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1、DoingtheThingsWeDo:AGroundedTheoryofAcademicProcrastinationMostpeopleviewprocrastinationasanegativepersonalitytrait.Procrastinatorsarethoughttobeindifferenttothequalityoftheirworkandpossiblyoflowercognitiveabilitythantheirnonprocrastinatingpeers.Previousempiricalstudieshavesupportedthisviewofp
2、rocrastination,revealingthatprocrastinationresultsinlosttime,poorerhealth,decreasedlong-termlearning,andlowerself-esteem(Burns,Dittman,Nguyen,&Mitchelson,2000;Ferrari,Johnson,&McCown,1995;Milgram,Dangour,&Raviv,1992;Tice&Baumeister,1997;Wolters,2003).Anumberofstudiesalsohaveindicatedthatprocra
3、stinationmaybelinkedtoanxietyandfearoffailure(Ferrari&Tice,2000).Thesefindingssuggestthatprocrastinationisanimpedimenttoacademicsuccessbecauseitdecreasesthequalityandquantityoflearningwhileincreasingtheseverityofstressandnegativeoutcomesinstudents’lives(Ferrarietal.,1995;Milgram,Gehrman,&Keina
4、n,1992).However,previousstudieshavereportedthatmanycollegestudentsprocrastinatedespitetheseapparentconsequences(Conti,2000;Saddler&Buley,1999).Morethan70%ofcollegestudentsreportedthattheyprocrastinateregularly,androughly20%dosohabitually(Schouwenburg,1995).Higherabilitystudentsprocrastinatedmo
5、rethanlowerabilitystudents,andprocrastinationtendstoincreaseasstudentsadvanceintheiracademiccareersandbecamemoreself-regulated(Ferrari,1991).Thesefindingssuggestthatprocrastinationiscommonamongcollegestudents.Theyalsosuggestthatprocrastinationamongsuccessfulcollegestudentsmayhavelittleimpacton
6、performanceorperhapsmaybeadaptivebecauseitallowsindividualstoachieveasustainedlevelofflowandbetteruseoftheirstudytime(Brinthaupt&Shin,2001;Csikszentmihalyi,1990;Sommer,1990;Tullier,2000).Alternatively,ifprocrastinationdoesnotplayanadaptiveroleinsomesituations,thenmanycollegestudentsmaybeundera
7、chievingbecauseofregularprocrastination.Webeginbyoverviewingtherationaleforthestudyandsummarizingourmethodology.Wethendefinetheconstructofacademicprocrastinationasintentionallydeferringordelayingworkthatmustbecompleted,consideritsdimens