Psychology of Procrastination: 10 Worksheets & Games (PDF)

Psychology of Procrastination

Perceptions of procrastination range from being the topic of jokes to being associated with mental illness (Svartdal, Granmo, & Farevaag, 2018). But what is the truth about this ubiquitous behavior?

As a college instructor, I deal with student procrastination every semester, often resulting in end-of-term complications.

I’ve been guilty of it myself. Although I’m much better than I used to be, I’m still curious about procrastination.

How does it affect wellbeing and physiology?

More importantly, how can we overcome this tendency? Is there an app for that?

To get these answers, let’s explore procrastination, beginning with the psychology of procrastination.

Before you continue, we thought you might like to download our three Productivity Exercises for free . These detailed, science-based exercises will help you or your clients become more productive and efficient.

This Article Contains:

What is procrastination according to psychology, 6 causes according to research, 2 real-life examples of procrastination, how to overcome procrastination: 3 techniques, procrastination coaching and therapy: 2 tips, using cbt to overcome procrastination, 5 helpful worksheets, apps, & games, 12 questions, tests, & questionnaires for clients, top 2 books on the topic, positivepsychology.com’s helpful resources, a take-home message.

Procrastination has existed throughout history and across cultures, appearing in folk tales and songs. In 44 BC, the Roman politician Cicero denounced Antonius’s chronic slowness and procrastination as “hateful” (Steel, 2007).

Is procrastination merely slowness? According to Klassen, Krawchuk, and Rajani (2008, p. 916), “procrastination consists of the intentional delay of an intended course of action, in spite of an awareness of negative outcomes.”

Reviewing the history of procrastination, Steel (2007) stated that although it has existed throughout history, it increasingly assumed negative connotations with the start of the industrial revolution.

We know that technologically advanced societies mandate various commitments and deadlines, whereas agrarian and undeveloped societies do not (Steel, 2007).

Bearing in mind the connotation of procrastination as negative, we can assume there are associated consequences.

Physiological consequences of procrastination

Procrastination is linked to higher levels of stress and lower wellbeing (Jaffe, 2013; Stead, Shanahan, & Neufeld, 2010; Hairston & Shpitalni, 2016). Specifically, “[a]nxiety and depression are positively correlated with self-report and behavioral measures of procrastination” (Stead et al., 2010, p. 175).

Hairston and Shpitalni (2016) link procrastination to negative affect and self-reported sleep disturbances.

Other adverse effects of procrastination include “increased stress, lower task performance, reduced wellbeing, regret and suffering, and risk of mental and physical illness” (Svartdal et al., 2018, p. 2).

Considering the overall cultural condition of time poverty, why do people avoid tasks, preferring to peruse the internet or occupy themselves with Candy Crush?

Procrastination meaning

The following is not a comprehensive list of the causes of procrastination; however, it reflects common correlations.

1. Neuroticism

Neuroticism is similar to worrying, trait anxiety, or negative affect (Steel, 2007). Subcategories of note include irrational beliefs, cognitions, or thoughts; low self-efficacy and self-esteem; self-handicapping; impulsivity, sensation seeking; and depression.

Steel’s (2007, p. 81) research shows that the correlation between procrastination and neuroticism “appears to be due almost entirely to impulsiveness.”

2. Impulsivity

Impulsive people procrastinate, preferring to focus on desires of the moment (Steel, 2007; Svartdal et al., 2018) rather than the drudgery of tasks. This form of procrastination stems from pursuit of “ immediate gratification , neglecting or ignoring longer term responsibilities” (Steel, 2007, p. 70).

3. Conscientiousness

Conscientiousness includes variables such as distractibility (self-control), poor organization (structuring and planning life), low achievement motivation (goal setting, enjoyment of performance), and a gap between intention and action (Steel, 2007).

According to Steel (2007, p. 81), “procrastination does appear to be representative of low conscientiousness and self-regulatory failure.”

4. Lack of self-confidence or low self-efficacy

Stemming from a fear of failure, both low self-efficacy and low self-esteem are associated with procrastination (Steel, 2007). Low self-efficacy is seen as irrational doubts in our ability to do well. Low self-esteem is the belief that “any failure to perform to standard suggests inadequacy as a person” (Steel, 2007, p. 69).

5. Discomfort dodging (task aversion)

Discomfort dodging includes putting off a task “because some parts of it are associated with uncomfortable and, possibly anxious, feelings” (Knaus, 1979, p. 5). The goal of discomfort dodging is to avoid bad feelings.

6. Perfectionism

In his 1979 book Do It Now , William J. Knaus included a chapter on the association between perfectionism and procrastination. He states that perfectionism is unrealistic and linked to fear of failure. Others (Dexter, 2020; Phillips, 2019) also cite perfectionism as a source of procrastination.

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Procrastination is not new and does not discriminate.

Hannah Lamarque (2017) describes some famous procrastinators that few would expect.

1. Bill Clinton

This former president was notorious for failing to follow through and being cursed by distraction. So notorious was his latent reputation that in 1994, Time Magazine published an article about it. Further, his own vice president, Al Gore, characterized him as “punctually challenged” (Lamarque, 2017).

2. Leonardo Da Vinci

One of the greatest and most well-known artists of all time also contended with procrastination. It’s hard to conceive, considering his body of work, but Da Vinci struggled with focus. The Mona Lisa, one of his most notable masterpieces, took 16 years to complete.

Other works such as the Virgin of the Rocks took 13 years. So intense was Da Vinci’s proclivity for procrastination that his own benefactor threatened bankruptcy to motivate him.

It’s reassuring to know that procrastination is an equal opportunity malady. To offer a hand to those who struggle with it, let’s review some expert advice.

Visualization

1. The 5-minute rule

When the brain is overwhelmed by a task, it can result in anxiety and avoidance. Bariso (2021) suggests a simple technique he calls the five-minute rule.

He advises committing to the task for five minutes with the stipulation that you can quit after that time if the task is overwhelming. Also known as chunking, this method breaks tasks into feasible portions.

Because task initiation often creates the roadblock, this method helps procrastinators clear the first hurdle. Thank you, Mary Poppins.

2. Visualization (mental rehearsal)

Visualization is an ongoing process that can be productively directed (Peper, Harvey, Lin, & Duvvuri, 2014). Imagining successful completion of a task makes the realization more likely. This process is familiar to athletes and artists.

These five steps can guide the process.

  • Think of a past behavior or conflict that ended in disappointment.
  • Understand that under the circumstances, you handled it the only way you could.
  • Consider, “How could I have handled this with the wisdom I have now?”
  • Now, think back to that same situation. Immerse yourself in it as if it is recurring, using all of your senses. Be as specific as possible. This time, imagine yourself behaving masterfully.
  • Congratulate yourself for programming your own future.

3. Mindfulness

In Unwinding Anxiety , Judson Brewer (2021) discusses both procrastination and the worry loop that leads to it.

