The Problem: Procrastination
PSYC FPX 3770 Assessment 2 Procrastination is one of the greatest obstacles to students in achieving deadlines or assignments, having a negative impact on their motivation and causing poor academic performance (Klingsieck, 2013). It affects a great many students on a regular and problematic basis (Klingsieck, 2013), routinely exhibiting indicators of stress and anxiety (Klingsieck, 2013).
The Solution
Applying stimulus control can combat procrastination on the premise that eliminating distractions will decrease procrastination behavior (Steel, Svartdal, Thundiyil, & Brothen, 2018). This approach also adopts a proper self-regulation practice strategy (Steel, Svartdal, Thundiyil, & Brothen, 2018). Cognitive Behavior Therapy (CBT) is also another effective remedy, emphasizing that optimal performance stems from intrinsic or extrinsic motive, thereby satisfying basic psychological needs (Rozental et al., 2018; Cook & Artino Jr., 2016).
The Theories
The Self-Determination Theory focuses on human motivation, which is all about intrinsic development and psychological needs such as autonomy, competence, and relatedness (Lopez-Garrido, 2021). It makes a distinction between extrinsic and intrinsic motivation (Lopez-Garrido, 2021). The Temporal Motivation Theory, on the contrary, focuses on time as a significant motivational factor and investigates factors such as expectancy/self-efficacy, value, impulsiveness, and delay (Steel, Svartdal, Thundiyil, & Brothen, 2018).
The Research
Studies indicate that impulsive decision is exacerbated by stimuli, an indication of the need to regulate external cues (Steel, Svartdal, Thundiyil, & Brothen, 2018). The research evidence suggests that avoidance of temptation or elimination reduces procrastination (Fishbach & Shah, 2006). Furthermore, resistance to tempting tasks by avoiding stimuli and focusing on goal-oriented tasks reduces procrastination behavior (Fishbach & Shah, 2006).
PSYC FPX 3770 Assessment 2 Motivation and Performance in Education
Research (cont.)
PSYC FPX 3770 Assessment 2 CBT, especially group-based, has demonstrated improvements in academic procrastination (Rozental et al., 2018). It illustrates efficacy in decreasing procrastination scores to a large extent (Karas & Spada, 2007). Additionally, research indicates that CBT interventions, with or without therapist contact, have a positive effect on treatment outcomes, including internet-based interventions (Rozental & Carlbring, 2013).
Applying This Information By Professionals
In a classroom, teachers can establish autonomy by providing choices of learning materials and test formats (Usable Knowledge, 2016). They can promote relatedness through collaborative activities and reduce physical barriers to improve control (Usable Knowledge, 2016). Establishing tasks that are suitably challenging and providing positive feedback also serves to increase competence and motivation (Usable Knowledge, 2016).
Summary & Conclusion
In summary, procrastination poses a serious threat to learning, addressed by means of the Temporal Motivation Theory and the Self-Determination Theory. Stimulus control and CBT offer remedies in eradicating procrastination. Education professionals can leverage the theory and evidence introduced here in addressing procrastination, enhancing the motivation and performance of learners.
References
Cook, D., & Artino Jr., A. (2016). Motivation to learn: an overview of contemporary theories. DOI: 10.111/medu.13074
Fishbach, A., & Shah, J. (2006). Self-Control in Action: implicit dispositions toward goals and away from temptations. DOI: 10.1037/0022-3514.90.5.820
Karas D, Spada MM (2009). Brief cognitive-behavioral coaching for procrastination: A case series. DOI: 10.1037/0022-3514.90.5.820
Klingsieck, K.B. (2013). Procrastination: When good things don’t come to those who wait. DOI: 10.1027/1016-90401/9000138
Lopez-Garrido, G. (2021). Self-Determination Theory and Motivation.
Rozental, A., & Carlbring, P. (2013). Internet-Based cognitive behavioral therapy for procrastination: Study protocol for a randomized controlled trial.
PSYC FPX 3770 Assessment 2 Motivation and Performance in Education
Rozental, A. et al. (2018). Treating Procrastination Using Cognitive Behavioral Therapy: A Pragmatic Randomized Controlled Trial Comparing Treatment Delivered vis The Internet or in Groups.
Steel, P., Svartdal, F., Thundiyil, T., & Brothen, T. (2018). Examining Procrastination Across Multiple Goal Stages: A longitudinal Study of Temporal Motivation Theory.
Usable Knowledge (2016). Intrinsically Motivated.
