another pitfall for perfectionists is that they tend to ignore progress toward a goal. As long as the writing project is incomplete, they feel as though they aren’t getting anywhere, rather than recognizing that each paragraph moves them closer to a finished product.

Because we don’t like our writing

You may procrastinate on writing because you don’t like to re-read what you have written; you hate writing a first draft and then being forced to evaluate it, in all its imperfection. By procrastinating, you ensure that you don’t have time to read over your work, thus avoiding that uncomfortable moment.

Because we’re too busy

Practical concerns: jobs, other classes, etc.

Because it works

Unfortunately, procrastination helps reinforce itself. When we avoid doing something we dread (like writing) by doing something we enjoy (such as watching TV, hanging out with friends, etc.), we escape the dreaded task. Given such a choice, it’s no wonder that many of us choose to procrastinate. When we write a paper at the last minute and still manage to get a good grade, we feel all the more compelled to procrastinate next time around.

What to do about it

Now that you know a little bit about why you may have procrastinated in the past, let’s explore some of the strategies you might use to combat your procrastination tendencies, now and in the future. Experiment with whichever of these strategies appeals to you; if you try something and it doesn’t work, try something else! Be patient; improvement will come with practice.

Take an inventory

Figuring out exactly when and how you procrastinate can help you stop the behavior. It can be difficult to tell when you are procrastinating. Think about the clues that tell you that’s what you’re doing: for example, a nagging voice in your head, a visual image of what you are avoiding or the consequences of not doing it, physical ailments (stomach tightness, headaches, muscle tension), inability to concentrate, inability to enjoy what you are doing.

How do you procrastinate?

• Try to ignore the task, hoping against hope that it will go away?
• Over- or under-estimate the degree of difficulty that the task involves?
• Minimize the impact that your performance now may have on your future?
• Substitute something important for something really important? (For example, cleaning instead of writing your paper.)
• Let a short break become a long one, or an evening in which you do no work at all? (For example, claiming that you are going to watch TV for ½ hour, then watching it all night.)
• Focus on one part of the task, at the expense of the rest? (For example, keep working on the introduction, while putting off writing the body and conclusion).
• Spend too much time researching or choosing a topic

Once you better understand how you procrastinate, you will be better able to catch yourself doing it. Too often, we don’t even realize that we are procrastinating—until it’s too late.

Create a productive environment

If you have made the decision to stop delaying on a particular writing project, it is critical that you find a place to work where you have at least half a chance of actually getting some writing done. Your dorm room may not be the place where you are most productive. Ditto the computer lab. If you have a laptop computer, try going someplace where you can’t connect to the Internet (e-mail and the Web are the bane of the procrastinator’s existence—as you probably already know). If you are a procrastinator, then chances are you are already pretty exasperated; don’t risk frustrating yourself even more by trying to write in an environment that doesn’t meet your needs.

CAUTION: The most skilled procrastinators will be tempted to take this suggestion too far, spending an inordinate amount of time “creating a productive environment” (cleaning, filing, etc.) and not nearly enough time actually writing. Don’t fall into that trap! While cleaning and filing are indeed worthy and necessary activities, if you only do this when you have an approaching writing deadline, then you are procrastinating.

While you are thinking about where to write, consider also when you will write. When are you most alert? Is it at 8 a.m., mid-morning, mid-afternoon, early evening, or late at night? Try to schedule writing time when you know you will be at your best. Don’t worry about when you “should” be able to write; just focus on when you are able to write.

Challenge your myths

In order to break the procrastination habit, we need to get past the idea that in order to write, we must have all the information pertaining to the topic, and we must have optimal writing conditions. In reality, writers never have all the information, and conditions are never optimal.

Think of a writing project that you are currently putting off. On one side of a piece of paper, write down all the reasons for your delay. On the other side, argue (as convincingly as possible!) against the delay.

Myth #1: “I can’t function in a messy environment. I can’t possibly write this paper until I have cleaned my apartment.”

Challenge: There are no conditions that are necessary in order for you to write, save two: 1) You must have a writing implement (e.g., a keyboard or a pen) and 2) you must have someplace for writing to go, such as into a computer or onto a piece of paper. If, when faced with a writing project, you start piling up prerequisites for all the things you must do before you can possibly start writing, consider whether you might in fact be making excuses—in other words, procrastinating.

Myth #2: “I know it’s time for me to start writing, but I just haven’t done enough research yet. I’ll spend one more night at the library, and then I’ll start writing my paper.”

Challenge: Truth be told, you will never collect all the information you possibly could for your paper. Better to write a tightly-crafted argument with the information you have NOW, AT THIS VERY MOMENT, than to keep doing research and risk throwing your paper together at the last minute.

Myth #3: “I do my best work under pressure.”

Challenge: There are lots of other ways to create pressure for yourself, besides waiting until the night before the paper is due to start writing it. You can set a time limit for yourself—for example, “I will write this paragraph in ½ hour”—or you can pretend that the paper is a timed essay exam. If you do this a week or two before the paper is due, you’ll have a draft in plenty of time to revise and edit it.

Myth #4: “In order to work on my paper, I must have six uninterrupted hours.”

Challenge: You can and should work on a paper in one hour blocks (or shorter). This will help you break the writing task down into smaller pieces, thereby making it seem more manageable. If you know that you can work on one part of the paper for one hour, then it won’t seem so daunting, and you will be less likely to procrastinate.

Some writers find, however, that they do need longer blocks of time in order to really produce anything. Therefore, like all of the strategies outlined here, if this one doesn’t work for you, throw it out and try something else. You might still find, however, that you are more productive when you plan to write “all morning” rather than “all day.”

Myth #5 : “What I write has to be perfect, ” AND/OR “I can’t write anything until I have a perfect thesis statement/intro.”

Challenge: A first draft (or a second, or a third, or even—egad!—the final product) does not have to be perfect. When we write an early draft, we need to turn off our internal critic and just get some words down on the page. The great thing about starting early on a writing project is that it leaves us plenty of time for revision, editing, and proofreading; so, we can set ourselves free to just let our writing flow, without worrying about sentence-level concerns such as grammar, punctuation, and style. You’ll find some other thoughts on editing in our video on proofreading and our handout on revision .

Break it down

The day you get the paper assignment (ideally), or shortly thereafter, break the writing assignment up into the smallest possible chunks. By doing this, the paper never has a chance to take on gargantuan proportions in your mind. You can say to yourself, “Right now, I’m going to write the introduction. That’s all, just the introduction!” And you may be more likely to sit down and do that, than you will to sit down and “write the paper.”

Get a new attitude

We shoot ourselves in the foot, to begin with, by telling ourselves how horrible a particular writing assignment is. Changing our attitude toward the task, when possible, may go a long way toward keeping us from procrastinating. Tell yourself that the task isn’t so bad or difficult, that you either know how to do it, or that you can learn how while you’re doing it. You may find, too, that if you start early on a particular assignment, your attitude never has a chance to get very negative in the first place! Simply starting to write can often help us feel more positive about writing.

Ask for help

• Get an anti-procrastination coach. If you are really determined not to procrastinate, then get help from the supportive people in your life. Tell someone about your writing goal and timeline, and ask them to help you determine whether or not your plan is realistic. Once or twice a week, email with a friend, relative, or mentor, in order to report (admit?) on your progress, and declare your promise for the next week (or few days). If, despite your very good intentions, you start procrastinating again, do not think, “All is lost!” Instead, talk to someone about it. They may be able to help you put your slip into perspective and get back on track.
• Get a buddy. See if you can find a friend to work alongside you. They don’t have to be writing a paper; in fact, they can be playing Solitaire, for all you care. What matters is that you arrange to meet them at the library (or wherever you have decided to write) at a particular time and stay there for a specific period of time, thus creating accountability.
• Get help with your writing. If you are procrastinating because you think you are a weak writer, then ask someone (a Writing Center writing coach, a current or former professor or teaching assistant, a friend) to help you improve.
• Form a writing group. A writing group is a great way for undergraduate and more advanced writers alike to create accountability, get feedback, and simply get reminded that you are not alone in the struggle to produce and to improve your writing. See our writing group packet at for more information on how to form and sustain a writing group. Dissertation writers may benefit not only from joining a writing group but also from reading our handout on the dissertation . This handout was written by a former Writing Center staff member who eventually completed her dissertation.

Get unblocked

Sometimes, we procrastinate because we feel stuck on a particular essay or section of an essay. If this happens, you have several options:

• Turn off the screen. Type with a dark screen, so you can’t see what you’ve written, decide you don’t like it, and delete it immediately. Sometimes procrastination stems from insecurity about what to say, or whether we have anything to say. The important thing, in that case, is to get started and KEEP GOING. Turning off the screen may help lessen your fear and turn off your internal critic. When you turn it back on (or print out what you’ve written), you may find that you do have something to say, after all.
• Write about writing. Take 15 minutes and write a letter to yourself about why you don’t want to write this. This lets you vent your frustrations and anxieties. Then, Take 15 minutes and write about what you could do to get unstuck. You can also try writing about what you’re going to write, making an initial assessment of the assignment. You won’t have the pressure of writing an actual draft, but you will be able to get something down on paper.
• Write the easiest part first. You don’t have to start at the beginning. Whatever section you can do, do it! If you think that’s wimpy, and you would rather do the hardest part first so that you can get it out of the way, that’s fine—whatever works for you. If you start writing and you get stuck, write about why you’re stuck.
• Talk it out. Try tape-recording yourself speaking the ideas you want to include in the paper, and then transcribe the tape.

Make yourself accountable

Set a writing deadline (other than the paper’s due date) for yourself by making an appointment at the Writing Center or telling your TA (or a former TA) that you’re going to give them a draft on such-and-such a date. If you make your Writing Center appointment for several days before the paper is due, then you may be motivated to have a draft finished. Or set an earlier appointment at the Writing Center to have a conversation about your plans for the draft. Talking out your ideas with someone will help you get them organized for subsequent writing.

Leave your work out

Keeping your work (books, notes, articles, etc.) physically out, in full view, gives you a reminder that you are in the middle of the paper, or that you need to start. Also, if you write in more than one shift, it can be helpful to leave off in the middle of a paragraph and leave your ‘tools’ where they are. When you return to the paper, you’ll be able to “warm up” by finishing that paragraph. Starting a new section cold may be more difficult.

Work on improving your writing when you don’t have a deadline

Investigate your writing process. First of all, you may not think you have a thing called a “writing process.” But you do—everyone does. Describe your writing process in detail.

Ask yourself:

• When do I usually start on a paper?
• What tools do I need (or think I need) in order to write?
• Where do I write?
• Do I like quiet or noise when I write?
• How long a block of time do I need?
• What do I do before I start?
• What do I do at the end?
• How do I feel at the end (after I have turned it in)?

Then ask yourself:

• What do I like about my writing process?
• What do I want to change?

Once you can see your writing process, then you can make a decision to change it. But take it easy with this—only work on one part at a time. Otherwise, you’ll get overwhelmed and frustrated—and we all know where that leads, straight down the procrastination road.

Evaluate your writing’s strengths and weaknesses

If you aren’t ready to evaluate your writing process completely (and it’s okay if you aren’t), then you could try just listing your strengths and weaknesses as a writer. For instance, perhaps you are great at creating thesis statements, but you have trouble developing arguments. Or, your papers are very well-organized, but your thesis and argument tend to fall a little flat. Identifying these issues will help you do two things: 1) When you write, you can play to your strength; and 2) You can choose one weakness and do something about it when you DON’T have a deadline.

Now, doing anything when you don’t have a deadline may sound strange to a procrastinator, but bear with me. Let’s say you’ve decided that your writing is too wordy, and you want to work on being more concise. So, some time when you don’t have a paper—but you do have a free hour—you waltz into the Writing Center and tell your tutor, “Hey, I want learn to how to write more clearly.” You confer, and you come away with some simple strategies for eliminating wordiness.

Here is why this may make a difference the next time you write a paper, regardless of whether or not you have procrastinated (again!): You print out your draft. It’s 1 a.m. You go to bed. The next morning, you read over your paper (it’s due at noon). You say to yourself, “Hmmm, I notice I’m being too wordy.” BUT, rather than concluding, “Oh, well, it’s too late, there isn’t anything I can do about that,” (as you may have in the past), you can choose to employ some of what you learned (previously, when you weren’t under the gun) to make your writing more concise. You edit the paper accordingly. You turn it in.