Brewer describes the standard habit loop as trigger, behavior, result. Avoiding a project can feel better in the moment than starting it. He suggests using mindfulness to build awareness of feelings associated with procrastination.

In the future, try doing a task early or on time, noticing what that feels like. The positive feelings associated with timely task completion can be used to build a new habit loop.

This video , created for medical students, introduces a useful equation for understanding procrastination and suggests seven remedies.

Knowing that there are ways to overcome procrastination, here are two tips for the therapist who has to deal with this phenomenon.

1. Appreciative inquiry

Appreciative inquiry was developed by Cooperrider and Srivastva (1987), with the help of graduate students at Case Western University in the 1980s. The concept is based on “powerful assumptions about human change that are positive and life generating by nature” (Binkert & Clancy, 2011, p. 287).

This strengths-based and solution-focused paradigm is premised on human potential and social constructionism. Adherents believe that clients can reinvent themselves through language, using three fundamental principles:

  • “what people focus on becomes their reality;
  • the language people use creates their reality; and
  • in every individual, something works” (Orem, Binkert, & Clancy, 2007, p. 40).

The application to coaching is realized through asking life-enhancing appreciative inquiry questions , watching for pivotal moments as clients begin to view themselves in a new light, and helping the client move forward, taking parts of their past that are positive and comforting (Binkert & Clancy, 2011).

2. Motivational interviewing

Motivational interviewing (MI) is an optimistic approach to change based on research, experience, and the belief that clients are more likely to change when they believe they can (Souders, 2019).

Drawing on the strength of self-talk, MI techniques encourage change talk. Grounded in self-determination theory, MI attends to three basic psychological needs:

  • Relatedness

Self-determination theory techniques are also used by professional sports coaches, such as Pete Carroll (Stetka, 2016).

This interdisciplinary method helps clients reduce ambivalence often associated with change. Its application is common in psychology and fields such as medicine and criminal justice.

This SlideShare was originally developed to help criminal justice practitioners implement MI. It explains concepts such as change talk, rolling with resistance, and using the acronym OARS.

CBT

In CBT, the relationship between thoughts, emotions, and feelings is explored and discussed. Research shows that anxiety and avoidance may explain procrastination. As reviewed earlier, procrastination is a behavior used to avoid uncomfortable feelings (Dexter, 2020).

This therapeutic approach focuses on the present and is goal oriented. It utilizes cognition to treat emotional and behavioral disorders and operates with the premise that changes in thoughts can be highly effective for treating deep-seated issues (Orem et al., 2007).

Cognitive-Behavioral Therapy has been proven effective as a tool to improve self-esteem and self-worth (McKay & Fanning, 2016), sometimes associated with procrastination. Using the power of self-talk to recognize and tame the inner critic, this method ignites the client’s rational, healthy voice (Sutton, 2021).

Below are three worksheets to help clients work through issues related to procrastination as well as a collection of apps and therapy games .

1. Reward Replacement Worksheet

Using procrastination as their behavior change goal, clients can use the Reward Replacement Worksheet to analyze the costs and rewards of procrastination and consider behavior change.

2. Problem Solving Worksheet for Adults

This Problem Solving Worksheet helps clients identify a problem, break it into smaller steps, and set a course of action, listing the pros and cons of each option.

3. Building New Habits

Building New Habits walks clients through the habit loop, including reward implementation, creating motivation for positive action.

4. HabitHub App

HabitHub

HabitHub, a habit and goal tracker app , motivates clients to complete to-do lists with easy-to-understand color schemes for daily, weekly, and monthly tasks.

Task reminder options range from many to few. I have incorporated this app for health and wellness routines as well as work-related tasks. Yes, there’s an app for that.

Available for Android . Available for iOS (coming soon).

5. Triskelion eLearning game

Triskelion

Triskelion from Gamelearn is a role-playing simulation course for overcoming procrastination and maximizing personal productivity and time management skills.

Students learn to plan and prioritize projects and discover techniques that can be used daily to manage tasks, improve efficiency, and achieve goals.

Request a demo .

As we have seen through motivational interviewing, powerful questions can lead clients to revelations, evoking new thoughts about their own potential. Below are six examples from Catherine Moore, author of 100 Most Powerful Life Coaching Questions (2019):

  • What will success look like?
  • How will you know you’ve achieved your goal?
  • How might you turn these steps into a plan?
  • How will you prepare for each step?
  • How do you plan to motivate yourself when obstacles arise?
  • What are some ways to motivate yourself to get started?

I’ve added four questions of my own:

  • What one word describes how you feel during or after procrastination? Explain.
  • What type of tasks do you tend to procrastinate on the most?
  • If your self-talk is negative, do you know where that voice comes from?
  • Think of a time you felt amazing about the work you do. How did it feel? Why?

These questions allow the client to reflect on emotions that when overlooked, create non-productive habit loops, keeping in mind that what gets rewarded, gets repeated.

Procrastination can be prevalent among students. This questionnaire from the Oregon State University’s Academic Success Center website, cleverly named Procrasti-Not, is geared toward students and holistic in nature. The questions seek to identify which life domains are more prone to procrastination.

Thoroughly getting on top of a topic means extending your knowledge, and reading our recommended books are just what you need.

1. Eat That Frog! 21 Great Ways to Stop Procrastination and Get More Done in Less Time – Brian Tracy

Eat that frog

Eat That Frog is touted as one of the most popular time management books in history and is available in 42 languages.

The author embraces the premise that hitting your most undesirable task first thing in the morning means you start the day having accomplished a great thing.

Further, Tracy addresses perseveration that leads to procrastination.

Find the book on Amazon .

2. Unwinding Anxiety: New Science Shows How to Break the Cycles of Worry and Fear to Heal Your Mind – Judson Brewer

Unwinding Anxiety

This book reviews the state of anxiety in current times and how anxiety drives bad habits (procrastination being one) and addictive behaviors.

Brewer presents a solution-focused program for overcoming anxiety.

We have a selection of resources that can aid mental healthcare practitioners with procrastinating clients.

The article 100 Most Powerful Life Coaching Questions [+PDF] by Catherine Moore (2019) provides helpful questions and resources for therapists, coaches, and anyone else looking to uncover issues. Moore also explains the GROW model and provides specific questions for coaching managers and leaders.

A series of simple worksheets are helpful for walking clients through individual steps toward their goal, using the acronym GROW. The worksheets include the following step-by-step process.

  • G Stands for Goal helps clients identify goals.
  • R Stands For REALITY allows clients to identify where they are with their goal and identify obstacles.
  • O Stands for Options helps clients identify options and their energy resources for reaching their goals.
  • W Stands For WAY FORWARD aids clients in setting up steps and sub-steps for reaching their goal. One of the strengths of this worksheet is the accountability piece and establishing a reward system for the accomplished goal.

If you’re looking for more science-based ways to help others enhance their wellbeing, this signature collection contains 17 validated positive psychology tools for practitioners . Use them to help others flourish and thrive.

