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Task ambiguity and academic procrastination: An experience sampling approach |
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| Affiliation: | 1. Chair of Applied Psychology, Mental mHealth Lab, Karlsruhe Institute of Technology, Germany;2. Department of Psychology, Martin-Luther University Halle-Wittenberg, Germany;1. DIPF | Leibniz Institute for Research and Information in Education, Frankfurt a. M., Germany;2. Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt a. M., Germany;3. Goethe-University, Frankfurt a. M., Germany;1. Sonja Bieg, Department of Educational Psychology, University of Education of Weingarten, Kirchplatz 2, 88250, Weingarten, Germany;2. Markus Dresel, Department of Psychology, University of Augsburg, Universitaetsstrasse 10, 86135, Augsburg, Germany;3. Thomas Goetz, Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Universitaetsstrasse 7 (NIG), 1010, Vienna, Austria;4. Ulrike E. Nett, Empirical Educational Research, University of Augsburg, Universitaetsstrasse 10, 86135, Augsburg, Germany;1. DIPF | Leibniz Institute for Research and Information in Education, Frankfurt a. M., Germany;2. Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt a. M., Germany;3. Empirical Educational Research, Augsburg University, Germany |
| Abstract: | Procrastination is thought to be affected by trait-based and by situational, or task-specific determinants. Situational and task-specific influences on students' procrastination behavior have rarely been studied. Most research has examined trait-based individual differences in students' general procrastination tendencies. This study used an adaptive experience sampling approach to assess students' (N = 88) task-related perceptions of ambiguity and their situation-specific procrastination behavior during exam preparation six times a day for seven days (n = 3581 measurements). Results revealed that 30% of all intended study sessions were procrastinated. The risk that study sessions were procrastinated increased with students' task-related ambiguity perceptions. Individuals' average risk of procrastinating study sessions was further predicted by their procrastination tendency and conscientiousness assessed at baseline. The findings suggest interventions that promote students’ ability to self-regulate but also modify tasks and instructions. Further implications and suggestions for future research are discussed. |
| Keywords: | Procrastination Ambiguity Self-regulation Experience sampling Task characteristics |
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