When your instructor hands the papers back the following week, there are far fewer instances of “awkward,” “unclear,” etc. in the margins. Voila! You’ve made a positive change in your writing process!

What does this have to do with procrastination? Well, making one small change in your writing process creates momentum. You begin to feel more positive about your writing. You begin to be less intimidated by writing assignments. And—eventually—you start them earlier, because they just aren’t as big a deal as they used to be.

Evaluating the strengths and weaknesses in your writing gives you a sense of control. Your writing problems are solvable problems. Working on your writing when you don’t have a deadline helps you gain insight and momentum. Soon, writing becomes something that, while you may not look forward to it, you don’t dread quite as much. Thus, you don’t procrastinate quite as much.

This strategy also accounts for the fact that if you perceive procrastination as having been successful for you in the past, you aren’t going to give it up right away

Hone your proofreading and editing skills

If you procrastinate on writing because you don’t like to re-read what you have written, the good news is this: you can learn specific proofreading , revising , and editing strategies. If you finish your paper ahead of time, and you re-read it, and you don’t like it, you have options. Writing a first draft that you don’t like doesn’t mean you’re a terrible writer. Many writers—in fact, I would venture to say most—hate their first drafts. Neither Leo Tolstoy nor Toni Morrison produce(d) brilliant prose the first time around. In fact, Morrison (a big fan of revision) said recently that you don’t have to love your writing just because you wrote it! If you practice some revision and editing strategies, you may feel more comfortable with the idea of re-reading your papers. You’ll know that if you find weaknesses in the draft (and you will), you can do something to improve those areas.

Learn how to tell time

One of the best ways to combat procrastination is to develop a more realistic understanding of time. Procrastinators’ views of time tend to be fairly unrealistic. “This paper is only going to take me about five hours to write,” you think. “Therefore, I don’t need to start on it until the night before.” What you may be forgetting, however, is that our time is often filled with more activities than we realize. On the night in question, for instance, let’s say you go to the gym at 4:45 p.m. You work out (1 hour), take a shower and dress (30 minutes), eat dinner (45 minutes), and go to a sorority meeting (1 hour). By the time you get back to your dorm room to begin work on the paper, it is already 8:00 p.m. But now you need to check your email and return a couple of phone calls. It’s 8:30 p.m. before you finally sit down to write the paper. If the paper does indeed take five hours to write, you will be up until 1:30 in the morning—and that doesn’t include the time that you will inevitably spend watching TV.

And, as it turns out, it takes about five hours to write a first draft of the essay. You have forgotten to allow time for revision, editing, and proofreading. You get the paper done and turn it in the next morning. But you know it isn’t your best work, and you are pretty tired from the late night, and so you make yourself a promise: “Next time, I’ll start early!”

Make an unschedule

The next time you have a writing deadline, try using an unschedule to outline a realistic plan for when you will write. An unschedule is a weekly calendar of all the ways in which your time is already accounted for. When you make an unschedule, you consider not only your timed commitments such as classes and meetings, but also your untimed activities such as meals, exercise, errands, laundry, time with friends and family, and the like. It is not a list of what you should do in a given week; rather it is an outline of the time that you will necessarily spend doing other things besides writing.

Once you have made your unschedule, take a look at the blank spaces. These represent the maximum number of hours that you could potentially spend writing. By starting with these blank spaces as a guide, you will be able to more accurately predict how much time you will be able to write on any given day. You may be able to see, for instance, that you really don’t have five hours to spend writing on the night before the paper is due. By planning accordingly, you will not only get a better night’s sleep, you may also end up with a better paper!

The unschedule might also be a good way to get started on a larger writing project, such as a term paper or an honors thesis. You may think that you have “all semester” to get the writing done, but if you really sit down and map out how much time you have available to write on a daily and weekly basis, you will see that you need to get started sooner, rather than later. In addition, the unschedule may reveal especially busy weeks or months, which will help you budget time for long-term projects.

Perhaps most importantly, the unschedule can help you examine how you spend your time. You may be surprised at how much (or how little) time you spend watching television, and decide to make a change. It’s especially important that you build time for fun activities into your unschedule. Otherwise, you will procrastinate in order to steal time for relaxation.

You can also use the unschedule to record your progress towards your goal. Each time you work on your paper, for example, mark it on the unschedule. One of the most important things you can do to kick the procrastination habit is to reward yourself when you write something, even if (especially if) that writing is only a little piece of the whole. Seeing your success on paper will help reinforce the productive behavior, and you will feel more motivated to write later in the day or week.

Set a time limit

Okay, so maybe one of the reasons you procrastinate on writing projects is that you just plain hate writing! You would rather be at the dentist than sitting in front of your computer with a blank Microsoft Word document staring you in the face. In that case, it may be helpful to set limits on how much time you will spend writing before you do something else. While the notation “Must work on Hemingway essay all weekend” may not inspire you to sit down and write, “Worked on Hemingway essay for ½ hour” just might. Or, if you tell yourself that you will write “all weekend,” for instance, the sheer agony of the thought may keep you from doing any writing at all. If, however, you say that you will write for two hours on Saturday afternoon, you may actually accomplish something. The important thing here is to keep your commitment to yourself. Even if, at the end of the two hours, you think you could keep going, stop. Go outside and enjoy the weather. Your procrastinating self needs to be able to trust your new non-procrastinating self the next time you say you will only write for a certain amount of time. If you go overboard this time, then the next time you say, “I’ll write for two hours and then stop,” the procrastinator within will respond, “Yeah, right! I’m going rollerblading!”

On the other hand, it may work better for you to trick yourself into working on your paper by telling yourself you’re only going to write for two hours, but then continuing to work if you’re feeling inspired. Experiment with both approaches and see which one seems to work best for you.

Be realistic about how long it takes you to write

Procrastinators tend to be heroic about time; they estimate that it will take them two hours to complete a task that would take most people four. Once you have determined that procrastination is hurting your writing, begin taking notice of how long it actually takes you to write. Many students have a “page an hour” rule. Perhaps you can write a page in an hour if you are totally rested, fed, and focused, your roommate isn’t home, and the wind is blowing just right. But what if the phone rings, what if you are tired, and what if you have to go to the bathroom? When you estimate how long it will take you to write something, expect that there will be interruptions along the way.

Parting thoughts

As you explore why you procrastinate and experiment with strategies for working differently, don’t expect overnight transformation. You developed the procrastination habit over a long period of time; you aren’t going to stop magically. But you can change the behavior, bit by bit. If you stop punishing yourself when you procrastinate and start rewarding yourself for your small successes, you will eventually develop new writing habits. And you will get a lot more sleep.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Burka, Jane M., and Lenora M. Yuen. 1983. Procrastination: Why You Do It, What to Do About It Now . Boston: Addison-Wesley Publishing.

Ellis, Albert, and William J. Knaus. 1977. Overcoming Procrastination . New York: Signet.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Home — Essay Samples — Psychology — Social Psychology — The Impact of Procrastination in College: Causes and Strategies

The Impact of Procrastination in College: Causes and Strategies

• Categories: Social Psychology

About this sample

Words: 455 |

Published: Mar 8, 2024

Words: 455 | Page: 1 | 3 min read

Table of contents

Defining procrastination, causes of procrastination in college, consequences of procrastination, strategies for overcoming procrastination.

• Create a schedule: Developing a schedule can help create structure and provide a sense of direction towards academic and personal tasks. Make sure to include ample time for study sessions as well as leisure activities.
• Break tasks into smaller chunks: Break up long-term projects into smaller and more manageable tasks. This way, students can avoid feeling overwhelmed, make consistent progress, and remain motivated.
• Set goals: Specific and achievable goals can help track progress and maintain productivity. Goals should be measurable, attainable, and time-bound.
• Remove distractions: Minimize or eliminate the distractions that may be causing procrastination, such as social media applications and games.
• Utilize the Pomodoro technique: This technique involves working for a specific period, usually 25 minutes, followed by a short break. This method encourages focus and productivity while allowing for a necessary break to recharge.

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Procrastination

Understanding academic procrastination, it's common, but not well understood..

Posted July 8, 2021 | Reviewed by Gary Drevitch

• What Is Procrastination?
• Find counselling near me

Procrastination is not an unfamiliar concept to students. Be it studying for a tough statistics mid-term, doing a boring and monotonous 2-hour transcription, or planning a daunting group project, students can often find solace in putting off doing tasks like these and find ways to disengage and browse cat videos on TikTok for hours. This type of procrastination is referred to as academic procrastination, as it’s related to putting off doing important things related to one’s coursework and schooling. I’ve invited my colleague and friend, Reza Feyzi Behnagh of the School of Education at SUNY, Albany, to write this post with me.

In the past two years and with the funding support from the National Science Foundation, Behnagh (a learning scientist) and Shaghayegh Sahebi, a computer scientist, together with their research team of graduate students, studied academic procrastination . (I have been a recent consultant.) They are looking at how students make plans, set goals , and break large projects into smaller chunks, how they go about studying and checking their progress, and whether and under what conditions they procrastinate.

To gain this understanding, they developed a mobile app (Proccoli) to help students plan and study for their coursework. Why Proccoli? Just like broccoli that kids avoid eating (or procrastinate eating until the end of their meal) while it is good for them, getting things done toward one’s goal might be unpleasant and daunting at first, but learning a cool concept, a nice grade, praise, or a degree or course to complete, make all the effort worth it. Their app is designed to help students set goals, break their goals into smaller chunks, keep track of their studies in a Pomodoro-style timer, and check out their progress in continuously updating charts.

The goal of the SUNY Albany team has been to model and understand academic procrastination in college-age students, how it happens and individual differences that affect it, and to be able to identify the ‘behavioral signature’ of academic procrastination, predict it, and ultimately to help students manage their emotions (e.g., anxiety , boredom ) and get things done!

How do we understand academic procrastination? Unless students tell us what they are doing, how long, how often, and when they are studying (are they pulling an all-nighter the night of their exam? Are they preparing well in advance?), there is no way for us to know for sure. The app and data we are gathering through the app give us a unique perspective to understand under what circumstances and how students procrastinate.

In the past two years, a large group of graduate and undergraduate students have used the app (80-120 a semester), creating hundreds of goals and subgoals (1100 goals and 400 in the past semester), logging and reporting hundreds of hours of study time. Part of our analyses point to two distinct clusters of students showing different learning dynamics (Yao et al., 2021): One group that studied more frequently and consistently since early on after setting their goal and another cluster of students who studied infrequently twice or three times before their deadline. We plan to align these study patterns with students’ grades and see if either group is more successful and which could be characterized as procrastination, considering other factors. Another interesting finding was that students who reported that they usually study to get a good grade or avoid getting a bad grade (i.e., performance goal-orientation) studied less regularly and less consistently, and their study pace dropped much faster than those with the goal of learning as much as they can from their schoolwork.

Research showed that one of the main reasons for academic procrastination is all the aversive emotions one feels about a task, like a tough exam, a boring homework, a standardized exam that will determine one’s future entry to the university, etc. (see Ferrari, 2010 for a good understanding). Much research (e.g., Berking & Whitley, 2014; Eckert et al., 2016) looked at ways of managing these emotions so that the student can get started, stick to doing the task they have been avoiding, and as a result improve their self-efficacy – the belief and confidence that one is in control and is able to accomplish what they intend to do. In their study, the SUNY Albany team (and I) hope to implement several of the emotion regulation strategies shown to help acknowledge, tolerate, and manage negative emotions, so that we can see whether these strategies help students procrastinate less in their academic tasks and whether they help students start working on the tasks they’ve been avoiding.

Stay tune for our published results.

Declaration: This material is based upon work supported by the National Science Foundation under Grant No. 1917949. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Berking, M., & Whitley, B. (2014). Affect regulation training (ART) . New York: Springer.

Eckert, M., Ebert, D. D., Lehr, D., Sieland, B., & Berking, M. (2016). Overcoming procrastination: Enhancing emotion regulation skills reduce procrastination. Learning and individual differences, 52 , 10-18.

Ferrari, J.R. (2010). Still procrastinating? The no regrets guide to getting it done . New York: J Wiley & Sons.

