The influences on perfectionism and procrastination of race, gender, cognitive-affective and academic self-appraisals, and academic performance expectations were studied. The sample consisted of 155 Introductory Psychology students (57 African Americans, 41 Asian Americans, and 57 European Americans; 51.6% women) with a mean age of 19.4 years (SD = 3.6). Data were collected during the final week of the Fall 2007 semester. Consistent with previous research indicating that men are more likely to procrastinate than women, men were over-represented in this sample. Self-esteem, measured with the Rosenberg (1965) Self-Esteem Scale, was conceptualized as having two components: self-liking and self-competence (Tafarodi & Milne, 2002). Guilt- and shame-proneness were measured with the Test of Self-Conscious Affect, Version 3, Short-form (TOSCA-3S; Tangney & Dearing, 2002). Academic self-confidence was measured with the Personal Evaluation Inventory (Shrauger & Schohn, 1995). A number of single-item questions concerning aspects related to students' Grade Point Average (GPA) were included. The High Standards and Discrepancy scales of the Almost Perfect Scale-Revised (APS-R; Slaney, Rice, Mobley, Trippi, & Ashby, 2001) represented the criterions of adaptive (AP) and maladaptive perfectionism (MP), respectively. The Aitken (1982) Procrastination Inventory was used as the criterion for procrastination. Components of self-esteem differentially predicted perfectionism. African Americans were significantly lower in shame-proneness. While there were non-perfectionists and AP's/MP's in each race and gender, African Americans were significantly higher in AP and Asian Americans were significantly higher in MP. Additionally, Asian American men were more likely to procrastinate. These results counter the "model minority" stereotype of Asian Americans, showing that they are at higher risk for personal and academic distress than their Black and White classmates. While women had higher GPA's and were more likely to be AP's, men had higher levels of academic self-confidence and expected to achieve higher GPA's. Regardless of race or gender, students with GPA's of 3.5 or higher (on a 4.0 scale) were more likely to be both types of perfectionists. Academic self-confidence was a significant positive predictor of AP and a negative predictor for MP and procrastination. This suggests that helping students improve their academic self-confidence could have many benefits.