Surprisingly, it has been my pleasure to explore procrastination. I’ve discovered apps, worksheets, questions, books, and other valuable resources that I’ve already implemented to improve work hygiene.

In 1979, Knaus described distractions such as “chain-smoking, overeating, sleeping, playing solitaire, doing pushups” (1979, p. 21). Forty-two years later, technological advancements have situated the temptation to procrastinate in the palm of our hands – no pushups necessary.

Students have been the target of many procrastination studies, but they’re not alone.

We are all different, and when addressing the gap between intention and action, it’s vital to create a plan that suits your personality type.

This article was completed on time, and it felt like an accomplishment because for me, procrastination is no joke.

We hope you enjoyed reading this article. Don’t forget to download our three Productivity Exercises for free .

  • Bariso, J. (2021, June 13). Emotionally intelligent people embrace the 5-minute rule . www.inc.com. Retrieved July 5, 2021, from https://www.inc.com/justin-bariso/emotionally-intelligent-people-embrace-5-minute-rule.html
  • Binkert, J., & Clancy, A. L. (2011). Appreciative inquiry. In L. Wildflower & D. Brennan (Eds.), The handbook of knowledge-based coaching: From theory to practice . Jossey-Bass.
  • Brewer, J. A. (2021). Unwinding anxiety: New science shows how to break the cycles of worry and fear to heal your mind . Avery.
  • Cooperrider, D. L., & Srivastva, S. (1987). Appreciative inquiry in organizational life.  Research in Organizational Change and Development ,  1 (1), 129–169.
  • Dexter, M. (2020, March 28). Social anxiety and procrastination: What “I can’t” might really mean . National Social Anxiety Center. Retrieved July 17, 2021, from https://nationalsocialanxietycenter.com/2020/03/28/social-anxiety-and-procrastination-what-i-cant-might-really-mean/
  • Hairston, I. S., & Shpitalni, R. (2016). Procrastination is linked with insomnia symptoms: The moderating role of morningness-eveningness. Personality and Individual Differences , 101 , 50–56.
  • Jaffe, E. (2013, March 29). Why wait? The science behind procrastination. Association for Psychological Science. Retrieved July 5, 2021, from https://www.psychologicalscience.org/observer/why-wait-the-science-behind-procrastination
  • Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2008). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology , 33 (4), 915–931.
  • Knaus, W. J. (1979). Do it now . Prentice-Hall.
  • Lamarque, H. (2017, January 12). Top 10 most famous procrastinators in the world . Career Addict. Retrieved July 21, 2021, from https://www.careeraddict.com/top-10-most-famous-procrastinators-in-the-world
  • McKay, M., & Fanning, P. (2016).  Self-esteem . New Harbinger.
  • Moore, C. (2019, October 22). 100 Most powerful life coaching questions [+PDF] . PositivePsychology.com. Retrieved August 4, 2021, from https://positivepsychology.com/life-coaching-questions/
  • Orem, S. L., Binkert, J., & Clancy, A. L. (2007). Appreciative coaching: A positive process for change . Jossey-Bass.
  • Peper, E., Harvey, R., Lin, I. M., & Duvvuri, P. (2014). Increase productivity, decrease procrastination, and increase energy. Biofeedback , 42 (2), 82–87.
  • Phillips, L. (2019, October 24). Procrastination: An emotional struggle. Counseling Today. Retrieved July 22, 2021, from https://ct.counseling.org/2019/10/procrastination-an-emotional-struggle/#
  • Souders, B. (2019, November 5). 17 Motivational interviewing questions and skills . PositivePsychology.com. Retrieved August 2, 2021, from https://positivepsychology.com/motivational-interviewing/
  • Stead, R., Shanahan, M. J., & Neufeld, R. W. (2010). “I’ll go to therapy, eventually”: Procrastination, stress, and mental health. Personality and Individual Differences , 49 , 175–180.
  • Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin , 133 (1), 65–94.
  • Stetka, B. (2016). How to coach like an Olympian. Scientific American Mind , 27 (4), 45–49.
  • Sutton, J. (2021, July 24). How to boost self-esteem: 12 Simple exercises & CBT tools . PositivePsychology.com. Retrieved August 2, 2021, from https://positivepsychology.com/self-esteem-boost-exercises/
  • Svartdal, F., Granmo, S., & Farevaag, F. S. (2018). On the behavioral side of procrastination: Exploring behavioral delay in real-life Settings. Frontiers in Psychology , 9 .
  • Tracy, B. (2017).  Eat that frog! 21 Great ways to stop procrastinating and get more done in less time.  Berrett-Koehler.

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What our readers think.

Sally

Brilliant article. I see aspects of myself in all the 6 causes of procrastination listed, nice to see them listed like this, where one can examine why they think the way they do… complete with references for further reading and tools for therapy. Procrastination can become a severe, career/lifestyle destroying problem left unchecked, negative beliefs formed over a lifetime. Guilt, shame and disappointment become unbearable by midlife. I am still procrastinating my social life more than a year after covid lockdowns, and struggles with productivity when working from home resulted in me forming rigid beliefs such as I am simply not capable of working in the afternoon, at all, even after returning to the office. When it gets this far, really need therapy not just an ADHD diagnosis and throw some meds at it. (meds not helpful in my case, I tried). There are so many “how to beat procrastination 10 tips” type articles that are basic, patronising and really just cover how to set goals followed by “just start it, go on!”. I’d also add one potential cause: Demand avoidance, which we all do to some degree. But when its pathological demand avoidance it can be associated with autism

Kopano Mochotlhi

A highly informative article that must be read by all people who wants to deal with mind strongholds of procrastination which are obstacles to our Divine Predestined success and prosperity.

Helen Pasquale

Well researched and informative article.

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Dave Stuart Jr.

Teaching Simplified.

A Simple Activity for Teaching About Procrastination

July 23, 2016 By Dave Stuart Jr. 6 Comments

My ninth graders tend to ride the struggle bus when it comes to procrastination. There are, of course, always the kids who make my jaw drop with their teachability on work habits — when I teach them how to apply bits of effort to their studies each day, these kids put it into practice and keep it going all year long — and the ones who shock me with how put together they are on Day 1 (KLev, looking at you). But those kids tend to be, well, the exception.

Know what I'm talking about?

In this simple lesson, I hope to give my students the best lesson on procrastination that I've ever not taught (because basically, Tim Urban is going to teach them), and to establish a shared vocabulary in my classes for dealing with what is basically a really serious problem. [1]

  • Something to write on and with
  • Note: I don't think this has any swearing in it, but when you preview the video double check to make sure. Tim's writing has swearing in it at times (see next note), so it's possible his talk could. I didn't notice any while watching it the second time, but while I was watching it I was writing this post so, you know, multi-tasking.
  • Notes: I would recommend this if A) your students can access it digitally — there are just too many drawings to make it printable and not 17 pages, and B) you're comfortable with Tim using the word “shit” a couple of times and the “F” word once or have a way in which you can replace or delete these words.

