supervisor: pascal wilhelm
Topic
Academic procrastination is a persistent and common problem that can lead to reduced study performance and negative effects on student well-being. There are various causes of procrastination that are reinforced by the increasing use of digital devices in education and beyond. The proposed study focuses on testing Svartdal and Løkke’s (2022) model that proposes that certain antecedents set up an individual for procrastination and that through a process of negative reinforcement the behavior becomes more and more persistent. When this model is confirmed, it sets the stage for possible intervention strategies. Therefore, evidence is needed to corroborate this model.
Method
Testing this model can be done in different ways. An experimental approach would be best, but given the nature of the phenomenon this might not be possible. Perhaps a method based on mitigating the effect based on a model approach might be more indicative. The research question is: to what extent can procrastination behavior be explained by Svartdal and Løkke’s model?
references
Hidalgo-Fuentes, S. (2022). Problematic smartphone use and procrastination in the academic setting: a meta-analysis. Electronic Journal of Research in Educational Psychology, 20(2), 449-468. doi:10.3389/fpsyg.2022.1019261
Steel, P. (2007). The Nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133, 65-94.
Svartdal, F., & Løkke, J.A. (2022). The ABC of academic procrastination: Functional analysis of a detrimental habit. Frontiers in Psychology, 13. doi.org/10.3389/fpsyg.2022.1019261
van Eerde, W., & Klingsieck, K.B. (2018). Overcoming procrastination? A meta-analysis of intervention studies. Educational Research Review, 25, 73-85.