Yao, M., Sahebi, S., Feyzi Behnagh, R., Bursali, S., & *Zhao, S. (2021). Temporal processes associating with procrastination dynamics. In I. Roll, D. McNamara, S. Sosnovsky, R. Luckin, & V. Dimitrova (Eds.), Artificial Intelligence in Education, AIED2021. Lecture Notes in Computer Science, vol 12748 (pp. 459-471). Springer, Cham.

Proccoli Application: http://www.albany.edu/proccoli/

Deacon Joseph Ferrari, Ph.D., is the St. Vincent dePaul Distinguished Professor of Psychology at DePaul University.

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Procrastination Essay for Students and Children

500+ words on procrastination essay.

Have you ever put off your homework till the last minute? Or perhaps studied for the test only a day before? Maybe delayed writing an essay till the last possible hour? All of us are guilty of delaying tasks and putting off important work until a later date.  This is essentially procrastinating. It is the action of purposefully delaying any task or activity. In this procrastination essay, we will see the reasons and the solutions to this problem.

As we will see in this procrastination essay, this is not a rare phenomenon. Almost everyone is guilty of it at some point in their lives. So we ask ourselves this question – why do people procrastinate even when they are so busy most of the time? We live in the 21st century, where time is our most precious commodity. And yet, we waste this precious resource procrastinating our time away.

Why do we Procrastinate?

The reasons for a person procrastinating can be varied. It depends on person-to-person and situation-to-situation. However, there are some universal reasons that cause people to delay their tasks and actions. One of the most important ones is the fear of failure. When a person delays doing an important task or is disinterested in finishing it, the cause could be a deep-rooted fear of failure. It is in human nature to avoid and fear failure. So by choosing to never finish the task, we can avoid the consequences as well.

Get the huge list of more than 500 Essay Topics and Ideas

Another reason is the lack of focus and determination. Feeling directionless and unfocused can often cause people to lose their wills to do their jobs. This leads to procrastination. Sometimes the lack of goals and objectives is also the reason a person loses their focus. Since they do not have an end-goal in mind, they end up wasting energy in other useless tasks.

There are other reasons a person may procrastinate. Sometimes, a person may be too much of a perfectionist. This distracts them from other tasks. And then there are other reasons like laziness, low energy levels, easy distractions, etc.

Read 10 Ways to Stop Procrastinating here.

How to Stop Procrastinating?

While procrastinating is a very natural fault we all share, if it gets out of hand it can get quite troublesome. Excessive procrastination can disrupt your life and cause you to lose control of your schedules and deadlines. So when the procrastination gets out of hand, you need to reign it in and get back in control.

One way to stop procrastinating is to break down the dreaded task into little steps. If the work or the task is too overwhelming, we tend to procrastinate about it. But if the job is broken down, then we can tackle one step at a time without being overwhelmed. You can also create a detailed timetable or a timeline of some sort to help you with the steps.

At other times changing your work environment may be beneficial. It can provide you with the boost necessary to stop procrastinating and finish the task. If possible get a friend or a parent to keep a check on your progress. It helps keep the motivation levels up and encourages you to finish the task on time.

The main concern is not to over-focus or blame yourself for procrastinating sometimes. We are all a victim to procrastination from time-to-time. As long as it does not derail your entire schedule, give yourself a break and just get back to work!

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What Is Procrastination?

Putting off tasks we don't enjoy is common, despite the consequences

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Why Do You Procrastinate?

Types of procrastination.

• The Negative Impact
• Strategies to Stop

Procrastination is the act of delaying or putting off tasks until the last minute, or past their deadline. Some researchers define procrastination as a "form of self-regulation failure characterized by the irrational delay of tasks despite potentially negative consequences."

According to Joseph Ferrari, a professor of psychology at DePaul University in Chicago and author of "Still Procrastinating: The No Regret Guide to Getting It Done," around 20% of U.S. adults are chronic procrastinators.

No matter how well-organized and committed you are, chances are that you have found yourself frittering away hours on trivial pursuits (watching TV, updating your Facebook status, shopping online) when you should have been spending that time on work or school-related projects.

Whether you're putting off finishing a project for work, avoiding homework assignments, or ignoring household chores, procrastination can have a major impact on your job, your grades, and your life.

In most cases, procrastination is not a sign of a serious problem. It's a common tendency that most people give in to at some point or another.

Remember that time that you thought you had a week left to finish a project that was really due the next day? How about the time you decided not to clean up your apartment because you "didn't feel like doing it right now?"

We often assume that projects won't take as long to finish as they really will, which can lead to a false sense of security when we believe that we still have plenty of time to complete these tasks.

One of the biggest factors contributing to procrastination is the notion that we have to feel inspired or motivated to work on a task at a particular moment.

The reality is that if you wait until you're in the right frame of mind to do certain tasks (especially undesirable ones), you will probably find that the right time simply never comes along and the task never gets completed.

The following are a few other factors that cause procrastination.

Researchers suggest that procrastination can be particularly pronounced among students. A 2007 meta analysis published in the Psychological Bulletin found that a whopping 80% to 95% of college students procrastinated on a regular basis, particularly when it came to completing assignments and coursework.  

According to researchers, there are some major cognitive distortions that lead to academic procrastination.   Students tend to:

• Overestimate how much time they have left to perform tasks
• Overestimate how motivated they will be in the future
• Underestimate how long certain activities will take to complete
• Mistakenly assume that they need to be in the right frame of mind to work on a project

Present Bias

The present bias is a phenomenon observed in human behavior that may result in procrastination. The present bias means that we tend to be motivated more by immediate gratification or rewards than we are by long-term rewards. This is why it feels good in the moment to procrastinate.

For example, the immediate reward of staying in bed and watching TV is more appealing than the long-term reward of publishing a blog post, which would take much longer to accomplish.

Procrastination can also be a result of depression . Feelings of hopelessness , helplessness, and a lack of energy can make it difficult to start (and finish) the simplest task. Depression can also lead to self-doubt . When you can't figure out how to tackle a project or feel insecure about your abilities, you might find it easier to put it off.

Obsessive-Compulsive Disorder (OCD)

Procrastination is also pretty common in people with obsessive-compulsive disorder . One reason is that OCD is often linked with maladaptive perfectionism, which causes fears about making new mistakes, doubts about whether you are doing something correctly, and worry over others' expectations of you.

People with OCD also often have a propensity toward indecision, causing them to procrastinate rather than make a decision.

Many adults with attention-deficit/hyperactivity disorder (ADHD) struggle with procrastination. When you're so distracted by outside stimuli, as well as internal thoughts, it can be hard to get started on a task, especially if that task is difficult or not interesting to you.

Is Procrastination a Mental Illness?

Procrastination itself is not a mental illness. But in some cases, it may be symptomatic of an underlying mental health condition such as depression, OCD, or ADHD.

We often come up with a number of excuses or rationalizations to justify our behavior. According to researchers, there are 15 key reasons why people say they procrastinate:

• Not knowing what needs to be done
• Not knowing how to do something
• Not wanting to do something
• Not caring if it gets done or not
• Not caring when something gets done
• Not feeling in the mood to do it
• Being in the habit of waiting until the last minute
• Believing that you work better under pressure
• Thinking that you can finish it at the last minute
• Lacking the initiative to get started
• Blaming sickness or poor health
• Waiting for the right moment
• Needing time to think about the task
• Delaying one task in favor of working on another

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Some researchers classify two types of procrastinators: passive and active procrastinators.

• Passive procrastinators : Delay the task because they have trouble making decisions and acting on them
• Active procrastinators : Delay the task purposefully because working under pressure allows them to "feel challenged and motivated"

Others define the types of procrastinators based on different behavioral styles of procrastination, including:

• Perfectionist : Puts off tasks out of the fear of not being able to complete a task perfectly
• Dreamer : Puts off tasks because they are not good at paying attention to detail
• Defier : Doesn't believe someone should dictate their time schedule
• Worrier : Puts off tasks out of fear of change or leaving the comfort of "the known"
• Crisis-maker : Puts off tasks because they like working under pressure
• Overdoer : Takes on too much and struggles with finding time to start and complete task

Procrastinators vs. Non-Procrastinators

"Non-procrastinators focus on the task that needs to be done. They have a stronger personal identity and are less concerned about what psychologists call 'social esteem'—how others like us—as opposed to self-esteem which is how we feel about ourselves," explained Dr. Ferrari in an interview with the American Psychological Association (APA).  

According to psychologist Piers Steel, people who don't procrastinate tend to be high in the personality trait known as conscientiousness , one of the broad dispositions identified by the Big Five theory of personality. People who are high in conscientiousness also tend to be high in other areas including self-discipline, persistence, and personal responsibility.

The Negative Impact of Procrastination

It is only in cases where procrastination becomes chronic and begins to have a serious impact on a person's daily life that it becomes a more serious issue. In such instances, it's not just a matter of having poor time management skills, it's a major part of their lifestyle.

Perhaps they pay their bills late, don't start work on big projects until the night before the deadline, delay gift shopping until the day before a birthday, and even file their income tax returns late.

Unfortunately, this procrastination can have a serious impact on a number of life areas, including a person's mental health and social, professional, and financial well-being:

• Higher levels of stress and illness
• Increased burden placed on social relationships
• Resentment from friends, family, co-workers, and fellow students
• Consequences of delinquent bills and income tax returns

How to Overcome Procrastination

You might find yourself wondering, How can I stop procrastinating?

Fortunately, there are a number of different things you can do to fight procrastination and start getting things done on time. Consider these your procrastination exercises:

• Make a to-do list : To help keep you on track, consider placing a due date next to each item.
• Take baby steps : Break down the items on your list into small, manageable steps so that your tasks don’t seem so overwhelming.
• Recognize the warning signs : Pay attention to any thoughts of procrastination and do your best to resist the urge. If you begin to think about procrastinating, force yourself to spend a few minutes working on your task.
• Eliminate distraction : Ask yourself what pulls your attention away the most—whether it's Instagram, Facebook updates, or the local news—and turn off those sources of distraction.
• Pat yourself on the back : When you finish an item on your to-do list on time, congratulate yourself and reward yourself by indulging in something you find fun.    

Prem R, Scheel TE, Weigelt O, Hoffmann K, Korunka C. Procrastination in daily working life: A diary study on within-person processes that link work characteristics to workplace procrastination . Front Psychol . 2018;9:1087. doi:10.3389/fpsyg.2018.01087

American Psychological Association. The Psychology of Procrastination: Why People Put Off Important Tasks Until the Last Minute . 2010.

Bisin A, Hyndman K. Present-bias, procrastination and deadlines in a field experiment . Games and Economic Behavior. 2020;119:339-357. doi:10.1016/j.geb.2019.11.010

Steel P. The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure . Psychol Bull . 2007;133(1):65-94. doi:10.1037/0033-2909.133.1.65 

Ferrari, Joseph & Johnson, Judith & McCown, William. (1995). Procrastination and Task Avoidance - Theory, Research and Treatment . doi: 10.1007/978-1-4899-0227-6

Beutel ME, Klein EM, Aufenanger S, et al. Procrastination, distress and life satisfaction across the age range - A German representative community study .  PLoS One . 2016;11(2):e0148054. doi:10.1371/journal.pone.0148054

Limburg K, Watson HJ, Hagger MS, Egan SJ.  The relationship between perfectionism and psychopathology: A meta-analysis .  J Clin Psychol.  2017;73(10):1301-1326. doi:10.1002/jclp.22435

Altgassen M, Scheres A, Edel MA.  Prospective memory (partially) mediates the link between ADHD symptoms and procrastination .  Atten Defic Hyperact Disord . 2019;11(1):59-71. doi:10.1007/s12402-018-0273-x

Tuckman BW, Abry DA, Smith DR. (2008). Learning and Motivation Strategies: Your Guide to Success (2nd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

Zohar AH, Shimone LP, Hen M. Active and passive procrastination in terms of temperament and character .  PeerJ . 2019;7:e6988. doi:10.7717/peerj.6988

American Psychological Association. The first step to overcoming procrastination: Know thyself .

