Toward a Holistic Approach to Reducing Academic Procrastination With Classroom Interventions

被引:6
|
作者
Miyake, Akira [1 ]
Kane, Michael J. [2 ]
机构
[1] Univ Colorado, Dept Psychol & Neurosci, Boulder, CO 80309 USA
[2] Univ N Carolina, Dept Psychol, Greensboro, NC USA
关键词
academic procrastination; classroom intervention; holistic approach; self-control; emotion regulation; open science; INDIVIDUAL-DIFFERENCES; GOAL-MANAGEMENT; PERFORMANCE; PREVENTION;
D O I
10.1177/09637214211070814
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
Although academic procrastination is prevalent, few interventions targeting it have been rigorously tested. We propose a novel approach to developing effective classroom interventions for academic procrastination, based on the ideas that changing complex behaviors requires a holistic, multipronged approach and that intervention research must embrace objective measures of procrastination behavior. We illustrate what such intervention efforts may look like by deriving some easily implementable techniques from a simple process model of self-control, which characterizes procrastination as a goal-management failure resulting from a need to repair negative emotion triggered by impending academic tasks.
引用
收藏
页码:291 / 304
页数:14
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