Submitted by admin tede (tede@pucgoias.edu.br) on 2018-07-05T12:17:59Z No. of bitstreams: 1 TAIS GUEDES DE MELO E ALVIM.pdf: 785191 bytes, checksum: 502ae5b90b8e7f3d1752be0cb2109994 (MD5) / Made available in DSpace on 2018-07-05T12:17:59Z (GMT). No. of bitstreams: 1 TAIS GUEDES DE MELO E ALVIM.pdf: 785191 bytes, checksum: 502ae5b90b8e7f3d1752be0cb2109994 (MD5) Previous issue date: 2018-01-30 / Procrastination is the postponement of tasks, activities or decision-making and reaches a large portion of students and workers. Looking at this context, this dissertation had as main objective to investigate academic procrastination, as well as to analyze how the support of the environment and self-leadership can contribute to this understanding. Three studies were carried out - two theorists and one empirical one -, having as theoretical model the social cognitive theory (Bandura, 1991). In the first article, an analysis was made of the main theoretical references of academic procrastination, observing the antecedent and consequent variables. After analysis of the findings, it was observed that procrastination has been studied in several perspectives, but a scientific gap in the national and international productions that related the variables related to environmental support and procrastination, evidencing a wide field of investigation, was noticed. The second article verified, through a systematic review of the literature, how the self-leadership construct was studied by the scientific community in the period between 2006 and 2016. The results showed that although the studies focused on a common theme, construct is distinct in selected studies. In this way, it was emphasized the importance of developing more research focused on this theme, using specific instruments, validated in different countries. Finally, the third article aimed to broaden the understanding of the relationship between environmental support and academic procrastination with the influence of selfdirected strategies focused on behavior. According to the results, this influence can be direct and indirect, when it is shaped by self-leadership. The research findings suggest that the relationship between environmental support and academic procrastination is best explained through behavioral self-leadership strategies. It is evident that the use of mediation analysis was presented as a very important resource, since only then was it possible to verify with more clarity how self-directed strategies focused on behavior, as mediator variable, influence the direction or intensity of the relationship between environmental support and academic procrastination. / Procrastinação consiste no adiamento de tarefas, atividades ou tomadas de decisões e atinge uma grande parcela de estudantes e trabalhadores. Observando esse contexto, esta dissertação teve como objetivo principal investigar a procrastinação acadêmica, assim como analisar de que forma o suporte do ambiente e autoliderança podem contribuir para essa compreensão. Foram realizados três estudos – dois teóricos e um empírico –, tendo como modelo teórico a teoria social cognitiva (Bandura, 1991). No primeiro artigo, foi realizada uma análise dos principais referenciais teóricos da procrastinação acadêmica, observando as variáveis antecedentes e consequentes. Após análise dos achados, observou-se que procrastinação tem sido estudada em diversas perspectivas, entretanto percebeu-se uma lacuna científica nas produções nacionais e internacionais que relacionem as variáveis relativas ao suporte do ambiente e procrastinação, evidenciando um amplo campo de investigação. O segundo artigo verificou, por meio de uma revisão sistemática da literatura, como o construto autoliderança foi estudado pela comunidade científica no período entre 2006 a 2016. Os resultados demonstraram que, apesar dos estudos terem foco em um tema comum, a forma de avaliação do construto é distinta nos estudos selecionados. Desta forma, ressaltou-se a importância do desenvolvimento de mais pesquisas com foco nesta temática, utilizando instrumentos específicos, validados em diferentes países. E, por fim, o terceiro artigo, objetivou ampliar a compreensão da relação entre suporte do ambiente e procrastinação acadêmica com a influência das estratégias de autoliderança focadas no comportamento. De acordo com os resultados, essa influência pode ser direta e indireta, quando é moldada pela autoliderança. Os achados da pesquisa sugerem que a relação entre suporte do ambiente e procrastinação acadêmica é melhor explicada através das estratégias de autoliderança focadas no comportamento. Evidencia-se que a utilização da análise de mediação se apresentou como um recurso de suma importância, visto que somente assim foi possível verificar com mais clareza de que forma as estratégias de autoliderança focadas no comportamento, na condição de variável mediadora, influenciam na direção ou intensidade da relação entre suporte do ambiente e procrastinação acadêmica.

The equivocal and debated findings from a 2007 meta-analysis, which viewed perfectionism as a unidimensional construct, suggested that perfectionism was unrelated to procrastination. The present meta-analysis aimed to provide a conceptual update and reanalysis of the procrastination–perfectionism association guided by both a multidimensional view of perfectionism and self-regulation theory. The random-effects meta-analyses revealed a small to medium positive average effect size (r = .23; k = 43, N = 10 000; 95% confidence interval (95% CI) [0.19, 0.27]) for trait procrastination and perfectionistic concerns and a small to medium negative average effect size (r = −.22; k = 38, N = 9544; 95% CI [−0.26, −0.18]) for procrastination and perfectionistic strivings. The average correlations remained significant after statistically accounting for the joint variance between the two perfectionism dimensions via semi-partial correlations. For perfectionistic concerns, but not perfectionistic strivings, the effects depended on the perfectionism measure used. All effects did not vary by the trait procrastination measure used or the respondent's sex. Our findings confirm that from a multidimensional perspective, trait procrastination is both positively and negatively associated with higher-order perfectionism dimensions and further highlights the value of a self-regulation perspective for understanding the cognitive, affective and behavioural dynamics that characterise these traits.

The adaptive-maladaptive debate in perfectionism research often centers on the issue of whether perfectionism affords the individual an advantage in academic performance. This study is an extension of a previous study by the authors that found maladaptive forms of perfectionism were positively associated with academic procrastination. Conversely, adaptive forms of perfectionism were negatively associated with academic procrastination. Additionally, although trait anxiety was positively associated with academic procrastination in general, this relationship was reversed for those scoring high in adaptive perfectionism but not maladaptive perfectionism. The purpose of the current study is to examine whether the relationships between perfectionism and procrastination is indirect with intrinsic and extrinsic motivation (respective to adaptive and maladaptive perfectionism) serving as mediators of this relationship. Additionally we will examine whether the relationship between anxiety and procrastination is moderated by intrinsic and extrinsic motivation.