Activity Steps

“Hey class, so here's a question I want you to answer by show of hands: how many of you have been called a ‘procrastinator' before? Nice! Right now I want you to think of a time when you put something off until the last minute, something that you knew you probably shouldn't have. It doesn't have to be school related.”
“Got it? All right, you've got 30 seconds to tell the story to your partner; let's start with the partner closest to the window. Go to it.”

Kids talk in pairs ( Think-Pair-Share has been established in the classroom by this point); teacher circulates, bringing them back together after 60 seconds.

“All right — let's hear the procrastination tales of a few folks in the room.”

Randomly call a couple kids using index cards and take a couple volunteers.

“Thank you for sharing those. Please never do things like that again, okay? Hahaha.”

Actual cheesiness level of my teaching.

“So what we're going to do now is watch a TED Talk from a blogger named Tim Urban. Who has ever seen a TED Talk before? What the heck's a TED Talk? … All I want you to do is listen to what Tim is saying and write down any questions you might have — we'll discuss those at the end.”

Probably the hardest vocabulary in the video is ‘instant gratification,' but I think Tim gives enough examples to make the meaning clear; I won't be previewing complex vocab for kids prior to this video.

Watch the video.

“All right, first — were there any questions?”

Answer them; avoid teaching the key concepts at this point; you're just trying to clarify.

“Now, with your partner, I want you to decide what the top three key points or concepts from Tim's talk were. Your partner group should write these down.”

Give 1.5 minutes for this.

“That was good, focused work I saw. Now, let's get the key points on the board.”

Randomly call on kids using index cards; these are the points I'll want on the board:

  • instant gratification monkey
  • dark playground
  • panic monster
  • everyone is a procrastinator
  • value of deadlines

“All right — it's time to save the world! Every year, I see ninth grade students lose credit and dig themselves into an academic whole because of the good ol' instant gratification monkey. They let that thing run their lives, they ignore the panic monster, and before they know it they've got a GPA they're embarrassed about and they're starting to doubt their future career aspirations. That won't happen to you now, armed as you are with the ideas in Tim's TED Talk, but I want to ensure it doesn't happen to students in other classes.

So what you're going to do is write a short (150 words minimum) letter to a fellow ninth grader giving advice for overcoming procrastination. You don't need to use the terms from Tim's TED Talk, but you do need to explain to them why procrastination is a problem and how to overcome it.”

Optional Step 7

Have kids read Tim Urban's article on his TED Talk . (See caveats in “Materials” section above.)

  • I'm painfully aware that when my students don't “take off” academically during the ninth grade year, it becomes increasingly unlikely that they will do so in the future. The ninth grade year is “Make It Or Break It,” which you can read about here .

Reader Interactions

Fran Simmons (@aspielighthouse) says

August 23, 2016 at 9:58 pm

His talk does not have swearing. Thank you for sharing! Great ideas!!

davestuartjr says

August 23, 2016 at 10:29 pm

Yes — the talk is clean!

Christopher Lewis Harper says

May 9, 2019 at 4:10 pm

Amazing structure that will engage my pupils loads. They are year 8s (12 year olds) and this is brilliant

Dave Stuart Jr. (@davestuartjr) says

May 10, 2019 at 10:31 am

Christopher, I’m so glad — thank you!

Lawrence E Bessey says

November 4, 2019 at 9:12 am

Dave thanks a bunch!! I teach 10-12 and see it more and more. Gave me a lot of great ideas!

divyareena says

December 1, 2019 at 8:26 am

Hi Dave , Thank you for sharing the ted and plan. I will try it on my grade 11. Thanks again.

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Procrastination Worksheets for Students

assignments for procrastination

The Happier Therapy editorial team is made up of Masters and PhD counselling psychologists. Each worksheet is created by a team member with exposure to and experience in the subject matter.  The worksheet then gets reviewed by a more senior editorial member. This is someone with extensive knowledge of the subject matter and highly cited published material.

What is the theory behind this Procrastination worksheet for students?

Procrastination is defined as self-defeating behavior or failure of self-regulation. The act of delaying your tasks until the last minute or deadline is called procrastination. This irrational delay can bring different negative consequences and disturb the overall functioning of an individual. Research has proved that procrastination is a common cause of failure in academics, work, and different areas of life. It can also cause result in low self-esteem and anxiety when occupational and academic needs are not met.

How can this worksheet help you?

  • This worksheet can help you identify your procrastinating behaviors and help you improve them.
  • You will first identify the tasks and assignments that you are/have been procrastinating on and what are alternate behaviors, or activities you are involved in.
  • You will then explore the perks and cons of your procrastinating behavior.
  •  Then you can explore the ways in which you can work on this self-defeating behavior and bring positive outcomes in your life.

How to use this worksheet?

  • This worksheet is an essential tool for identifying your self-defeating behaviors and how can improve them.
  • Just simply download this worksheet can take a printout.
  • Think of the situations where you delayed your tasks and performed another task instead.
  • Write them down and their consequences as well.
  • In the next section, write ways in which you can stop this behavior and start working on your tasks. 
  • Keep this worksheet with you so you can read it frequently to keep reminding yourself to follow your tasks and stop procrastinating. 

Was this helpful?

Tice D. M., Baumeister R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: the costs and benefits of dawdling. Psychol. Sci. 8, 454–458. 10.1111/j.1467-9280.1997.tb00460.x

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What Is Procrastination?

Putting off tasks we don't enjoy is common, despite the consequences

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

assignments for procrastination

Why Do You Procrastinate?

Types of procrastination.

  • The Negative Impact
  • Strategies to Stop

Procrastination is the act of delaying or putting off tasks until the last minute, or past their deadline. Some researchers define procrastination as a "form of self-regulation failure characterized by the irrational delay of tasks despite potentially negative consequences."

According to Joseph Ferrari, a professor of psychology at DePaul University in Chicago and author of "Still Procrastinating: The No Regret Guide to Getting It Done," around 20% of U.S. adults are chronic procrastinators.

No matter how well-organized and committed you are, chances are that you have found yourself frittering away hours on trivial pursuits (watching TV, updating your Facebook status, shopping online) when you should have been spending that time on work or school-related projects.

Whether you're putting off finishing a project for work, avoiding homework assignments, or ignoring household chores, procrastination can have a major impact on your job, your grades, and your life.

In most cases, procrastination is not a sign of a serious problem. It's a common tendency that most people give in to at some point or another.

Remember that time that you thought you had a week left to finish a project that was really due the next day? How about the time you decided not to clean up your apartment because you "didn't feel like doing it right now?"

We often assume that projects won't take as long to finish as they really will, which can lead to a false sense of security when we believe that we still have plenty of time to complete these tasks.

One of the biggest factors contributing to procrastination is the notion that we have to feel inspired or motivated to work on a task at a particular moment.

The reality is that if you wait until you're in the right frame of mind to do certain tasks (especially undesirable ones), you will probably find that the right time simply never comes along and the task never gets completed.

