Individual differences in academic procrastination tendency and writing success

By B. Fritzsche, Kara C. Hickson. 2003

180 citations recorded by the source corpus.

Subfields: Clinical Psychology

View Paper: https://www.semanticscholar.org/paper/e82f16c1a5a09df6517f389769da84e3e468d7a2

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In Clinical Psychology

1. Keren Eilot
2. Noa Nevo
3. Verena Oberst
4. Somayeh Tahmouresi
5. S. Rajani
6. Mostafa Papi
7. Armin Stock
8. A. Häfner

Citations in the corpus

• “I’ll do it later”: Type of motivation, self-efficacy and homework procrastination (2013, background): “…of failure, and even pathological conditions of depression and anxiety (Dewitte and Schouwenburg 2002; Ferrari and Scher 2000; Ferrari et al. 2005; Fritzsche et al. 2003; Howell et al. 2006; Lay and Schouwenburg 1993; Lee 2005; Midgley and Urdan 2001; Schraw et al. 2007; Tice and Baumeister 1997;…”
• Avoiding procrastination through time management: an experimental intervention study (2014, background): “…1984; Van Eerde 2003), guilt (Pychyl, Lee, Thibodeau, and Blunt 2000), anxiety (Fritzsche, Young, and Hickson 2003; Rothblum, Solomon, and Murakami 1986), as well as low grades (Fritzsche, Young, and Hickson 2003; Klassen, Krawchuk, and Rajani 2008; Moon and Illingworth 2005; Van Eerde 2003).”
• Procrastination, participation, and performance in online learning environments (2011, result): “This result is consistent with the literature, demonstrating that when high procrastinators are not given any information or feedback about their performance, they start work later than low procrastinators (e.g., Fritzsche et al., 2003).”
• Future selves, enjoyment and anxiety as predictors of L2 writing achievement (2021, background): “…procrastinate their L2 writing assignments, feel unsatisfied with their writing experiences, avoid expressing complex ideas in their writing, expend less effort on improving their writing skills, and, subsequently, receive lower writing grades (e.g., Fritzsche et al., 2003; Tsao et al., 2017).”
• PREVALENCE OF ACADEMIC PROCRASTINATION BEHAVIOR AMONG PRE-SERVICE TEACHERS, AND ITS RELATIONSHIP WITH DEMOGRAPHICS AND INDIVIDUAL PREFERENCES (AKADEM(K ERTELEME DAVRANI/ININ Ö1RETMEN ADAYLARI ARASINDAK( YAYGINLI1I, DEMOGRAF(K ÖZELL(KLER VE B(REYSEL TERC(HLERLE (L(/K(S() (2009, background): “In the literature, a great number of studies affirm our finding (Beswick, Rothblum, and Mann, 1988; Çakıcı, 2003; Fritzsche, Young, and Hickson, 2003; Orpen, 1998; Tice and Baumeister, 1997; Tuckman, 2002).”
• The influence of personal networks and social support on study attainment of students in university education (2008, background): “academic performance ( Fritzsche et al. 2003; Jackson et al. 2003; Robbins et al. 2004; Rothblum et al. 1986; Tice and Baumeister 1997; Wesley 1994), but in other studies this effect did not occur (Beck et al. 2001; Cassady and Johnson 2002; Pychyl et al. 2001).”
• Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination (2008, background): “…use of self-handicapping strategies, fear of failure, under-achievement and can result in damaging mental health outcomes such as depression and anxiety (Dewitte & Schouwenburg, 2002; Ferrari & Scher, 2000; Fritz- sche et al., 2003; Lay & Schouwenburg, 1993; Lee, 2005; Midgley & Urdan, 2001).”