Svartdal F, Nemtcan E. Past negative consequences of unnecessary delay as a marker of procrastination . Front Psychol. 2022;13. doi:10.3389/fpsyg.2022.787337

Schrager S, Sadowski E. Getting more done: Strategies to increase scholarly productivity .  J Grad Med Educ . 2016;8(1):10-13. doi:10.4300/JGME-D-15-00165.1

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Understanding procrastination: A case of a study skills course

• Open access
• Published: 22 March 2021
• Volume 24 , pages 589–606, ( 2021 )

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• T. Hailikari   ORCID: orcid.org/0000-0002-1355-2985 1 ,
• N. Katajavuori   ORCID: orcid.org/0000-0001-5093-2402 1 &
• H. Asikainen   ORCID: orcid.org/0000-0002-3858-211X 1  

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Procrastination is consistently viewed as problematic to academic success and students’ general well-being. There are prevailing questions regarding the underlying and maintaining mechanisms of procrastination which are yet to be learnt. The aim of the present study was to combine different ways to explain procrastination and explore how students’ time and effort management skills, psychological flexibility and academic self-efficacy are connected to procrastination as they have been commonly addressed separately in previous studies. The data were collected from 135 students who participated in a voluntary time management and well-being course in autumn 2019. The results showed that students’ ability to organize their time and effort has the strongest association with procrastination out of the variables included in the study. Psychological flexibility also has a strong individual role in explaining procrastination along with time and effort management skills. Surprisingly, academic self-efficacy did not have a direct association with procrastination. Interestingly, our findings further suggest that time and effort management and psychological flexibility are closely related and appear to go hand in hand and, thus, both need to be considered when the aim is to reduce procrastination. The implications of the findings are further discussed.

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1 Introduction

Academic procrastination is very common among university students: almost all occasionally procrastinate in one or another domain of their studies, and approximately every second student regularly procrastinates (Rothblum et al., 1986 ; Steel, 2007 ). Considerable attention has been given to procrastination in university setting (Klassen et al., 2008 ). The student population is especially prone to procrastination, with an estimated prevalence of 50–95% (Steel, 2007 ). Procrastination may be defined as ‘the voluntary delay of an intended and necessary and/or [personally] important activity, despite expecting potential negative consequences that outweigh the positive consequences of the delay’ (Klingsieck, 2013 , 26). Typical for procrastination is that it is irrational and not imposed by external matters and it is often accompanied by subjective discomfort and negative consequences (Klingsieck, 2013 ). Procrastination is often associated with several negative factors, such as lower academic performance (Steel et al., 2001 ), increased stress (Sirois et al., 2003 ) and poorer mental health (Stead et al., 2010 ). Therefore, it is necessary to understand the causes and the factors that maintain procrastination in order to be able to reduce it. The challenge is that research in the area of procrastination often lacks a coherent, theoretical explanation of the behaviour (Glick et al., 2014 ) which has made it difficult to understand the phenomenon and to follow the research (e.g., Klingsieck, 2013 ; Schraw et al., 2007 ; Steel, 2007 ). Therefore, there are prevailing questions regarding the underlying and maintaining mechanisms of procrastination which are yet to be learnt (Katz et al., 2014 ; Visser et al., 2018 ).

The core characteristic of procrastination is the intention-action gap suggesting that the procrastinators often have good intentions, but the challenge lies in the implementation of these intentions (Dewitte and Lens, 2000 ). Thus, procrastination has traditionally been understood as a self-regulation or time management problem (Wolters et al., 2017 ). There is a strong body of evidence suggesting that lower levels of self-regulating behaviours are related to higher levels of procrastination, and thus self-regulation is one of the keys to understanding procrastination (Ferrari, 2001 ). However, Visser et al. ( 2018 ) suggest that procrastination is complex behaviour that involves both cognitive and emotional elements as well as evaluations of one’s own competence. Recent research suggests that instead of being purely a self-regulation or time management problem, procrastination is also strongly influenced by psychological factors, such as the low confidence in one’s own abilities to perform (Steel, 2007 ) and inability to cope with negative emotions that arise in challenging situations referring to the centrality of psychological flexibility in understanding procrastination (Dionne, 2016 ; Gagnon et al., 2016 ). In this article, we aim to bring together these central constructs that have usually been addressed separately in previous studies in order to understand the phenomenon of procrastination and its underlying mechanisms better.

1.1 Factors explaining academic procrastination

There are several theoretical perspectives that have been used when exploring procrastination: the differential psychology perspective; the motivational and volitional psychology perspective; the clinical psychology perspective; and the situational perspective (Klingsieck, 2013 ). In the context of higher education, the motivational-volitional psychology and situational perspectives may be regarded as the most relevant because they provide tangible tools and theories for educational developers to try to influence students’ procrastination tendencies whereas the other perspectives focus more on aspects that are not so easily influenced, such as personality traits, depression or personality disorders. The motivational-volitional perspective is focused on the relationship between different motivational and volitional variables such as motivation, self-regulation, time management and learning strategies which are central in successful studying in higher education (Lindblom-Ylänne et al., 2015 ; Klingsieck, 2013 ). The situational perspective, on the other hand, focuses on procrastination evoked by situational features, such as the perceived difficulty of the task (Klingsieck, 2013 ). This situational perspective can be further extended to include the person’s reactions to the challenges posed by the situation.

From the motivational-volitional perspective, academic procrastination has been found to be related to lower levels of self-regulation and academic self-efficacy and is associated with higher levels of stress and anxiety (e.g., Ferrari et al., 2005 ; Howell et al., 2006 ; Schraw et al., 2007 ; Wolters, 2003 ). Klassen et al. ( 2008 ) state that among all the variables that have been investigated in relation to academic procrastination, self-regulation, self-efficacy, and self-esteem have received the most attention (see e.g., Cassady and Johnson, 2002 ; Chun Chu and Choi, 2005 ; Ferrari, 2001 ; Howell et al., 2006 ; Steel, 2007 ; Wolters, 2003 ). Procrastination has traditionally been considered to be a form of self-regulation failure, as a weakness of will and low ability to organise own studying (e.g., Ferrari, 2001 ; Senecal et al., 1995 ; Steel, 2007 ) and, thus, one common theory is that procrastination results from a person’s inability to manage time (Burka and Yuen, 1982 ; Glick and Orsillo, 2015 ).

1.2 Time and effort management skills behind procrastination

Research focusing on exploring university students’ study progress has consistently shown that time and effort management skills are among the most crucial factors (e.g., Ariely and Wertenbroch, 2002 ; Entwistle, 2009 ; Haarala-Muhonen et al., 2011 ; Häfner et al., 2015 ; Pintrich, 2004 ). In the higher education context, time and effort management skills refer to students’ ability to set goals for themselves and to study according to their goals, to manage their time usage and to prioritise the tasks to be conducted (Entwistle et al., 2001 ). It has further been suggested that time and effort management skills provide a foundation for cognitive engagement and student achievement as they refer to how much the students are willing to invest in their learning (Appleton et al., 2008; Fredricks et al., 2004). Previous studies indicate that many higher education students struggle with time and effort management skills (Parpala et al., 2010 ) and that these skills remain constant throughout the studies and are hard to change (Parpala et al., 2017a ). Many students study without study schedules and thus fail to pass the courses because they run out of preparation time, such as for exams (Asikainen et al., 2013 ). Thus, many interventions to reduce procrastination have focused on improving time management skills (e.g., Ariely and Wertenbroch, 2002 ; Häfner et al., 2015 ; Levrini and Prevatt, 2012 ).

There are also critical voices claiming that time and effort management skills, or lack thereof, are not enough to explain the phenomena and that research focusing on the role of time and effort management skills in procrastination does not take the persons’ internal experiences enough into account (Glick and Orsillo, 2015 ). It has been suggested that when exploring factors that maintain and cause procrastination, we have to widen the perspective to include a broader theory of regulation of inner experiences, namely, psychological flexibility (Hayes, 2004 ; Hayes et al., 2012 ). Recent studies concerning procrastination have brought up the importance of psychological flexibility in decreasing procrastination and suggest that procrastination may also result from person’s psychological inflexibility (Eisenbeck et al., 2019 ; Gagnon et al., 2016 ; Glick et al., 2014 ; Scent and Boes, 2014 ).

1.3 Psychological flexibility and academic self-efficacy beliefs

Psychological flexibility refers to one’s ability to be consciously present, confronting and accepting the negative experiences, emotions and thoughts one might have, and being able to take action about achieving one’s own goals despite unpleasant feelings and thoughts, and further, being able to react to negative feelings and thoughts from a new perspective (Chawla and Ostafin, 2007 ; Hayes et al., 2006 ). Thus, it is a central factor influencing the way students react in a stressful and challenging situation. Procrastinators often fail to regulate their actions in situations that are challenging and involve high levels of stress and cognitive workload and avoiding the unpleasant feelings generated by the situation (Ferrari, 2001 ). This experiential avoidance, or an unwillingness to encounter unpleasant experiences, such as anxiety, is a key component of psychological inflexibility (Sutcliff et al., 2019 ). Tasks that are considered to be difficult and challenging and do not provide instant rewards tend to be delayed and avoided (Blunt and Pychyl, 2000 ; Sirois and Pychyl, 2013 ; Steel, 2007 ). Escaping from stressful and aversive situations might relieve stress and are thus rewarding. As an example, students are always faced with a trade-off when choosing between procrastinating or studying (Kirby et al., 2005 ; Olsen et al., 2018 ) . One alternative is to complete the challenging academic tasks on time which leads to delayed rewards in the form of achieving academic and career goals (see e.g., Sutcliff et al., 2019 ). These goals often strongly align with students' values. However, students always have an alternative to choose an immediate, positive reinforcers in the form of avoidance or escape from negative internal experiences elicited by challenging tasks, such as engaging in social or leisure activities that are not related to the task at hand. Consequently, a number of recent studies have suggested that procrastination is strongly characterised by avoidant tendencies and aversive experiences and is thus mainly involved with the person’s ability to deal with negative emotions, in addition to their time and effort management skills (Sirois, 2014 ; Ticeand Bratslavsky, 2000 ; Hailikari et al., submitted).

Psychological flexibility is thought to be constructed of six core psychological processes, which are cognitive defusion, self-as-context, being present, acceptance, values and committed actions (Hayes et al., 2012 ). These processes include the ability to observe and recognise ones’ own thoughts and seeing them just as thoughts rather than truths; keeping a flexible perspective-taking attitude on one’s thinking and feeling; the ability to remain in the present moment and be mindful of thoughts, feelings, and sensations without judging them; confronting negative thoughts and emotions without attempting to change them; clarifying one’s hopes, values and goals in life and finally, doing and taking actions which are consistent with one’s hopes, values and goals (Flaxman et al., 2013 ; Hayes et al., 2012 ). Each of these processes is a psychological skill that can be enhanced in different life domains.

Previous research has clearly shown a link between high levels of procrastination and psychological inflexibility. Eisenbeck et al. ( 2019 ) found that procrastination and psychological distress were associated with psychological inflexibility and further, psychological inflexibility mediated the relationship between general psychological distress and procrastination. The role of psychological flexibility’s sub-processes in procrastination among university students has also been studied, and it was found that committed actions were moderately negatively correlated with procrastination suggesting that committed action could be a promising variable in the study of procrastination (Gagnon et al. 2016 ). Another study showed that procrastination was negatively and moderately related to lower levels of acceptance, adding support to the negative link between psychological flexibility and procrastination (Glick et al., 2014 ). The significance of psychological flexibility in the university context has been studied less, but recent research in this context showed that psychological flexibility has a strong relationship with student engagement and study progression (Asikainen, 2018 ; Asikainen et al., 2018 ).

A recent study by Jeffords et al. ( 2018 ), showed that psychological flexibility is closely related to self-efficacy. Self-efficacy has often been studied previously, focusing on procrastination with results showing an inverse relationship with procrastination (Howell and Watson, 2007; Steel, 2007 ; Wolters, 2003 ). Academic Self-efficacy beliefs describe students’ beliefs in their own capabilities to learn new things and to complete given tasks successfully (Bandura, 1997 ). According to the study by Jeffords et al. ( 2018 ) students who reported greater psychological flexibility felt more efficacious in their ability to complete their studies, whereas students who reported greater inflexibility also reported feeling less efficacious. Similar findings have been reported in relation to students’ time and effort management skills. Bembenutty ( 2009 ) showed that college students who have greater academic self-efficacy also tend to show increased management of their time and study environment (see also Burlison et al., 2009 ; Park and Sperling, 2012 ). Academic Self-efficacy beliefs have been proposed as a possible explanation for procrastination in the academic context, indicating that low academic self-efficacy beliefs are associated with an increased tendency to procrastinate (Judge and Bono, 2001 ). If one’s academic self-efficacy beliefs are low, the motivation to initiate work or to commit to required action should also be low, resulting in avoidance behaviour and consequently procrastination (Grunschel et al. 2013 ). On the other hand, students who believe that they can and will do well are more likely to be motivated to self-regulate, persist and engage in studying (Pintrich and Schunk, 2002 ; Zimmerman, 2000 ). Academic Self-efficacy beliefs have been found to be among the strongest predictive factors of performance in various domains (e.g., Lane and Lane, 2001 ; Pajares, 1996 ). Thus, when exploring the maintaining factors of procrastination, it is important to include academic self-efficacy.