The following are a few other factors that cause procrastination.

Researchers suggest that procrastination can be particularly pronounced among students. A 2007 meta analysis published in the Psychological Bulletin found that a whopping 80% to 95% of college students procrastinated on a regular basis, particularly when it came to completing assignments and coursework.  

According to researchers, there are some major cognitive distortions that lead to academic procrastination.   Students tend to:

  • Overestimate how much time they have left to perform tasks
  • Overestimate how motivated they will be in the future
  • Underestimate how long certain activities will take to complete
  • Mistakenly assume that they need to be in the right frame of mind to work on a project

Present Bias

The present bias is a phenomenon observed in human behavior that may result in procrastination. The present bias means that we tend to be motivated more by immediate gratification or rewards than we are by long-term rewards. This is why it feels good in the moment to procrastinate.

For example, the immediate reward of staying in bed and watching TV is more appealing than the long-term reward of publishing a blog post, which would take much longer to accomplish.

Procrastination can also be a result of depression . Feelings of hopelessness , helplessness, and a lack of energy can make it difficult to start (and finish) the simplest task. Depression can also lead to self-doubt . When you can't figure out how to tackle a project or feel insecure about your abilities, you might find it easier to put it off.

Obsessive-Compulsive Disorder (OCD)

Procrastination is also pretty common in people with obsessive-compulsive disorder . One reason is that OCD is often linked with maladaptive perfectionism, which causes fears about making new mistakes, doubts about whether you are doing something correctly, and worry over others' expectations of you.

People with OCD also often have a propensity toward indecision, causing them to procrastinate rather than make a decision.

Many adults with attention-deficit/hyperactivity disorder (ADHD) struggle with procrastination. When you're so distracted by outside stimuli, as well as internal thoughts, it can be hard to get started on a task, especially if that task is difficult or not interesting to you.

Is Procrastination a Mental Illness?

Procrastination itself is not a mental illness. But in some cases, it may be symptomatic of an underlying mental health condition such as depression, OCD, or ADHD.

We often come up with a number of excuses or rationalizations to justify our behavior. According to researchers, there are 15 key reasons why people say they procrastinate:

  • Not knowing what needs to be done
  • Not knowing how to do something
  • Not wanting to do something
  • Not caring if it gets done or not
  • Not caring when something gets done
  • Not feeling in the mood to do it
  • Being in the habit of waiting until the last minute
  • Believing that you work better under pressure
  • Thinking that you can finish it at the last minute
  • Lacking the initiative to get started
  • Blaming sickness or poor health
  • Waiting for the right moment
  • Needing time to think about the task
  • Delaying one task in favor of working on another

Press Play for Advice On Completing Tasks

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Some researchers classify two types of procrastinators: passive and active procrastinators.

  • Passive procrastinators : Delay the task because they have trouble making decisions and acting on them
  • Active procrastinators : Delay the task purposefully because working under pressure allows them to "feel challenged and motivated"

Others define the types of procrastinators based on different behavioral styles of procrastination, including:

  • Perfectionist : Puts off tasks out of the fear of not being able to complete a task perfectly
  • Dreamer : Puts off tasks because they are not good at paying attention to detail
  • Defier : Doesn't believe someone should dictate their time schedule
  • Worrier : Puts off tasks out of fear of change or leaving the comfort of "the known"
  • Crisis-maker : Puts off tasks because they like working under pressure
  • Overdoer : Takes on too much and struggles with finding time to start and complete task

Procrastinators vs. Non-Procrastinators

"Non-procrastinators focus on the task that needs to be done. They have a stronger personal identity and are less concerned about what psychologists call 'social esteem'—how others like us—as opposed to self-esteem which is how we feel about ourselves," explained Dr. Ferrari in an interview with the American Psychological Association (APA).  

According to psychologist Piers Steel, people who don't procrastinate tend to be high in the personality trait known as conscientiousness , one of the broad dispositions identified by the Big Five theory of personality. People who are high in conscientiousness also tend to be high in other areas including self-discipline, persistence, and personal responsibility.

The Negative Impact of Procrastination

It is only in cases where procrastination becomes chronic and begins to have a serious impact on a person's daily life that it becomes a more serious issue. In such instances, it's not just a matter of having poor time management skills, it's a major part of their lifestyle.

Perhaps they pay their bills late, don't start work on big projects until the night before the deadline, delay gift shopping until the day before a birthday, and even file their income tax returns late.

Unfortunately, this procrastination can have a serious impact on a number of life areas, including a person's mental health and social, professional, and financial well-being:

  • Higher levels of stress and illness
  • Increased burden placed on social relationships
  • Resentment from friends, family, co-workers, and fellow students
  • Consequences of delinquent bills and income tax returns

How to Overcome Procrastination

You might find yourself wondering, How can I stop procrastinating?

Fortunately, there are a number of different things you can do to fight procrastination and start getting things done on time. Consider these your procrastination exercises:

  • Make a to-do list : To help keep you on track, consider placing a due date next to each item.
  • Take baby steps : Break down the items on your list into small, manageable steps so that your tasks don’t seem so overwhelming.
  • Recognize the warning signs : Pay attention to any thoughts of procrastination and do your best to resist the urge. If you begin to think about procrastinating, force yourself to spend a few minutes working on your task.
  • Eliminate distraction : Ask yourself what pulls your attention away the most—whether it's Instagram, Facebook updates, or the local news—and turn off those sources of distraction.
  • Pat yourself on the back : When you finish an item on your to-do list on time, congratulate yourself and reward yourself by indulging in something you find fun.    

Prem R, Scheel TE, Weigelt O, Hoffmann K, Korunka C. Procrastination in daily working life: A diary study on within-person processes that link work characteristics to workplace procrastination . Front Psychol . 2018;9:1087. doi:10.3389/fpsyg.2018.01087

American Psychological Association. The Psychology of Procrastination: Why People Put Off Important Tasks Until the Last Minute . 2010.

Bisin A, Hyndman K. Present-bias, procrastination and deadlines in a field experiment . Games and Economic Behavior. 2020;119:339-357. doi:10.1016/j.geb.2019.11.010

Steel P. The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure . Psychol Bull . 2007;133(1):65-94. doi:10.1037/0033-2909.133.1.65 

Ferrari, Joseph & Johnson, Judith & McCown, William. (1995). Procrastination and Task Avoidance - Theory, Research and Treatment . doi: 10.1007/978-1-4899-0227-6

Beutel ME, Klein EM, Aufenanger S, et al. Procrastination, distress and life satisfaction across the age range - A German representative community study .  PLoS One . 2016;11(2):e0148054. doi:10.1371/journal.pone.0148054

Limburg K, Watson HJ, Hagger MS, Egan SJ.  The relationship between perfectionism and psychopathology: A meta-analysis .  J Clin Psychol.  2017;73(10):1301-1326. doi:10.1002/jclp.22435

Altgassen M, Scheres A, Edel MA.  Prospective memory (partially) mediates the link between ADHD symptoms and procrastination .  Atten Defic Hyperact Disord . 2019;11(1):59-71. doi:10.1007/s12402-018-0273-x

Tuckman BW, Abry DA, Smith DR. (2008). Learning and Motivation Strategies: Your Guide to Success (2nd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

Zohar AH, Shimone LP, Hen M. Active and passive procrastination in terms of temperament and character .  PeerJ . 2019;7:e6988. doi:10.7717/peerj.6988

American Psychological Association. The first step to overcoming procrastination: Know thyself .

