Strategies to Reduce Procrastination in College Students
Article Sidebar
Main Article Content
Abstract
College students’ procrastination patterns and strategies to decrease procrastination were investigated. Each week, participants alternated between two schedules of delivery of practice quizzes while preparing for weekly quizzes. In Study 1, one practice quiz was available per day in the noncontingent condition. In the contingent condition, participants had to submit one practice quiz per day to access the subsequent practice quiz. In Study 2, two practice quizzes were available every other day in the noncontingent condition. In the contingent condition, participants had to submit two practice quizzes every other day to access subsequent practice quizzes. Six of 25 participants stopped procrastinating at the end of the contingent condition. Both conditions yielded high scores on weekly quizzes even when participants procrastinated. These results indicate that college students’ procrastination patterns can be changed, although it does not necessarily lead to increased quiz scores.
Downloads
Article Details
- Authors retain copyright and grant the Journal of Teaching and Learning with Technology (JoTLT) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in JoTLT.
- Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in JoTLT.
- In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoTLT publications, JoTLT encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoTLT, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in JoTLT.