Le report de l'intention d'achat pendant un processus d'achat est un problème crucial pour l'entreprise. Ce thème est à l'origine d'un courant de recherche dynamique en marketing. De nombreuses causes situationnelles et contextuelles ont ainsi émergé pour expliquer le report d'achat. Cependant l'effet de facteurs psychologiques et individuels sur la décision de reporter n'a pas été développé à ce jour. Par ailleurs, les psychologues proposent de considérer la procrastination (tendance à remettre une intention au lendemain) comme un trait de personnalité. Le cadre conceptuel de cette recherche intègre donc les facteurs contextuels et individuels pour analyser le report de l'intention d'achat en proposant que la tendance à éviter ou interrompre un processus d'achat soit captée par la procrastination du consommateur. Cette recherche vise donc à déterminer les conditions d'expression de la procrastination du consommateur pendant le processus d'achat, et son impact sur le processus de décision. Pour atteindre cet objectif, une échelle de procrastination du consommateur est élaborée (EPC). La procrastination du consommateur est proposée comme un concept associant les dimensions évitement et indécision qui rendent compte de manifestations complémentaires du phénomène. Les validité faciale, convergente et nomologique de l'échelle sont respectées. Selon la position temporelle du consommateur dans le processus de décision, l'une ou l'autre des facettes peut être active. Courte, cette échelle est facilement utilisable dans d'autres recherches aussi bien théoriques qu'appliquées. Elle permet de prédire si un consommateur est susceptible ou non de décider un achat. La procrastination du consommateur est une facette du processus de décision.

¡§Time¡¨ is fleeting. People tend to ponder the needs in the present and develop procrastination for the future. Because of these tendencies, researchers in marketing examine topics such as impulsive buying and purchase in advance. For companies, understanding how consumers perceive time differently is beneficial to their promotion strategy development. Previous research has investigated the impacts of temporal distance and time window. Based on these time perspectives, this research incorporates two moderators in influencing consumer behavior: mental simulation and product type. The study uses experimental design to explore the advertising effects and gift coupon redemption. With the manipulation of different time perspectives, two experiments are conducted. Experiment 1 is a 2 (temporal distance: near future vs. distant future) ¡Ñ 2 (mental simulation: process simulation vs. outcome simulation) ¡Ñ 2 (product type: search goods vs. experience goods) factorial design. Experiment 2 is a 2 (time window: short vs. long) ¡Ñ 2 (mental simulation: process simulation vs. outcome simulation) ¡Ñ 2 (product type: search goods vs. experience goods) factorial design. With the eight conditions, the participants¡¦ intention and behavior are assessed. Results indicate that when promoting a search good, outcome simulation presented in the ad is more effective to participants who see the near future than those who see the distant future. However, in the coupon redemption behavior, when redeeming an experience good, there will be interaction effect between time window and mental simulation. When redeeming an experience good under the long time window condition, outcome simulation gets higher redemption rate than process simulation. While under the short time window condition, process simulation enhances higher redemption rate than outcome simulation. The findings provide marketing insights regarding how to frame time and mental simulation differently in the promotions while product type is considered.

The aim of the study was to investigate to what extent gender, age, academic achievement, depression and perfectionism predict academic procrastination among Faculty of Education students. The participants were 368 undergraduate students enrolled in five departments of Middle East Technical University, Faculty of Education. Data was collected by a questionnaire packet including demographic data form / Procrastination Assessment Scale-Students (PASS), Beck Depression Inventory (BDI) and Multidimensional Perfectionism Scale (MPS). The results of the multiple regression analysis for the total sample revealed that, self-oriented perfectionism, others-oriented perfectionism, academic achievement and depression were significant predictors of academic procrastination among Faculty of Education students. However age and socially prescribed perfectionism did not have any significant contribution to the prediction of academic procrastination. Predictive roles of the variables were differantiated across genders. While self-oriented perfectionism, others-oriented perfectionism, depression and academic achievement had significant predictive role on academic procrastination among females, self-oriented perfectionism was the only variable that had a significant contribution in predicting the academic procrastination of male students. Implications of the findings were discussed and some suggestions were made for further research.