1.4 Aim of the study

Taken together, previous research suggests that time and effort management skills, psychological flexibility and self-efficacy are all closely related to procrastination. Although the studies in this area support a tentative connection between these factors, it is far from conclusive. To our knowledge, no previous study has brought together these central constructs in explaining procrastination. They have been explored separately as they represent different research traditions. The aim of the present study is to include all these variables and explore their interrelations and how they together predict procrastination among students that experiences challenges with their study skills. There is a need to understand the underlying mechanisms of procrastination and which constructs are especially important if the aim is to reduce procrastination among higher education students. This research focuses on answering the following research question: How are university students’ time and effort management skills, psychological flexibility and self-efficacy associated with (a) each other and (b) to their reported level of procrastination.

2 Methodology

2.1 participants.

The data were collected from students studying arts and humanities at a Finnish university. Prolonged study times are a great challenge at the Faculty of Arts and Humanities (Kurri, 2006 ). Recent research also suggests that students procrastinate more in the field of arts and humanities compared to other academic fields (Nordby et al., 2017 ). The data came from the students who participated in a voluntary time management and well-being course, and who were willing/eager to improve their study skills. This course was advertised for students who have challenges with their time-management and well-being. A total of 149 students voluntarily participated in the study and answered the questionnaire in autumn 2019. Students responded to the questionnaires at the beginning of the course as a part of their pre-assignment. Of these students, 14 were excluded because their answers had many missing values concerning the measured dimensions (> 50%). Thus, a total of 135 students provided the data. In the questionnaire, the students were asked to evaluate their own time and effort management skills, academic self-efficacy, tendency to procrastinate and psychological flexibility. Of these students, 22 were male students and 110 female students. Two students identified as ‘other gender’, and one did not answer this question. Approximately a quarter of the students in the Faculty of Arts are male and, thus, the sample distribution is similar to the population. The average age of the participants was 28.1 years (SD = 7.62).

2.2 Instruments

We used two scales, focusing on time and effort management skills and academic self-efficacy, from the HowULearn questionnaire (Parpala and Lindblom-Ylänen, 2012 ). HowULearn -questionnaire and its scales are widely used and validated in Finnish and international contexts (e.g., Cheung et al., 2020; Parpala et al., 2010 ; Postareff et al., 2018; Ruohoniemi et al., 2017 ; Rytkönen et al., 2012). The HowULearn questionnaire has also been translated in the context of Danish higher education (Herrmann et al., 2017 ). Time and effort management skills are measured with four items on a Likert-scale from 1 to 5 (e.g. 'I am generally systematic and organised in my studies’). Concerning students’ academic self-efficacy, we used a scale from HowULearn questionnaire which has been constructed based on (Pintrich and Garcia ( 1991 ) Motivated Strategies for Learning Questionnaire (MSLQ). Five items, using a Likert scale from 1 to 5, were modified to suit the academic self-efficacy. As it is applied here, academic self-efficacy refers to students’ appraisal of their ability to master academic tasks including their judgements about their ability to accomplish a task as well as their confidence in their skill to perform that task. Based on these items, an academic self-efficacy scale for constructed (5 items, e.g., ‘I believe I will do well in my studies as long as I make an effort’). Psychological flexibility was measured according to the work-related acceptance and action questionnaire (WAAQ) (Bond et al., 2013) which was recently developed to fit the higher education context in Finland (7 items, e.g., ‘My worries do not prevent me from succeeding in my studies’ (Asikainen, 2018 ). The items used a 7-point Likert scale (1 = totally disagree, 7 = totally agree). Procrastination was measured with a short version of the Pure procrastination scale (PPS) (Svartdahl and Steel, 2017 ) using a 5-point Likert scale (5 items, e.g.,’ In preparation for some deadlines, I often waste time by doing other things’). This short version of the original pure procrastination scale has been proven to be a robust instrument to measure academic procrastination (Svartdahl et al., 2017; see also Klein et al., 2019 ).

2.3 Statistical analysis

Missing value analysis was conducted on the items measuring the scales. There were only four separate missing values concerning different items and, thus, these were replaced with means. The relationships between the scales were analysed with Pearson’s correlation analysis. In addition, linear regression analysis was conducted on the scales measuring academic self-efficacy, time and effort management (= organised studying) and psychological flexibility explaining procrastination. In addition, the students were then divided into three score groups (low/medium/high) based on their scores measuring time and effort management and psychological flexibility where the middle group was formed using the mean + − a half standard deviation. The groups were combined and thus, six score groups were conducted. The differences in these groups in procrastination was analysed with One-way ANOVA and Tukey’s test.

According to the Cronbach alpha analysis, the scales measuring psychological flexibility, procrastination and academic self-efficacy had very good reliability (α = 0.83–0.90). The reliability for the scale measuring time and effort management can be regarded as acceptable (see Table 1 ). Adding more items to measure the same dimension, would most probably have increased the alpha on Organised studying (Taber 2018). However, as the scale has been used in many previous studies with good reliability (Herrmann et al., 2017 ; Parpala et al., 2010 ; Ruohoniemi et al., 2017 ) its use can be considered to be acceptable.

The correlational analysis showed that there was a clear relationship between procrastination, psychological flexibility, academic self-efficacy and time and effort management skills. Procrastination was statistically significantly and negatively correlated with time and effort management skills (r =  − 0.584, p  < 0.001), academic self-efficacy ( p  =  − 0.358, p  < 0.001) and psychological flexibility (r =  − 0.461, p  < 0.001). In addition, academic self-efficacy was positively related to psychological flexibility ( p  = 0.322, p  < 0,001) and time and effort management skills ( p  = 0.357, p  < 0.001). In addition, time and effort management skills and psychological flexibility correlated positively with each other (r = 0.332, p  < 0.001). The correlations can be seen in Table 2 .

3.1 Regression analysis

A linear regression model was conducted with psychological flexibility, time and effort management and academic self-efficacy as predictors of procrastination. As presented in Table 3 , time and effort management skills, psychological flexibility and academic self-efficacy explained a significant level of variance in procrastination (Adjusted R Square = 0.382). Both time and effort management (t =  − 5.63, p  < 0.001) and psychological flexibility (t =  − 3.06, p  = 0.003) explained the variance in procrastination statistically significantly meaning that students who reported greater use of time and effort management strategies and higher psychological flexibility reported less tendency to procrastinate. Academic self-efficacy failed to emerge as an individual predictor of procrastination t =  − 1.04, p  = 0.301). The results of the regression analysis can be seen in Table 3 .

3.2 Differences in score groups

The One-way ANOVA of the score groups showed that there were differences in experiences of procrastination according to the score groups. According to the Tukey’s test, the group with a high score on time and effort management as well as psychological flexibility scored statistically significantly lower on procrastination than the other score groups (see Table 4 ). In addition, the group with a low score in time and effort management as well as on psychological flexibility scored higher in procrastination than the group scoring average on time and effort management and high on psychological flexibility as well as the group scoring high on time and effort management and average on psychological flexibility. The group scoring average on time and effort management and low on psychological flexibility also scored statistically significantly higher on procrastination than the group scoring high on time and effort management and average on psychological flexibility.

4 Discussion

Procrastination is consistently viewed as problematic to academic success and students’ general well-being (Steel, 2007 ). Students’ time management skills as well as ability to manage their own actions despite the negative feelings have been identified as central factors associated with procrastination along with students’ academic self-efficacy beliefs. To this point, however, only a few studies have included all these measures and compared their impact on procrastination. Thus, an aim with the present study was to explore how students’ time and effort management skills, psychological flexibility and academic self-efficacy are interrelated and associated with procrastination as they have been commonly addressed separately in previous studies.

Designed to address this limitation, our findings support three noteworthy findings regarding academic procrastination among students who experience problems in their time management skills. Firstly, our findings show that students’ ability to organise their time and effort had the strongest association with procrastination out of the variables included in the study. Secondly, our findings indicate that psychological flexibility has a strong individual role in explaining procrastination along with time and effort management skills, although to a slightly smaller degree. And thirdly, our findings suggest that these two constructs appear to be closely related and clearly go hand in hand and, thus, both need to be considered. In the remainder of this section, we review the findings that support these points, identify implications for research and practice, and discuss some limitations to these conclusions.

Time management has been repeatedly identified in previous studies as a major factor contributing to procrastination (Ferrari, 2001 ; Senécal et al., 1995 ; Steel, 2007 ; Wolters, 2003 ). Our findings add to this work by showing that in our study time and effort management skills were strongly related to self-reported level of procrastination and explained the largest variance of procrastination in the regression. This finding implies that students’ time and effort management skills can be used to understand their self-reported levels of academic procrastination. However, it appears that time and effort management skills alone are not enough to explain the phenomenon of procrastination as we assumed. In our study, psychological flexibility also had a strong individual role in explaining large variation of procrastination. This is in line with the recent research suggesting that psychological flexibility is also a central construct explaining procrastination (Dionne, 2016 ; Gagnon et al. 2016 ). These two factors were also strongly correlated with each other as well as with academic self-efficacy beliefs which suggests that they share common variance. Their central role was further explained by regression analysis which showed that together they explained almost 40% of the variance in procrastination. Interestingly, in the present study academic self-efficacy beliefs did not have a direct association with procrastination. This finding is in contrast with previous studies showing that lower self-efficacy beliefs are associated with an increased tendency to procrastinate (Judge and Bono, 2001 ; Wolters, 2003 ). However, some studies have similarly reported a non-significant association between self-efficacy and procrastination. For example, Klassen et al. ( 2010 ) showed with Canadian and Singaporean students that although procrastination negatively and significantly correlated with academic self-efficacy, in the regression model there was no association between academic self-efficacy and procrastination. Only self-efficacy for self-regulation and self-esteem had a significant relationship with procrastination (Klassen et al., 2010 ). This finding is very similar to our result. The most likely explanation for the result is that time and effort management skills and psychological flexibility have a more direct and stronger relationship with procrastination than academic self-efficacy even though it is closely related to all these constructs. It might be that if one is committed to value-based actions which are at the core of psychological flexibility, the negative thoughts one might have about oneself may not be hindering one’s goal-based actions (Hayes et al., 2006 ). This is an interesting finding, and it would be useful to study it in more detail in subsequent studies.

As a third noteworthy finding, our findings provide insight into the relations between time and effort management and psychological flexibility as factors contributing to procrastination. Psychological flexibility and time and effort management skills appear to go hand in hand. When the students were divided to three groups based on their scores on psychological flexibility and time and effort management, the largest groups were the ones in which both time and effort managements skills and psychological flexibility were either low or high. The groups where one of these measures would be high and the other would be low were the smallest in implicating their close relationship. Therefore, it seems that if a person rates his/her time and effort management skills highly, he/she rates his/her psychological flexibility high as well. Also, significant correlations between these measures support this notion. A significant positive correlation between time and effort management and psychological flexibility has also been found in previous study (Asikainen et al., 2019 ). Interestingly, the group that rated both time and effort management and psychological flexibility highly rated their tendency to procrastinate as markedly low compared to other groups. The opposite phenomenon was true for the group that rated their time and effort management skills and psychological flexibility low. This group rated their tendency to procrastinate very highly. Interestingly, if the rating on one of these measures, especially on time and effort management studying was lower, the tendency to procrastinate increased drastically. Although this conclusion fits with common-sense expectations regarding these constructs and their relationship, our findings are the first to establish this relationship empirically.

