procrastination

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Academic procrastination in two settings: Motivation correlates, behavioral patterns, and negative impact of procrastination in Canada and Singapore.
1984) was used to measure academic procrastination and includes to subscales measuring frequency of ([alpha] = 0.
Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: A comparison between students with and without learning disorders.
2011) Correlates of course anxiety and academic procrastination in higher education.
On the other hand, this finding is matched with results obtained from some foreign studies as follows: The study of Capan [31] shows the relationship between procrastination and perfectionism; the study of Senecal and Koestner indicates that students who have inner incentive to do their homework procrastinate less than the students with external incentive[32]; the research of Rakes [33] expresses that internal motivation is an effective factor in reducing academic procrastination compared to external motivation; the study of Chu and Choi [34] indicates the relationship between procrastination and self-efficacy; and the study of Kagan et al.
Reducing academic procrastination through a group treatment program: A pilot study.
However, there is not enough empirical research on academic procrastination in the e-learning environment.
Keywords: women in STEM, academic procrastination, stereotype threat, achievement goals
The relationship of motivation and flow experience to academic procrastination in university students.
The estimated rate for problematic academic procrastination among undergraduates was reported to be at least 70-95% (Ellis and Knaus, 1977; Steel, 2007), with estimates of 20% and 30% for chronic or severe procrastination among undergraduates (e.
Keeping in view the significance of the issue present study focused on decisional procrastination and perceived locus of control in public and private sector executives to aggrandize our knowledge of this cognitive form of procrastination in work setting that has a distinct feature in comparison to other forms of everyday procrastination and academic procrastination (Watson, 2001).
Most scholarship has focused on academic procrastination, as up to 95% of students have procrastinated on academic tasks (O'Brien, 2002, as cited in Steel, 2007).

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