Svartdal F, Nemtcan E. Past negative consequences of unnecessary delay as a marker of procrastination . Front Psychol. 2022;13. doi:10.3389/fpsyg.2022.787337

Schrager S, Sadowski E. Getting more done: Strategies to increase scholarly productivity .  J Grad Med Educ . 2016;8(1):10-13. doi:10.4300/JGME-D-15-00165.1

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

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3 Reasons Students Procrastinate—and How to Help Them Stop

Psychologists have uncovered reasons why students put off important work. But there are a few simple things teachers can do to keep students on track.

An illustration of procrastination concept

Leonardo da Vinci spent nearly 16 years painting the Mona Lisa —and never completed it . The Hitchhiker’s Guide to the Galaxy author Douglas Adams famously wrote , “I love deadlines. I love the whooshing noise they make as they go by.” And Frank Lloyd Wright spent a mere two hours designing Fallingwater —after delaying for nine months.

“Procrastination is extremely prevalent,” Piers Steel, a business professor at the University of Calgary, noted in a 2007 study . “Estimates indicate that 80 to 95 percent of college students engage in procrastination, approximately 75 percent consider themselves procrastinators, and almost 50 percent procrastinate consistently and problematically.”

If you’re a middle or high school teacher, it’s likely that you have procrastinators in your class—students who consistently wait until the last minute to turn in their assignments, or put off studying until the night before a test. This delaying has a cost: A 2015 study found that the longer business school students waited to turn in an assignment, the worse their grades were, with last-minute hand-ins costing them five percentage points on average, or half a grade. And a 2015 meta-analysis confirmed this result, finding that procrastination was associated with lower grades across 33 studies that included over 38,000 students (most of whom were in college). Even worse, medical research has linked procrastination to higher levels of stress, depression, anxiety, and fatigue.

It’s a common perception that students who procrastinate do so because they don’t care about the assignment—and that’s usually wrong, argued Devon Price, a social psychology professor at Loyola University, in 2018. More often than not, the underlying reasons for procrastination fall under two categories: fear of failure or confusion about the first steps of an assignment.

“Procrastination is more likely when the task is meaningful and the individual cares about doing it well,” Price explained. Procrastinators can stare at a screen or book for hours, paralyzed by fear. At that point, the best solution is to take a short break and engage in a relaxing activity.

Joseph Ferrari, a professor of psychology at DePaul University and leading expert on procrastination, has performed several studies on why students put off important work. In a groundbreaking 1989 study , Ferrari found that college students often procrastinated because of indecision: They spent too much time worrying about whether they were doing an assignment correctly, prolonging the time they spent on even simple tasks. For these students, procrastination was a coping mechanism to avoid stressful experiences.

“It is very helpful and useful to gather information to make an informed decision, but when one simply continues to gather beyond the point of adequate resources, then they are being indecisive and the waiting is counterproductive,” Ferrari told an interviewer in 2010 .

In a follow-up study , Ferrari found another reason why some students procrastinate: fear of criticism. He discovered that many college students engaged in self-sabotage because they could then blame low grades on the deadlines rather than their own abilities. These students preferred to “choose situations in which their public image would not be damaged by poor performance.” Once again, procrastination was a coping mechanism—in this case, to protect the students’ self-esteem and perceptions of their identity.

Ferrari discovered yet another, very different, motive for procrastination in a 1992 study . Some college students delayed starting on an assignment because they enjoyed the perceived thrill of working against a deadline. Putting assignments off until the last minute was a way of “adding drama to life,” giving these students a rush of adrenaline.

Indecisiveness, avoidance, and thrill-seeking are thus more likely explanations for procrastination than laziness or lack of motivation. So what can teachers do? Here are some suggestions.

5 Ways to Encourage Students Not to Procrastinate

1. Spread deadlines out. Researchers have investigated the impact of three types of deadlines for a series of tasks: evenly spaced, self-imposed, or a single, final deadline. In the first experiment, students were assigned three papers and were asked to either turn one in at the end of each month, choose their own deadlines, or submit all three papers by the end of the course. In the second experiment, students were given a task—to proofread three passages—and submitted their assignments weekly, at their own self-chosen pace, or all at once. In both experiments, evenly spaced deadlines not only yielded better student work but also decreased the chances that students would miss their deadlines.

The takeaway for teachers? Instead of giving students a big project with a single deadline, break it into smaller tasks with evenly spaced out deadlines. Ask for multiple drafts of a paper, for example. In a project-based learning unit, have students present their progress at specified checkpoints. This can be especially helpful for students who are paralyzed by large projects—by making each part more manageable, you can reduce the anxiety associated with intimidating deadlines.

2. Provide supportive feedback. Students with low self-esteem may be reluctant to put forth their best work if they’re worried about criticism or afraid of failing. Avoid giving highly critical or negative feedback, which may have the unintended consequence of making students feel nervous or self-conscious. Students may also respond poorly to feedback that feels controlling, so avoid being too explicit about what needs to be corrected. Finally, be cautious about giving feedback to students in front of their peers—they may feel uncomfortable and become disengaged.

3. Teach time management and study skills. A 2017 study found that many students lack the metacognitive skills they need to be able to study effectively, such as the ability to schedule ample time for studying or knowing when to ask for help. Many study participants were surprised when their initial scores were lower than they had expected—they did not have an accurate sense of how well prepared they were. They were then encouraged to plan ahead for an upcoming test, and were shown examples of how they could prepare. The results were significant: Compared to their peers, the students who participated in the metacognitive activities scored a third of a letter grade higher, on average.

4. Be mindful of workload. According to a 2015 study , the likelihood that students will turn in late work increases when deadlines for different projects coincide—something that can easily happen in middle and high school, when students have multiple teachers. Students also experience higher stress levels if they can’t manage multiple assignments that are due at the same time. Consider coordinating with other teachers to spread out major deadlines.

And when students face adversity that impacts their ability to finish assignments on time, such as taking care of a family member or having to financially support their family, being flexible about deadlines can help them stay on track.

5. Have clear instructions and examples. Students are more likely to put off a project if they don’t understand how to start. Ensure that all students know your expectations and the requirements of the assignment—it’s best to put instructions in writing so that students can refer to them as needed. You can also use exemplars , such as examples of past student work, to help them better understand what the assignment is.

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How to Stop Procrastinating

What is procrastination, what causes procrastination.

