The action of postponing an intended plan is often referred to as procrastination. Research on procrastination generally views the phenomenon as a form of self-regulation failure. Self-regulation refers to the conscious and non-conscious processes that enable individuals to guide their thoughts, feelings, and behaviors purposefully. Research indicates correlations between self-regulation and executive functions providing a fruitful integration. From a neuroscientific perspective, this integration generally associates the prefrontal cortex with top-down control whenever successful self-regulation is achieved. On the contrary, self-regulation failure appears to involve a bottom-up control, in which subcortical regions have greater influence on behavioral outcomes. Subcortical regions involved in emotional and rewarding processes, such as the amygdala and nucleus accumbens appears to lie at the coreof self-regulation failure, whereas cortical executive functions of regulating emotion and impulsive behaviors may contribute to successful self-regulation, thus overcoming procrastination. This thesis aims to obtain a deeper understanding of the mechanisms of procrastination, specifically investigating self-regulation failure and its relationship with executive functions and the neural underpinnings of self-regulation.

The present study looks into examining if an employee’s consideration of future consequences or cultural values better predict their procrastination at work. A total of 253 participants from various parts of the globe were examined via an online survey utilizing the Considerations of Future Consequences Scale (Strathman et al., 2013), Behavior Identification Form (Vallacher & Wegner, 1989), CVScale for cultural values (Yoo et al., 2011), and Irrational Procrastination Scale (Steel, 2010). Work procrastination was found to be negatively correlated to consideration of future consequences, where those with higher levels of consideration of future consequences were found to have lower levels of work procrastination. In addition, more abstract or high-level personal agency was found to be positively correlated to consideration of future consequences and negatively correlated to work procrastination. Furthermore, a positive relationship was found between work procrastination and the cultural values of masculinity and power distance, where those with higher levels of these cultural values had higher levels of work procrastination. Lastly, consideration of future consequences was found to be a better predictor for work procrastination than cultural values. Possible explanations of the results are discussed, limitations of the study are mentioned, and recommendations for future studies are suggested.

Academic procrastination is a common phenomenon among contemporary college students. This behavior seriously affected the graduation, physical and mental of college students. Playing games is a kind of procrastination behavior, which refers to short-term happiness through games and avoiding the pain caused by academic writing. The purpose of this article is to help students pay attention to using idle games to regulate emotions to reduce the frequency of academic writing procrastination. In terms of game design, the game type chosen is idle games. The study used the method of emotion regulation skill trend chart to divide the procrastinators into two groups for the experiment. The conclusion is that serious games based on learning emotion regulation can help procrastinators to improve their emotion regulation skills and reduce the frequency of procrastination to a certain extent.

El objetivo de esta investigación es examinar la relación entre el aprendizaje autorregulado y la procrastinación académica en escolares de cuarto y quinto de secundaria de un colegio nacional de Chorrillos. La muestra estuvo conformada por 213 estudiantes entre las edades de 14 a 18 años, en la cual el 54% son los hombres y 46% son mujeres; el 53.5% pertenecen al turno mañana y 46.5% al turno tarde. Se aplicó la escala de procrastinación académica (Álvarez-Blas, 2010) y el cuestionario de autorregulación del aprendizaje (Matos, 2009). Dentro de los principales resultados se obtuvo que la dimensión autonomía presenta una correlación significativa negativa con procrastinación académica (rs=-.46**), por lo que se puede observar que la procrastinación tiene una mayor asociación con la regulación intrínseca que extrínseca; además, los resultados comparativos conllevan a una mayor exploración en futuras investigaciones con relación al sexo y turno de estudio de los escolares. / The objective of this research is to examine the relationship between self-regulated learning and academic procrastination in fourth and fifth grade schoolchildren in a national school in Chorrillos. The sample consisted of 213 students between the ages of 14 and 18, in which 54% are men and 46% are women, 53.5% belong to the morning shift and 46.5% to the late shift. The academic procrastination scale was applied (Álvarez-Blas, 2010) and the learning self-regulation questionnaire (Matos, 2009). Among the main results, it was obtained that the autonomy dimension of self-regulated learning has a significant negative correlation with academic procrastination (rs=-.46**), so it can be seen that procrastination has a greater association with intrinsic than extrinsic regulation; In addition, the comparative results lead to further exploration in future research regarding the sex and study time of schoolchildren. / Tesis

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Social media platforms (SMP) are a continually growing field with several implications for the social structures of society. SMPs are web-based platforms on which users connect with other individuals and organizations which enables social connections and social bonding. SMPs and other social networking sites can have both positive and negative effects on individuals' lives. On the one hand, social media micro-interactions such as liking and interacting with other individuals’ content are crucial in interpersonal communication. On the other hand, research shows micro-interactions eg. like-buttons, notifications, and stories, have a negative impact on task performance, affect individuals' views of their own self-worth, and cause undesirable behavior such as procrastination. Procrastination of tasks has negative implications for our society and is often caused by social media’s tendencies to trigger psychological factors such as fear of missing out or a desire for instant rewards. Using a design-oriented approach, this research investigates how micro-interactions can be designed with the help of mindful design to counteract procrastination among young adults in the context of SMPs. The results show that designing micro-interactions in a way that detaches,guides, and empowers users align with mindful design core goals, which helps counteract procrastination among young adults on SMPs.

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Prokrastinering är något de allra flesta har upplevt någon gång. Vi fastnar i distraktioner istället för att göra det vi borde. Det kan leda till stress och minskad självkänsla. Men det är en mänsklig tendens, inte ett tecken på lathet. Genom att vara medvetna om vår prokrastinering kan vi ta steg för att motverka den. Genom kunskap och användning av olika tekniker som belöningar och självreflektion kan vi bryta destruktiva mönster och skapa mer produktiva vanor.  Detta arbete fokuserar på att undersöka och motverka prokrastinering genom att skapa lösningar och verktyg för att hjälpa vuxna att bryta vanor och uppnå sina mål. Genom att integrera kunskap och insikter från olika discipliner, såsom psykologi, design och teknologi, strävar arbetet efter att skapa en helhetslösning som adresserar de komplexa och individuella utmaningar som prokrastinering kan innebära. Genom att erbjuda verktyg, riktlinjer och stöd på ett lekfullt sätt kan mitt projekt hjälpa människor att uppnå sina mål, utveckla sig själva och forma sin framtid på ett meningsfullt sätt. / Procrastination is something most people have experienced at some point. We get caught up in distractions instead of doing what we should be doing. It can lead to stress and low self-esteem. But this is a human tendency, not a sign of laziness. By being aware of our procrastination, we can take steps to prevent it. Through knowledge and the use of techniques like rewards and self-reflection, we can break destructive patterns and create more productive habits. This work focuses on investigating and combating procrastination by creating solutions and tools to help adults break habits and achieve their goals. By integrating knowledge and insights from various disciplines such as psychology, design, and technology, the work aims to create a comprehensive solution that address the complex and individual challenges of procrastination. The project can assist people in achieving their goals, developing themselves, and shaping their future in a meaningful way by providing tools, guidelines, and support in a playful way,

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