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1、DoingtheThingsWeDo:AGroundedTheoryofAcademicProcrastinationMostpeopleviewprocrastinationasanegativepersonalitytrait.Procrastinatorsarethoughttobeindifferenttothequalityoftheirworkandpossiblyoflowercognitiveabilitythantheirnonprocrastinatingpeers.Previ
2、ousempiricalstudieshavesupportedthisviewofprocrastination,revealingthatprocrastinationresultsinlosttime,poorerhealth,decreasedlong-termlearning,andlowerself-esteem(Burns,Dittman,Nguyen,&Mitchelson,2000;Ferrari,Johnson,&McCown,1995;Milgram,Dangour,&Rav
3、iv,1992;Tice&Baumeister,1997;Wolters,2003).Anumberofstudiesalsohaveindicatedthatprocrastinationmaybelinkedtoanxietyandfearoffailure(Ferrari&Tice,2000).Thesefindingssuggestthatprocrastinationisanimpedimenttoacademicsuccessbecauseitdecreasesthequalityan
4、dquantityoflearningwhileincreasingtheseverityofstressandnegativeoutcomesinstudents’lives(Ferrarietal.,1995;Milgram,Gehrman,&Keinan,1992).However,previousstudieshavereportedthatmanycollegestudentsprocrastinatedespitetheseapparentconsequences(Conti,2000
5、;Saddler&Buley,1999).Morethan70%ofcollegestudentsreportedthattheyprocrastinateregularly,androughly20%dosohabitually(Schouwenburg,1995).Higherabilitystudentsprocrastinatedmorethanlowerabilitystudents,andprocrastinationtendstoincreaseasstudentsadvancein
6、theiracademiccareersandbecamemoreself-regulated(Ferrari,1991).Thesefindingssuggestthatprocrastinationiscommonamongcollegestudents.Theyalsosuggestthatprocrastinationamongsuccessfulcollegestudentsmayhavelittleimpactonperformanceorperhapsmaybeadaptivebec
7、auseitallowsindividualstoachieveasustainedlevelofflowandbetteruseoftheirstudytime(Brinthaupt&Shin,2001;Csikszentmihalyi,1990;Sommer,1990;Tullier,2000).Alternatively,ifprocrastinationdoesnotplayanadaptiveroleinsomesituations,thenmanycollegestudentsmayb
8、eunderachievingbecauseofregularprocrastination.Webeginbyoverviewingtherationaleforthestudyandsummarizingourmethodology.Wethendefinetheconstructofacademicprocrastinationasintentionallydeferringordelayingworkthatmustbecompleted,consideritsdimens