People high in socially prescribed perfectionism (i.e., those who perceive others demand perfection of them) often behave in ways that are incongruent with their efforts to be perfect for others. This research proposes and tests two models that explain why socially prescribed perfectionism is related to self-defeating behaviours (i.e., behaviours with negative effects on the self that are often detrimental to achieving one’s goals). In Study 1, socially prescribed perfectionism was proposed to contribute to a cycle of self-defeat involving perfectionistic discrepancies, perfectionistic self-presentation, depressive affect, and self-defeating behaviours (i.e., binge eating, procrastination, interpersonal conflict). To test the model, data was collected from 317 undergraduates who completed structured online daily diaries. Results of multilevel structural equation modeling largely supported hypothesized relations such that participants high in socially prescribed perfectionism engaged in, or experienced, patterns of self-evaluation, self-presentation, and emotion that contributed to their imperfect, self-defeating behaviours. These behaviours undermined their efforts to be or look perfect for others—creating a sense of deficiency that sets the stage for another cycle of self-defeat. In Study 2, I tested the perfectionism model of binge eating in 218 mother-daughter dyads using a mixed longitudinal and daily diary design. Results largely supported hypotheses suggesting daughters’ socially prescribed perfectionism and mothers’ psychological control contribute indirectly to daughters’ binge eating by generating situations or experiences that trigger binge eating (i.e., discrepancies, depressive affect, and dietary restraint). For young women who believe their mothers rigidly require them to be perfect and whose mothers are demanding and controlling, binge eating appears to provide a means of coping with or escaping from an unhealthy, unsatisfying mother-daughter relationship. Together, the results of Study 1 and Study 2 help to explain why people who strive to be perfect for others often engage in self-defeating behaviours. These findings have numerous implications for theory and research on personality, relationships, and self-defeating behaviours, and for prevention, assessment, and treatment of perfectionism and associated difficulties. These implications, along with the limitations and future directions of this research are discussed.

The purpose of the present study was mainly fourfold / 1) to examine the undergraduate students&rsquo / level of academic procrastination in relation to gender / 2) to investigate the undergraduate students&rsquo / prevalence of procrastination in relation to gender in six areas of academic functioning namely / writing a term paper, studying for an exam, keeping up reading weekly assignments, performing academic administrative tasks, attendance tasks, and school activities in general / 3) to find out the relationship between academic procrastination score and academic achievement of undergraduate students / and 4) to reveal the self-reported reasons of academic procrastination in relation to gender. The Procrastination Assessment Scale-Students (PASS) was translated and adapted into Turkish and used as the data collection instrument. The data was gathered from 784 undergraduate students from different grades and 37 departments of Middle East Technical University. The results of the study revealed that 52% of METU students procrastinate on their academic tasks and the findings revealed that male students procrastinate more than female students. Moreover, the results of the prevalent analysis showed that the students nearly always or always engage in procrastination on the areas of studying for an exam, writing a term paper, and reading weekly reading assignments more than the other three areas namely / academic administrative tasks, attendance tasks and the tasks related to school activities in general. In addition, the results regarding the relationship between academic procrastination and academic achievement revealed a significant negative relationship between the two variables. Finally, factor analysis was conducted to find out the self-reported reasons of academic procrastination and four factors were found as excuses of students namely / fear of failure, risk taking, laziness, and rebellion against control.

Thesis (Ph.D.)--Virginia Commonwealth University, 2008. / Title from title-page of electronic thesis. Prepared for: Dept. of Psychology. Bibliography: leaves 144-159.