One implication of this finding is that future efforts to remediate students’ procrastination should account for both these factors. Only when accounting for both time and effort management and psychological flexibility can students’ procrastination be understood. Instead of taking procrastination merely as a self-regulation problem, it is also strongly influenced by a person’s inability to cope with negative emotions that arise in challenging situations (Eisenbeck et al., 2019 ; Gagnon et al., 2016 ; Glick et al., 2014 ). It may be suggested that time and effort management support psychological flexibility. Some studies on time allocation suggest that psychological flexibility process includes allocating one’s time to important and value-based actions in everyday life (Kashdan and Rottenberg, 2010 ). Thus, when time is allocated to support value-based action well-being also increases (Sheldon et al., 2010 ). Thinking about your own values and setting goals can also be considered to be a central part of both time and effort management (Entwistle and McCune, 2004 ) and psychological flexibility (Hayes et al., 2006 ). Thus, we could suggest that when practising psychological flexibility, time management is a part of the process in which one needs to plan how to allocate time to support one’s own personal values. Fostering students’ psychological flexibility as well as time and effort managements skills, could be a promising tool to decrease procrastination. As procrastinators often fail to regulate their actions in challenging or stressful situations (Ferrari, 2001 ), it might be that psychological flexibility could be a central construct. More attention should be paid to encouraging students to pursue value-based committed actions, despite the negative thoughts and feelings one might have. Thus, students’ capacity to cope with their negative thoughts and emotions should be enhanced during their studying (Asikainen, 2018 ).

4.1 Limitations

There are also some limitations that should be addressed. The participants consisted of a selected sample of students which most probably influenced the results. The students took part in a time management and well-being course which was directed especially at those students who had experienced problems with their studies. Thus, the sample of the students in this study was selected and most probably consisted mostly of students who were eager and motivated to improve their time management skills and studying. That might also explain why the time and effort management skills were the strongest explanatory variable of procrastination in the present study. Thus, these results of the study are not generalisable to general student population and the selected sample most probably influenced the results. More research is still needed with a bigger and more representative population. Studies should also explore the role of time and effort management skills in procrastination with a more representative student population. The number of participants was rather low which gave limited opportunities for analysis. For example, the number of students in different score groups was rather low, and in some cases too low for the analysis. Therefore, the results should be interpreted with care. Still, we wanted to include the One Way Anova analysis in our study as it clearly showed that psychological flexibility and time and effort management skills are aligned with each other and students with high scores in both of these dimensions report much less procrastination than other students. Furthermore, one major limitation of the study is that the data are based solely on self-reports. This means that we have measured students’ experiences of these variables. However, we used validated questionnaires which have been shown to be reliable in measuring these constructs and thus, we argue that these results also bring valuable insights to research in procrastination which should be further explored. Future research should also include other measures such as accumulation of credits to see how these measures relate to students’ study progression. In addition, our data are also cross-sectional in nature and thus represents only one particular timeframe. Thus, it is not possible to draw any conclusions regarding the predictive value of the variables. In future research we should also include longitudinal data to explore more closely the relationship between these measures. Despite of the numerous limitations in our study, we argue that this paper provides a novel exploration of these predictors of procrastination together which has not been provided in previous studies.

4.2 Practical implications and conclusions

One promising way to support students’ psychological flexibility and learning processes could be to combine study skills courses, such as time and effort management intervention courses with acceptance and commitment therapy (ACT)-based intervention courses, in which students could practise tolerating stress and negative thoughts as well as developing their time and effort management. Recent studies (Asikainen et al., 2019 ) have shown that this kind of ACT-interventions including reflection of one’s own study processes and practising new ways to study, in this way practising new ways to study, can enhance students’ psychological flexibility and time and effort management and in this way, foster students’ well-being and study skills. ACT-based intervention has shown to have multiple positive effects on students’ well-being and studying (Asikainen et al., 2019 ; Levin et al. 2017 ; Räsänen et al. 2016 ). In addition, ACT-based training can help students to manage psychological inflexibility and encourage persistence behaviour, which in turn is likely to have a positive impact on students’ self-efficacy and further, to their academic performance (Jeffords et al. 2018 ). Earlier studies have found that ACT-based interventions targeted at students who suffer from procrastination can decrease experiences of procrastination (Scent and Boes, 2014 ; Wang et al., 2015 ). One study has suggested that different core processes of psychological flexibility have different effects on procrastination. That is, although all the components correlate with procrastination, acceptance and committed actions significantly predict experiences of procrastination (Gagnon et al., 2016 ). Thus, it seems that being more open and accepting of one’s emotional experiences or thoughts and being willing to engage in difficult activities to persist in the direction of important values is important in reducing procrastination.

As time and effort management in our study was the predominant factor associated with procrastination, we suggest that time management should be promoted for higher education students. It has been shown that many students have trouble with time management (Parpala et al., 2010 ). Many studies have shown that different time management strategies are beneficial for different students. These include things like setting goals and planning how to achieve these (Häfner et al., 2015 ), setting deadlines (Ariely and Wertenbroch, 2002 ) and monitoring time use (Asikainen et al., 2019 ). These skills should be enhanced during university study because it has been shown that time and effort management skills remain rather constant without a conscious effort to influence them (Lindblom-Ylänne et al., 2017 ).

To conclude, our study brings novel insights into the underlying mechanisms of procrastination. Our study showed that both psychological flexibility and time management are important factors influencing procrastination, and furthermore, they appear to be closely related factors and together influence procrastination behavior. Thus, both these factors should be considered when the focus is on reducing procrastination. Students who tend to procrastinate might benefit from trainings that focus on training both time management skills and psychological flexibility and not focusing on only either one. This might produce the best results.

Data availability

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The idea for the article was by TH. All authors contributed to the study conception and design. Material preparation and data collection were performed by TH and the analysis were performed by HA. The first draft of the manuscript was written by TH and NK was responsible for writing the parts regarding psychological flexibility and discussion. All authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.

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Hailikari, T., Katajavuori, N. & Asikainen, H. Understanding procrastination: A case of a study skills course. Soc Psychol Educ 24 , 589–606 (2021). https://doi.org/10.1007/s11218-021-09621-2

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Accepted : 22 February 2021

Published : 22 March 2021

Issue Date : April 2021

DOI : https://doi.org/10.1007/s11218-021-09621-2

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3 Reasons Students Procrastinate—and How to Help Them Stop

Psychologists have uncovered reasons why students put off important work. But there are a few simple things teachers can do to keep students on track.

Leonardo da Vinci spent nearly 16 years painting the Mona Lisa —and never completed it . The Hitchhiker’s Guide to the Galaxy author Douglas Adams famously wrote , “I love deadlines. I love the whooshing noise they make as they go by.” And Frank Lloyd Wright spent a mere two hours designing Fallingwater —after delaying for nine months.

“Procrastination is extremely prevalent,” Piers Steel, a business professor at the University of Calgary, noted in a 2007 study . “Estimates indicate that 80 to 95 percent of college students engage in procrastination, approximately 75 percent consider themselves procrastinators, and almost 50 percent procrastinate consistently and problematically.”

If you’re a middle or high school teacher, it’s likely that you have procrastinators in your class—students who consistently wait until the last minute to turn in their assignments, or put off studying until the night before a test. This delaying has a cost: A 2015 study found that the longer business school students waited to turn in an assignment, the worse their grades were, with last-minute hand-ins costing them five percentage points on average, or half a grade. And a 2015 meta-analysis confirmed this result, finding that procrastination was associated with lower grades across 33 studies that included over 38,000 students (most of whom were in college). Even worse, medical research has linked procrastination to higher levels of stress, depression, anxiety, and fatigue.

It’s a common perception that students who procrastinate do so because they don’t care about the assignment—and that’s usually wrong, argued Devon Price, a social psychology professor at Loyola University, in 2018. More often than not, the underlying reasons for procrastination fall under two categories: fear of failure or confusion about the first steps of an assignment.

“Procrastination is more likely when the task is meaningful and the individual cares about doing it well,” Price explained. Procrastinators can stare at a screen or book for hours, paralyzed by fear. At that point, the best solution is to take a short break and engage in a relaxing activity.

Joseph Ferrari, a professor of psychology at DePaul University and leading expert on procrastination, has performed several studies on why students put off important work. In a groundbreaking 1989 study , Ferrari found that college students often procrastinated because of indecision: They spent too much time worrying about whether they were doing an assignment correctly, prolonging the time they spent on even simple tasks. For these students, procrastination was a coping mechanism to avoid stressful experiences.

“It is very helpful and useful to gather information to make an informed decision, but when one simply continues to gather beyond the point of adequate resources, then they are being indecisive and the waiting is counterproductive,” Ferrari told an interviewer in 2010 .

In a follow-up study , Ferrari found another reason why some students procrastinate: fear of criticism. He discovered that many college students engaged in self-sabotage because they could then blame low grades on the deadlines rather than their own abilities. These students preferred to “choose situations in which their public image would not be damaged by poor performance.” Once again, procrastination was a coping mechanism—in this case, to protect the students’ self-esteem and perceptions of their identity.

Ferrari discovered yet another, very different, motive for procrastination in a 1992 study . Some college students delayed starting on an assignment because they enjoyed the perceived thrill of working against a deadline. Putting assignments off until the last minute was a way of “adding drama to life,” giving these students a rush of adrenaline.

Indecisiveness, avoidance, and thrill-seeking are thus more likely explanations for procrastination than laziness or lack of motivation. So what can teachers do? Here are some suggestions.

5 Ways to Encourage Students Not to Procrastinate

1. Spread deadlines out. Researchers have investigated the impact of three types of deadlines for a series of tasks: evenly spaced, self-imposed, or a single, final deadline. In the first experiment, students were assigned three papers and were asked to either turn one in at the end of each month, choose their own deadlines, or submit all three papers by the end of the course. In the second experiment, students were given a task—to proofread three passages—and submitted their assignments weekly, at their own self-chosen pace, or all at once. In both experiments, evenly spaced deadlines not only yielded better student work but also decreased the chances that students would miss their deadlines.

The takeaway for teachers? Instead of giving students a big project with a single deadline, break it into smaller tasks with evenly spaced out deadlines. Ask for multiple drafts of a paper, for example. In a project-based learning unit, have students present their progress at specified checkpoints. This can be especially helpful for students who are paralyzed by large projects—by making each part more manageable, you can reduce the anxiety associated with intimidating deadlines.

2. Provide supportive feedback. Students with low self-esteem may be reluctant to put forth their best work if they’re worried about criticism or afraid of failing. Avoid giving highly critical or negative feedback, which may have the unintended consequence of making students feel nervous or self-conscious. Students may also respond poorly to feedback that feels controlling, so avoid being too explicit about what needs to be corrected. Finally, be cautious about giving feedback to students in front of their peers—they may feel uncomfortable and become disengaged.

3. Teach time management and study skills. A 2017 study found that many students lack the metacognitive skills they need to be able to study effectively, such as the ability to schedule ample time for studying or knowing when to ask for help. Many study participants were surprised when their initial scores were lower than they had expected—they did not have an accurate sense of how well prepared they were. They were then encouraged to plan ahead for an upcoming test, and were shown examples of how they could prepare. The results were significant: Compared to their peers, the students who participated in the metacognitive activities scored a third of a letter grade higher, on average.

4. Be mindful of workload. According to a 2015 study , the likelihood that students will turn in late work increases when deadlines for different projects coincide—something that can easily happen in middle and high school, when students have multiple teachers. Students also experience higher stress levels if they can’t manage multiple assignments that are due at the same time. Consider coordinating with other teachers to spread out major deadlines.

And when students face adversity that impacts their ability to finish assignments on time, such as taking care of a family member or having to financially support their family, being flexible about deadlines can help them stay on track.

5. Have clear instructions and examples. Students are more likely to put off a project if they don’t understand how to start. Ensure that all students know your expectations and the requirements of the assignment—it’s best to put instructions in writing so that students can refer to them as needed. You can also use exemplars , such as examples of past student work, to help them better understand what the assignment is.

The Admissions Strategist

Beat procrastination during college application season: the guide.

The first sign that something is wrong is usually a sinking feeling in the pit of your stomach.

You notice that every time the date glows on a phone, you start to sweat. Next, your heart races uncontrollably and your fingers fly across the keyboard in the middle of the night.

You can’t stop thinking about the fact that you called out of work again and you can’t remember if tomorrow is actually Tuesday or Friday.

