Academic interventions for academic procrastination: A review of the literature

Journal of Prevention & Intervention in the Community
Shlomo Zacks, Meirav Hen

Abstract

Procrastination is a widespread phenomenon in academic settings. It has been studied from many different theoretical angles, and a variety of causes and consequences have been suggested. Recent studies support the notion that academic procrastination can be seen from a situational perspective and as a failure in learning self-regulation. It suggests that interventions should address situational as well as deficits in self-regulation to help students overcome their procrastinating tendencies. The present review examined the recent literature on causes and consequences of academic procrastination and the limited number of studies of academic interventions for academic procrastination. Findings of this review strengthen the need to further study the topic of academic interventions for academic procrastination and to develop effective interventions. At the end of this review, several suggestions for the development of academic interventions are outlined.

References

May 12, 2009·The Journal of Social Psychology·Jin Nam Choi, Sarah V Moran
Nov 30, 2010·Journal of Clinical and Experimental Neuropsychology·Laura A RabinKatherine E Nutter-Upham
Sep 24, 2011·Journal of Applied Behavior Analysis·Christopher J PerrinNancy A Neef
Feb 23, 2012·Journal of Counseling Psychology·Kenneth G RiceDustin Clark
Feb 18, 2015·Journal of Experimental Psychology. General·Debra M Glick, Susan M Orsillo

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Citations

Mar 23, 2021·Iranian Journal of Nursing and Midwifery Research·Monireh Moharram-NejadifardElahe Ahmadnia

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