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1、DoingtheThingsWeDo:AGroundedTheoryofAcademicProcrastinationMostpeopleviewprocrastinationasanegativepersonalitytrait.Procrastinatorsarethoughttobeindifferenttothequalityoftheirworkandpossiblyoflowercognitiveabilitythantheirnonprocrastinatingpeers・Previousemp
2、iricalstudieshavesupportedthisviewofprocrastination,revealingthatprocrastinationresultsinlosttime,poorerhealth,decreasedlong-termlearning,andlowerself-esteem(Burns,Dittman,Nguyen,&Mitchelson,2000;Ferrari,Johnson,&McCown,1995;Milgram,Dangour,&Raviv,1992;Tice
3、&Baumeister,1997;Wolters,2003).Anumberofstudiesalsohaveindicatedthatprocrastinationmaybelinkedtoanxietyandfearoffailure(Ferrari&Tice,2000).Thesefindingssuggestthatprocrastinationisanimpedimenttoacademicsuccessbecauseitdecreasesthequalityandquantityoflearnin
4、gwhileincreasingtheseverityofstressandnegativeoutcomesinstudents,lives(FeiTarietal.,1995;Milgram,Gehrman,&Keinan,1992).However,previousstudieshavereportedthatmanycollegestudentsprocrastinatedespitetheseapparentconsequences(Conti,2000;Saddler&Buley,1999).Mor
5、ethan70%ofcollegestudentsreportedthattheyprocrastinateregularly,androughly20%dosohabitually(Schouwenburg,1995).Higherabilitystudentsprocrastinatedmorethanlowerabilitystudents,andprocrastinationtendstoincreaseasstudentsadvanceintheiracademiccareersandbecamem
6、oreself-regulated(FeiTari,1991).Thesefindingssuggestthatprocrastinationiscommonamongcollegestudents・Theyalsosuggestthatprocrastinationamongsuccessfulcollegestudentsmayhavelittleimpactonperformanceorperhapsmaybeadaptivebecauseitallowsindividualstoachieveasus
7、tainedlevelofflowandbetteruseoftheirstudytime(Brinthaupt&Shin,2001;Csikszentmihalyi,1990;Sommer,1990;Tullier,2000).Alternatively,ifprocrastinationdoesnotplayanadaptiveroleinsomesituations,thenmanycollegestudentsmaybeunderachievingbecauseofregularprocrastina
8、tion.Webeginbyoverviewingtherationaleforthestudyandsummarizingourmethodology.Wethendefinetheconstructofacademicprocrastinationasintentionallydeferringordelayingworkthatmustbecompleted,consideritsdimens