These symptoms are a clear indication of procrastination — a highly contagious and often (academically) fatal disease that afflicts masses of high school seniors every year during college application season.

In fact, its prominence among students has earned it the nickname Senioritis .

Surrendering to Senioritis before you start your college essays will produce terrible results!

While it might be comforting to know that you are not alone, don’t let that stop you from taking preventative measures to protect yourself.

You can stop procrastination, and you’ll thank yourself in the long run.

Better yet, if you start your college applications early, your senior year will be an unforgettable experience.

It is important to understand that procrastination is a habit caused by a combination of disorganization, failing to prioritize time, and a fear of failure.

Click above to watch a video on how to stop procrastinating during college apps.

The following strategies will help you overcome procrastination, begin your college essays early, and set yourself up for a successful college career:

Charting Deadlines for Smooth Sailing. Deadlines Prevent Procrastination!

Understanding deadlines and preparing accordingly is a crucial part of the college application process.

Deadlines are not a suggestion. They must be taken seriously.

College admissions officers will not look favorably upon your application if you have failed to meet its most basic requirement.

• Failing to follow the rules during college applications implies that you wouldn’t follow the rules once you’re on campus.

Spend time researching colleges and note the deadlines for early and regular admission.

Having these dates and not “figuring it out as you go” will save you time and the stress of scrambling to write a college essay at the last minute.

• For further preparedness, consider also writing down the college essay prompt and word count requirement.
• As you scan these notes later, you can decide which essays will take you longer to write based on that information.
• It’s psychologically proven that writing down deadlines and important info makes it easier to remember them.

Having this chart of prompts and word counts in front of you will save you time and effort — instead of visiting websites with that information, you can conveniently scan your chart without interrupting your flow.

• This is an effective strategy when applying for scholarships as well, since many scholarships require essays that are similar to the Common App or University of California prompts .

Create a chart that organizes all of your deadlines, and keep it somewhere where you will look at it frequently.

This might be taped to your desk, folded up in your wallet, or covering the face of your One Direction cardboard cutout (I’m not judging — you do you).

You can separate your chart by category, but it is important that the dates are organized chronologically. Here’s an example:

As you complete your college essays, mark them off with a pen or marker.

The physical action of checking items off your list is a great feeling! The rush you get is the greatest remedy for procrastination during  college application season .

Success is achieved step by step, inch by inch, so crossing off items will help you visualize success.

Be sure to add every college that you are considering to your chart even if you are not certain you will write the essay.

You don’t want to realize too late that you have missed a deadline and the opportunity to apply.

Save the Date! Announcing the Union of Pen and Paper

Procrastination is a persistent beast, and one way of fighting back is to be equally persistent in staying organized.

• Use a calendar or planner to write down important dates and to schedule writing time for your college essays.

Refer to your deadline chart and make your own (earlier) deadlines for each essay.

In the example above, the early admission deadline for the University of Uno is November 11th, 2017. You might set a personal deadline for November 6th and block out writing time for yourself on November 3rd and 4th.

These self-selected writing times will make sure that you have enough time to brainstorm, write, and edit your essays .

Finishing your essay before the actual due date ensures a high-quality final product and avoids the inconvenience and stress caused by procrastination.

While deciding which days are most convenient for you to begin writing your essay, also consider these questions:

• Do I focus better in the morning, afternoon, or evening?
• In what environment am I most productive? The library? A coffee shop? The kitchen table?

Add these details to your planner and check it before making “fun” plans.

There are going to be times when you’re invited to a baseball game or a movie during writing time, but in order to beat procrastination, you must prioritize and stick to a schedule.

If you have never used a planner, now is a great time to get into the habit.

• You will find it is a useful tool in managing assignments, clubs, sports, work, and other activities in college.

For some students, printing a monthly block calendar is a minimalist strategy for staying organized.

• Other options include detailed daily planners, planners that allow you to set short- and long-term goals, planners with inspirational quotes and questions, and even phone applications that allow you to set reminders.

Whatever organizational tool you choose, be sure to update it frequently and check it every day.

The prospect of writing your college essays becomes much less intimidating when you have your tasks written in front of you.

Grab Your Umbrella! A Brainstorm is On the Horizon

Sitting down to write without brainstorming or outlining an essay is a daunting task.

Use this brainstorming guide during your entire college essay writing process — it’s the best of its kind.

Few students can successfully write a college essay without planning.

• Try brainstorming a list of anecdotes, words, phrases, or ideas related to the prompt you are given.

Don’t worry whether something is a “good” idea. During the brainstorming stage, you are concerned first with getting ideas down on paper.

If you have avoided procrastination, you will not be brainstorming and writing the final draft of your essay on the same day.

This means that as ideas come to you, you can pull out your notes and add them.

You might be surprised by how new ideas marinate in your subconscious and then tug at your attention while walking between classes or driving home from school.

Once you have your ideas on paper, create an outline of the structure of your essay. Even short college essays benefit from this process.

• Do you want to start with an anecdote? Do you know that in the body you want to discuss your experience in a particular club? These are details you definitely want to add to your document.
• Having brainstormed and outlined early in the process of applying to a college greatly cuts down on procrastination.
• Instead of starting with nothing, you have specific and thorough notes to guide your writing.

It’s in the nature of teenagers to skip brainstorming and planning.

Many of your peers will not brainstorm for the college essay — that’s their loss. Make sure you brainstorm, plan, and attack your essays in a meticulous way.

Slow and steady is better than fast and reckless.

Access Denied: Limit Distractions for Focused Writing & Solve Procrastination

Limiting distractions during your writing time is incredibly important.

You can block out as many writing sessions as you want, but if you spend all of your time googling Drake memes and cute puppies, then it is time wasted.

• If you are writing on the computer, consider using a productivity app that blocks websites during a set period of time.
• These apps are often free extensions and allow you to block websites that typically distract you (such as Facebook and Twitter).

Then, you set a time for a certain number of hours, and, no matter what you do, the websites are inaccessible until the timer runs out.

Here are some great website blockers that will help you increase productivity and limit distractions:

• Block Site: Chome Extension

Here’s a good list of website blockers. Reddit, Imgur, Pinterest, and Instagram are informative and/or entertaining, but they won’t help you write your college essays. Block them, for now.

Another strategy for limiting distractions is to draft your essays “old school” with paper and pencil. Be sure to sit away from computers, phones, tablets, and other distractions.

While writing, students often tend to overly rely on Google for ideas instead of using their own creativity.

Trust yourself, you know your story better than anybody else!

• If you’re still having trouble with increasing productivity, despite taking disciplinary measures to limit distractions, listen to interviews or podcasts with prominent people.

These are some great people, interviews,  stories, channels, and publications to check out when you need to step it up:

• Brian Chesky and the AirBnb Story
• Evan Carmichael Top 10 Rules (YouTube)
• Conor Mcgregor motivation videos (YouTube)
• IndieHackers Podcast
• The Oprah Winfrey Story
• Arnold Schwarzenegger
• Mulligan Brothers (YouTube)
• The Jack Ma Story
•  The Howard Schultz Story
• How I Built This Podcast

Collaborative Problem Solving: It’s Okay to Ask for Help

Many times procrastination stems from a fear of failure and/or a feeling of being “stuck” and unable to start writing.

• If this describes you, it is important to reach out for help early in the process of writing a college essay.

If you have written an essay but need some feedback, try asking an older sibling, or even your English teacher to read over your work and discuss it with you.

• You might find that having a conversation about your writing will spark new ideas and help you see your essay from another perspective.
• You might also feel unsure about the requirements of an essay. If this is the case, ask your guidance counselor to go through the essay process with you.
• You can also call the admissions office of a college or university to ask for clarification.

Asking for help and advocating for yourself is not a sign of weakness. In fact, it shows that you are self-motivated and dedicated to producing quality work.

Conclusion: Beat Procrastination During College Applications

Restore your peace of mind by leaving behind late-night panic attacks and mindless Internet scrolling.

By following these tips you can overcome procrastination and submit well-crafted essays to college admissions.

Always remember, the best way to write an effective college essay and flawless college application is to give yourself time. Preparation levels the playing field between you and your competitors.

Lots of smart students procrastinate during college applications. You can get your college essay advantage by starting early and sifting through your best ideas, anecdotes, introductions, and conclusions.

Learn how we can help you with college and career guidance! Check out our YouTube channel!

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Here’s How to Beat College Essay Procrastination

Small word, huge presence: It’s no secret that one of the most challenging aspects of the college admission process is the stress . Think about it: You can’t even utter all of the “s’s” in the word without naturally cringing a bit.

Before working with every one of my students, I ask their parents to fill out a detailed questionnaire drilling into the student’s habits and into what each family wants out of the college admission process. After all, in my experience, every family has a slightly different set of goals, expectations, and priorities around this pivotal experience. But despite these differences, do you know the one thing that almost every questionnaire comes back saying?

It’s some iteration of, “We want help taking the stress out of this process.”

So how does that happen?

Stress and Procrastination Are Interconnected

Stress (and its cousin, Overwhelm) are actually very intertwined with procrastination. When a project feels insurmountable, we tend to avoid it, eschewing it for the things that feel more manageable and comfortable to us. It’s no secret that college admission amounts to a gargantuan task; often, the sheer stress keeps students from moving forward, but the inability to move forward inherently injects more stress and overwhelm into the process. It’s the quintessential vicious cycle. Teens sometimes push against the process because they don’t know where to begin and because they don’t have a roadmap. It’s only when students can transcend that initial hurdle that they can start to diminish the stress and tackle the procrastination.

Indeed, ample research supports the fact that we tend to avoid the tasks that bring about negative emotions. So let’s talk about how to tackle that avoidance and get to work.

Beating Procrastination

The key to overcoming procrastination comes down to the pieces. Breaking a project down into smaller tasks or doable chunks of work makes it feel infinitely more manageable. One of the biggest areas that I see students procrastinate (as it relates to college applications) is in writing their college essay (a.k.a. personal statement, Common App essay).

Here are 5 tips to crush college essay procrastination:

Start with one small first step. Taking one step, no matter how teeny tiny, eliminates the initial resistance. Try writing one or two sentences and then allowing yourself to walk away for the day. Heck, simply copying and pasting the prompt at the top of your document is a start! Just do something.

At first, set small work goals. Maybe for the first few attempts, challenge yourself to write (or work on an outline) for only 10 minutes. Set a timer and once it goes off, allow yourself to stop. Focusing for short, doable chunks of time makes the task less overwhelming.

Embrace imperfection. You know what’s really normal? An abysmal first draft. Don't put pressure on yourself to get it right at the outset. You know what’s also really normal? Many, many drafts until you do get it right. A horrendous first draft will eventually morph into a hit-it-out-of-the-park final draft. You can't improve an essay until you’ve at least got something on paper. Rest easy knowing that your essay will improve over time. (And remind yourself to be flexible—at times, you might just have to go back to the drawing board, and that’s okay.)

Make a plan. Break down your writing into smaller tasks and set a goal deadline for each one. It might help to use a calendar to mark completion dates for each task. When you have clarity on your game plan, and beyond that, when you’ve committed it to paper (or whatever medium you’re using), you’re more likely to hold yourself accountable to get it done.

Reward yourself. The best way (in my opinion) to stay motivated is by planning small rewards for completing each writing milestone. (Who doesn’t love a reward for a job well done?) Maybe it’s simply a 10-minute scroll through your phone, perhaps it’s a sweet treat, or maybe you’d find joy in a quick bike ride. Whatever it is, determine the reward before the block of work begins so you know what you’re working toward.

Procrastination and stress don’t have to rule your application process. Together, these tips provide a surefire antidote. ( Bonus tip : These strategies don't just apply to college essays. They'll catapult your productivity during the school year, too.) Use them, and you’ll be sure to turn that cringe into a toothy grin knowing that you’re one step closer to nailing college admission.

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5 Ways to Stop Procrastinating and Write Your College Admissions Essay

Sorry sorry, stop panicking. The first part of the quote is just as true as the second. Some of the most successful creative people were also terrible procrastinators because procrastination is also a way of thinking (so says Aaron Sorkin ). Perfectionists (like Steve Jobs!) also procrastinate to delay the messy process of drafting. In other words, being a procrastinator doesn’t make you a bad person or an incompetent student. Still, the word does need to get done eventually, and you’ve officially entered the final time crunch. So, how are you going to get it all done? We’ve made a crash course just for people like you, and in about five steps, you’ll be well on your way to college essay success.

