My Instructor Made Me Do It: Task Characteristics of Procrastination
By David S. Ackerman, Barbara L. Gross. 2005
250 citations recorded by the source corpus.
Subfields: Clinical Psychology, Music
View Paper: https://www.semanticscholar.org/paper/44661a0aea58230a43bca066a7d25245b0f4a1c1
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Clinical Psychology
- Niklas Ziegler
- Marie-Christine J. L. Opdenakker
- S. Rajani
- Robert M. Klassen
- Lindsey L. Krawchuk
- Elçin Kuzucu
In Music
Citations in the corpus
- Measuring procrastination at work and its associated workplace aspects (2016, unknown): “Procrastinationwasmoststronglyassociatedwith the aversive task components of frustration, resentment, and, in particular, boredom (Ackerman & Gross, 2005; Blunt & Pychyl, 2000; Strongman & Burt, 2000).”
- Chain Reactions: The Impact of Order on Microtask Chains (2016, background): “These findings are consistent with ease-in strategies described by participants in our pilot interviews, and lend support to prior work that shows concrete, short-term goals can help people get started on larger tasks [1][4].”
- Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination (2008, methodology): “…have explored how procrastination negatively influences academic performance, and is more strongly associated with certain academic domains (e.g., Ackerman & Gross, 2005), but few studies have explored how students who are most adversely affected by procrastination differ from other students on…”
- The development of academic procrastination in first-year secondary education students: The link with metacognitive self-regulation, self-efficacy, and effort regulation (2018, background): “Tasks which are perceived as interesting, relevant, and require students to use a variety of different skills engender less dilatory behaviour (Ackerman & Gross, 2005).”
- Academic procrastination and motivation of adolescents in Turkey (2009, methodology): “The relationship between the Tuckman procrastination measure and the three-item Ackerman and Gross (2005) measure administered as a validity check was robust in both groups (r = .66 and .69 in boys and girls respectively, p .001).”