  • Revenge Bedtime Procrastination
  • Negative Impacts
  • How to Overcome

Frequently Asked Questions

Procrastination is characterized by delaying work on a task that requires completion. While it’s not a mental health disorder, procrastination can cause psychological distress. Frequent procrastination may negatively affect your personal, school, or work lives.

This article will discuss the types of procrastination, what causes them, the negative impacts, and how to overcome procrastination.

Procrastination is when a person delays a task or puts something off until the last minute or even past the deadline. 

Procrastinators will often do other tasks in advance of starting or returning to a task or commitment they're avoiding. For example, if there’s a difficult conversation to be had at work, procrastinators may take on other tasks to avoid the anticipated discomfort.

Impending deadlines may prompt procrastinators to check out on social media until the last minute or to do menial household activities like sweeping and washing floors, or other tasks they’ve been procrastinating doing for longer, like answering emails.

One estimate from 2010 claims that 20% of U.S. adults are procrastinators. Estimates may be higher today due to the ever-present distractions of technology and social media. 

Types of Procrastination

Identifying what type of procrastinator you are is the beginning step in changing your behavior. There are six types of procrastination based on the main perceived issue causing the behavior:

  • Perfectionist : Has high standards and fear of not meeting expectations and puts off work because they fear they won't do it correctly
  • Dreamer : Has big goals but no plan for success
  • Worrier : Fears change, has worst-case scenario thinking, and resists risk-taking
  • Defier : Promise-maker with poor follow-through and many excuses or reasonings for not doing the task
  • Crisis-maker : May unintentionally or intentionally create chaos at the last minute to delay work
  • Over-doer : Has unrealistic expectations of what can be achieved and lacks priority-setting abilities

While everyone’s reasons for procrastinating are unique, there may be a common element of fear and perfectionism motivating procrastinating behavior. Perfectionism makes a person want to do every task flawlessly, which becomes a block to getting things done and leads to procrastination.

Procrastination is also associated with higher levels of anxiety and depression.

Anxiety and Procrastination

Anxiety is defined by symptoms like intrusive thoughts, excessive fear and worry, and physical symptoms. All of these can impact a person’s ability to follow through with impending tasks and meet deadlines.

What Is Revenge Bedtime Procrastination?

Revenge bedtime procrastination is when a person sacrifices sleep for staying up later and doing whatever they didn’t have time to do during the day. This may include scrolling through social media, watching television past bedtime, or so close to bedtime that it disrupts your total sleep.

This isn’t the same as truly unwinding or relaxing because this type of procrastination quickly adds to sleep deprivation, which is directly associated with mental distress and disorder, including depression.

What Is the Negative Impact of Procrastination?

Procrastination doesn’t do anyone any favors. It can create problems beginning in your school years, when you may delay deadlines, project management, and follow-through. Studies have shown that the earlier an assignment is submitted (indicating less procrastination), the higher the academic achievement.

Other negative impacts of procrastination are:

  • Increased risk for anxiety and depression
  • Low self-esteem
  • Increased stress
  • Poor impulse control

Putting things off you eventually do anyway also takes energy and time. Avoiding tasks doesn’t make you stop thinking about them or worrying about them. 

How to Overcome Procrastination

Procrastination is a learned behavior, and it can be unlearned. A good place to start is to acknowledge that you’re procrastinating. Once you recognize this behavior in yourself, you can figure out what's causing you to procrastinate and change it.

Ways to overcome procrastination include:

  • Identifying the role of procrastination in your life
  • Making time for time management
  • Breaking up large projects into smaller tasks
  • Finding productive reasons to keep working on tasks and commitments
  • Keeping your goals realistic and reassessing goals and strategies as needed

Procrastination may stem from many factors, including an underlying mental illness or perfectionism. People who want to stop procrastinating can do so by assessing from where the problem arises and working to develop new coping methods.

A Word From Verywell

Everyone procrastinates from time to time. If constant procrastination is disrupting your life, it may be time to look at what's causing you to procrastinate. Whether it's being caused by perfectionism or an underlying mental health issue, there are plenty of ways to stop procrastinating and live a better life.

No. However, mental disorders such as anxiety disorders, OCD, ADHD, or eating disorders may include procrastination as a symptom. Knowing where the behavior stems from is important in helping you change these patterns. 

Procrastination looks like avoiding a task, doing other tasks to distract from the current task, or making excuses. If you keep avoiding a task at all costs, you're procrastinating.

No. Procrastinators may try to justify their behavior by suggesting the act of putting things off somehow makes them more efficient or that they work better under pressure, but research suggests no one benefits from procrastination. It’s best to avoid procrastinating.

Steinert C, Heim N, Leichsenring F. Procrastination, perfectionism, and other work-related mental problems: Prevalence, types, assessment, and treatment—a scoping review . Frontiers in Psychiatry . 2021. doi:10.3389/fpsyt.2021.736776

American Psychological Association.  The psychology of procrastination: Why people put off important tasks until the last minute . April 5, 2010.

Indiana State University. Types of procrastination . 

Limburg K, Watson HJ, Hagger MS, & Egan SJ. The relationship between perfectionism and psychopathology: A meta-analysis . Journal of Clinical Psychology . 2016; 3 (10):1301–1326. doi: 10.1002/jclp.22435

Steinert C, Heim N, Leichsenring F. Procrastination, perfectionism, and other work-related mental problems: prevalence, types, assessment, and treatment—a scoping review .  Front Psychiatry . 2021;0. doi:10.3389/fpsyt.2021.736776

American Psychological Association. Anxiety .

The Sleep Foundation. What is revenge bedtime procrastination?  

Jones I, Blankenship D. Year two: Effect of procrastination on academic performance of undergraduate online students . Research in Higher Education . 2021;39(1-11).

McClean Hospital. Why you put off things until the last minute .

Princeton University’s McGraw Center for Teaching and Learning. Understanding and overcoming procrastination . 

By Michelle Pugle Michelle Pugle, MA, MHFA is a freelance health writer as seen in Healthline, Health, Everyday Health, Psych Central, and Verywell.

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5 Research-Based Strategies for Overcoming Procrastination

  • Chris Bailey

assignments for procrastination

Understanding why you put off certain tasks.

Why do we procrastinate, even though we know it’s against our best interests? And how can we overcome it? A careful look at the science behind procrastination reveals five tips. First, figure out which of seven triggers are set off by the task you want to avoid. Is it boring, frustrating, or difficult? Or perhaps it’s not personally meaningful to you? Then, try to reverse those triggers. If it’s boring, find a way to make getting it done fun. If it’s unstructured, create a detailed plan for completing it. Then, only spend as much time working on the task as you can muster. Since it’s easier to pick up an in-progress project, be sure to get it started as soon as you can. List the costs of not getting it done. And, lastly, get rid of distractions, especially digital ones.

Chances are that at this very moment you’re procrastinating on something. Maybe you’re even reading this article to do so.