1. Forgive yourself.

Guilt and self-blame are only going to slow you down, so take a deep breath and let go of any regret you may feel. You can’t control the past, but you can control how you tackle the coming weeks. You are still in the race and you have time to catch up if you buckle down and make time to write .

2. Look for overlap.

We’ve said it before and we’ll say it again. The key to writing your supplemental essays is to find ways NOT to write. Compile a list of all of your supplemental essay prompts and group them by category . How many “why” essays do you have? How many activity essays? Chances are, you can start by writing one essay for each category (usually in response to the question with the longest word limit) and then simply trim and edit it to fit with several other prompts. Just don’t forget to swap in the correct school name!

3. Set a pace.

It’s crunch time. You need to write every single day. So, schedule some non-negotiable writing time for yourself and set a schedule you can stick to. Give yourself deadlines for each essay and enlist someone to hold you accountable. Consider making a deal with your mom or guidance counselor: if you meet your self-imposed deadlines, they will help you proofread your final drafts.

4. Clear your schedule and turn off your phone.

This is not a punishment, we swear. When you get down to the wire like this, though, you need to create a distraction-free environment for yourself. No, you don’t have to lock yourself in an airtight container, but you do need to make sure that your writing time is uncompromisable. Sometimes that means staying in when your friends are going out. The time to focus is now.

5. Take care of yourself.

You have an intense few weeks ahead of you, but that doesn’t mean you should skip meals or stop sleeping. In fact, it’s more important than ever for you to take care of yourself. Make sure you are well-fed and well-rested so that you have the mental energy to really focus on writing essays that truly reflect who you are (and not just the person you become during the last-minute panic). Most of all, remember that you can do this and you will end up at the school that is right for you.

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Tags: college application , college application help , college essay , college essay advisors , college essay help , college essay tutor , essay help , procrastination , procrastinators

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Writing a College Essay About.... Procrastination

<p>This could be the dumbest idea ever. It could be mocked by everyone on the forums, but I will give it a go anyways. I read a college essay about how this person was horrible at sports and had a last place ribbon hanging on his/her wall. I think it is a common one so I bet some people know what I am talking about. Either way, to me it seems like a good college essay has to stand out. It can’t be some “I overcame this” or “I learned this” type of essay. Even if it is an extremely well-written essay, there are so many other out there just like yours. So I came up with this idea while I still have time to write my essay (currently a Junior), when if I wrote an essay about procrastination? Kind of a humorous essay that pokes fun at myself a little. The problem, however, is that I feel like it has to tie into some kind of value or deep meaning. I feel like the opening sentence would really hook the reader in and make them pay attention to my essay. Thoughts?</p>

<p>It really depends on the content. An essay about procrastination or about you procrastinating in itself isn’t anything interesting. An essay standing out means nothing. Even bad essays can stand out. What really matters is the reason for which it will stand out. </p>

<p>What are you trying to tell through the essay? Procrastination is nothing special or unique, everyone does it. You need to add some substance to the topic. Else the reader will be like “ so he/she procrastinates…next”.</p>

<p>Every idea has already been done to death, so the success of your essay will be in how you say what you have to say.</p>

<p>You should also be aware that essays on procrastination are actually very common, so your will need to be incredibly strong to rise above the trope. </p>

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• dissertation defense essays applied microeconomics anna jaskiewicz

Dissertation Defense: “Essays in Applied Microeconomics” Anna Jaskiewicz

Anna Jaskiewicz, P hD Candidate, University of California, Santa Barbara

The first chapter studies the impact of anti-Black hate crimes on health outcomes of Black Americans. In 2019, hate crimes reported in the United States rose to the highest level in a decade. High exposure to race-motivated violence may induce psychological stress among Black individuals, contributing to racial disparities in health. In this paper, I conduct two separate yet complementary studies that document the adverse effects of anti-Black hate crimes on the health outcomes of Black infants and adults. First, I leverage a rich data set consisting of all nationwide birth records from the National Center for Health Statistics to show that in utero exposure to local anti-Black aggravated assaults is associated with lower birth weights and shorter gestation lengths among Black infants. Second, using restricted-access Emergency Department Data from the California Department of Health Care Access and Information, I find an increase in the volume of chest pain-related Emergency Department visits among Black adults following an anti-Black aggravated assault in their area of residence. In contrast to these results, I report that the effects on White infants and adults are negligible in magnitude and largely insignificant. Taken together, this suggests that stress associated with exposure to local anti-Black hate crimes may be a contributor to the racial health disparities present in the United States.

The second chapter, co-authored with Michael Topper, explores how in utero exposure to gunshot noise affects birth outcomes of mothers in California. Gun violence is ubiquitous across the United States, with gun-related deaths reaching an all-time high in 2021. The prevalence of gunfire results in loud and potentially stress-inducing sounds, which may adversely affect critical stages of in utero development. However, gunfire is largely unreported, creating a unique challenge for researchers to understand its consequences. In this paper, we mitigate this shortcoming by leveraging data from ShotSpotter—an acoustic gunshot technology which uses an array of sensors placed on city structures to detect the sound of gunfire. We combine this unique data source with the universe of births from nine California cities, each matched to a mother's residence. Using the variation in gunfire detections from ShotSpotter at the census-block level, we employ a difference-in-differences methodology and find that gunshot noise creates substantial increases in very low birth weight (< 1,500 grams) and very pre-term births (< 32 weeks). These effects are driven by times of the day when mothers are likely to be at-home and are particularly concentrated among mothers with low levels of education. These results suggest that gunshot noise is a major factor contributing to the income inequities in pregnancy outcomes.

The last chapter--joint work with Dingyue (Kite) Liu, Ruth Morales, and Jinglan (Caroline) Zhang--is a field experiment investigating if online leaderboards can positively shape student study behaviors. Procrastination is a common occurrence in everyday life, particularly among students. In this paper, we explore the implementation of a gamified leaderboard within an undergraduate economics course to assess its impact on class engagement and procrastination reduction. The leaderboard is integrated within weekly online assignments, auto-graded using an AI-assisted platform. Students achieving a full score and submitting their work earlier are ranked higher on the leaderboard. Our results suggest that the treated group, i.e., the group exposed to the leaderboard, exhibits earlier completion times relative to the control group. i.e., the group not exposed to the leaderboard. This points to the positive influence of gamified leaderboards on reducing procrastination tendencies and motivating students to complete tasks earlier.

JEL codes : I14, I18, K42, A22

Event Details

Join us to hear Anna’s dissertation defense. She will be defending her dissertation, “ Essays in Applied Microeconomics ” To access a copy of the  dissertation, you must have an active UCSB NetID and password.

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• A photo in a JPEG or PDF file is preferable, TIF and other files are accepted, we will contact you if there are any issues with the photo.
• Ad Run dates
• There is a discount for running more than one day, but this must be scheduled on the first run date to apply.
• If a photo is used, it must be used for both days for the discount to apply, contact us for more information.

Verification of Death:

In order to publish obituaries a name and phone number of funeral home/cremation society is required. We must contact the funeral home/cremation society handling the arrangements during their business hours to verify the death. If the body of the deceased has been donated to the University of Minnesota Anatomy Bequest Program, or a similar program, their phone number is required for verification.

Please allow enough time to contact them especially during their limited weekend hours.

A death certificate is also acceptable for this purpose but only one of these two options are necessary.

Guestbook and Outside Websites:

We are not allowed to reference other media sources with a guestbook or an obituary placed elsewhere when placing an obituary in print and online. We may place a website for a funeral home or a family email for contact instead; contact us with any questions regarding this matter.

Obituary Process:

Once your submission is completed, we will fax or email a proof for review prior to publication in the newspaper. This proof includes price and days the notice is scheduled to appear.

Please review the proof carefully. We must be notified of errors or changes before the notice appears in the Pioneer Press based on each day’s deadlines.

After publication, we will not be responsible for errors that may occur after final proofing.

All obituaries appear on TwinCities.com with a permanent online guestbook presence. If you wish to have the online presence removed, you can contact us to remove the guestbook online. Changes to an online obituary can be handled through the obituary desk. Call us with further questions.

Payment Procedure:

Pre-payment is required for all obituary notices prior to publication by the deadline specified below in our deadline schedule. Please call 651-228-5263 with your payment information after you have received the proof and approved its contents.

Credit Card: Payment accepted by phone only due to PCI (Payment Card Industry) regulations

EFT: Check by phone. Please provide your routing number and account number.

Cash: Accepted at our FRONT COUNTER Monday – Friday from 8:00AM – 3:30PM

• The minimum charge is $162 for the first 10 lines.
• Every line after the first 10 is $12.20.
• If the ad is under 10 lines it will be charged the minimum rate of $162.
• On a second run date, the lines are $8.20 per line, starting w/ the first line.
• For example: if first run date was 20 lines the cost would be $164.
• Each photo published is $125 per day.
• For example: 2 photos in the paper on 2 days would be 4 photo charges at $500.

Please follow deadline times to ensure your obituary is published on the day requested.

MEMORIAM (NON-OBITUARY) REQUEST

Unlike an obituary, Memoriam submissions are remembrances of a loved one who has passed. The rates for a memoriam differ from obituaries.

Please call or email us for more memoriam information

Please call 651-228-5280 for more information.

HOURS: Monday – Friday 8:00AM – 5:00PM (CLOSED WEEKENDS and HOLIDAYS)

Please submit your memoriam ad to [email protected] or call 651-228-5280.

Editorials | Other voices: Applying to college shouldn’t be…

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Editorials | other voices: applying to college shouldn’t be so complicated.

Applying to college typically involves selecting from among hundreds of schools, verifying course requirements, submitting standardized test scores, requesting letters of recommendation and providing household financial data. Most students start the process months, even years, before the deadline for submission. More than 1,000 colleges use the Common App — a template for basic information — but applicants often must submit additional material, such as personal essays, tailored to each school.

According to a 2023 poll, 62% of students describe the experience as “very or somewhat challenging.” More than 60% of Black, Latino and Asian students say it’s more stressful than any other academic activity, 20 points higher than for white students; among would-be first-generation college students, only half say they managed to gather all the material necessary to apply, compared to 74% of those with college-educated parents.

Partly due to these challenges, large numbers of those qualified for college never end up applying. A study of 1.2 million students with Common App accounts found that about 25% of them started but didn’t complete any of their applications. Students from poor and less educated families were more likely to be “non-submitters” than their wealthier peers, despite having comparable academic credentials. Overall, as many as 1 million students who begin the application process never finish it.

Should this be of concern? Some students surely neglect to submit their applications due to laziness or procrastination. Others change their minds. Highly selective colleges also have an interest in making the process as demanding as possible, to screen unserious candidates.

Yet 56% of the country’s 15 million undergraduates attend four-year institutions that admit at least 75% of applicants, effectively meaning that anyone who meets minimal academic standards gets in. Some of these schools still ask students to itemize their extracurricular activities, list years of work experiences, and submit essays and personal statements, even though the vast majority are admitted on their transcripts alone.

It’s reasonable to expect students to put effort into their applications. But for less selective schools, requiring all this added material serves little academic purpose; in fact, it’s counterproductive. It diminishes the importance of objective criteria like test scores in favor of “holistic” measures that overwhelmingly benefit wealthier candidates. It also wastes taxpayer money, since public colleges end up employing vast numbers of administrators to review applications, resources that would be better spent on actual instruction. Worse, superfluous requirements can deter otherwise qualified candidates from applying.

Streamlining the process would help. Over the past decade, 10 states have started guaranteeing admission to qualified students to certain schools before they apply, based on their test scores and grade-point averages. Idaho’s program has increased enrollment by 7%. A similar effort by Common App has expanded to 28 states; it proactively notifies students of admission and requires a simplified application to confirm their acceptance. One study found that low-income students who received such offers were more likely to submit at least one application than those who didn’t.

Policymakers should encourage more colleges to participate in these programs, and to track how many of those admitted ultimately enroll and earn degrees. Participation from flagship public universities should be prioritized, which would ensure that more low-income high achievers can get financial and academic support. The federal government can help by notifying households of their eligibility for financial aid when they file tax returns and requiring greater transparency from colleges on the true costs of attendance.

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