  • CB Chris Bailey is an author who explores the science behind living a deeper, more intentional life. His latest book, How to Calm Your Mind (Viking), is about the productivity benefits of a calm state of mind. Also the author of Hyperfocus (Viking) and The Productivity Project (Currency), Bailey’s books have been published in 35 languages. He writes a regular column at ChrisBailey.com and speaks to audiences around the world about becoming more productive without hating the process.

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Article • 12 min read

How to Stop Procrastinating

Overcoming the habit of delaying important tasks.

By the Mind Tools Content Team

Key Takeaways

  • Procrastination means delaying or postponing something that needs to be done – usually because it's unpleasant or dull.
  • Procrastination is a trap that many of us fall into. Research suggests that 95 percent of us procrastinate to some degree.
  • By procrastinating you can damage your performance, harm your reputation, and cause yourself unnecessary anxiety.

In this article and video, we look at why procrastination happens, and we explore strategies for managing and prioritizing your workload more effectively.

Is Procrastination the Same as Being Lazy?

Procrastination is often confused with laziness, but they are very different.

Procrastination is an active process – you choose to do something else instead of the task that you know you should be doing. In contrast, laziness suggests apathy, inactivity and an unwillingness to act.

Procrastination usually involves ignoring an unpleasant, but likely more important task, in favor of one that is more enjoyable or easier.

But giving in to this impulse can have serious consequences. For example, even minor episodes of procrastination can make us feel guilty or ashamed. It can lead to reduced productivity and cause us to miss out on achieving our goals.

If we procrastinate over a long period of time, we can become demotivated and disillusioned with our work, which can lead to depression and even job loss, in extreme cases.

Top 5 Tips to Stop Procrastination

1. Start small . Break large tasks into smaller chunks, and pick one that you can do now – so that you’re underway almost without realizing it!

2. Make a plan. Put times or dates on the key tasks on your list, so that you know what to concentrate on and when.

3. Finish things. When you spot a task that’s nearly done, put extra effort into getting it over the line. Don’t be tempted to leave lots of jobs almost finished: enjoy the satisfaction of ticking them off your list!

4. Deal with distractions. What can you change about your environment to improve your focus? What needs to be put out of reach until this task is done?

5. Be kind to yourself. No one ever gets to the end of their to-do list! Do your best to meet your deadlines, and celebrate your successes. But be realistic: you’ll always have more to do than there are hours in the day.

How to Overcome Procrastination

As with most habits , it is possible to overcome procrastination. Follow the steps below to help you to deal with and prevent procrastination:

Step 1: Recognize That You're Procrastinating

You might be putting off a task because you've had to re-prioritize your workload. If you're briefly delaying an important task for a genuinely good reason, then you aren't necessarily procrastinating. However, if you start to put things off indefinitely, or switch focus because you want to avoid doing something, then you probably are.

You may also be procrastinating if you:

  • Fill your day with low-priority tasks.
  • Leave an item on your to-do list for a long time, even though it's important.
  • Read emails several times over without making a decision on what to do with them.
  • Start a high-priority task and then go off to make a coffee.
  • Fill your time with unimportant tasks that other people ask you to do, instead of getting on with the important tasks already on your list.
  • Wait to be in "right mood," or wait for the "right time" to tackle a task.

Take our self-test quiz, Are You a Procrastinator? to identify how much you procrastinate

Step 2: Know the Top Reasons for Procrastinating

You need to understand the reasons why you are procrastinating before you can begin to tackle it.

For instance, are you avoiding a particular task because you find it boring or unpleasant? If so, take steps to get it out of the way quickly, so that you can focus on the aspects of your job that you find more enjoyable.

Poor organization can lead to procrastination. Organized people successfully overcome it because they use prioritized to-do lists and create effective schedules . These tools help you to organize your tasks by priority and deadline.

Even if you're organized, you can still feel overwhelmed by a task. Perhaps you have doubts about your ability and are worried about failing , so you put it off and seek comfort in doing work that you know that you're capable of completing.

Some people fear success as much as failure. They think that success will lead to them being swamped with requests to take on more tasks.

Surprisingly, perfectionists are often procrastinators. Often, they'd rather avoid doing a task that they don't feel they have the skills to do, than do it imperfectly.

Another major cause of procrastination is poor decision-making. If you can't decide what to do, you'll likely put off taking action in case you do the wrong thing.

For some people, procrastination is more than a bad habit; it's a sign of a serious underlying health issue. For example, ADHD , OCD, anxiety, and depression are associated with procrastination.

Also, research suggests that procrastination can be a cause of serious stress and illness. So, if you suffer from chronic or debilitating procrastination, one of these conditions could be to blame, and you should seek the advice of a trained professional.

Step 3: Use Strategies to Stop Procrastinating

Procrastination is a habit – a deeply ingrained pattern of behavior. This means that you probably can't break it overnight. Habits only stop being habits when you avoid practicing them, so try as many of the strategies, below, as possible to give yourself the best possible chance of succeeding.

  • Forgive yourself for procrastinating in the past. Studies show that self-forgiveness can help you to feel more positive about yourself and reduce the likelihood of procrastination in the future.
  • Commit to the task. Focus on doing , not avoiding . Write down the tasks that you need to complete, and specify a time for doing them. This will help you to proactively tackle your work.
  • Promise yourself a reward. If you complete a difficult task on time, reward yourself with a treat, such as a slice of cake or a coffee from your favorite coffee shop. And make sure you notice how good it feels to finish things!
  • Ask someone to check up on you. Peer pressure works! This is the principle behind self-help groups. If you don't have anyone to ask, an online tool such as Procraster can help you to self-monitor.
  • Act as you go. Tackle tasks as soon as they arise, rather than letting them build up over another day.
  • Rephrase your internal dialog. The phrases "need to" and "have to," for example, imply that you have no choice in what you do. This can make you feel disempowered and might even result in self-sabotage . However, saying, "I choose to," implies that you own a project, and can make you feel more in control of your workload.
  • Minimize distractions . Turn off your email and social media, and avoid sitting anywhere near a television while you work!
  • Aim to "eat an elephant beetle" first thing, every day! Get those tasks that you find least pleasant out of the way early. This will give you the rest of the day to concentrate on work that you find more enjoyable.

An alternative approach is to embrace "the art of delay." Research shows that "active procrastination" – that is, deliberately delaying getting started on something so you can focus on other urgent tasks – can make you feel more challenged and motivated to get things done. This strategy can work particularly well if you are someone who thrives under pressure.

However, if you do decide to actively procrastinate, be sure to avoid putting your co-workers under any unnecessary, unpleasant and unwanted pressure!

If you're procrastinating because you find a task unpleasant, try to focus on the "long game." Research shows that impulsive people are more likely to procrastinate because they are focused on short-term gain. Combat this by identifying the long-term benefits of completing the task. For instance, could it affect your annual performance review or end-of-year bonus?

Another way to make a task more enjoyable is to identify the unpleasant consequences of avoiding it. For instance, what will happen if you don't complete the work? How might it affect your personal, team or organizational goals?

At the same time, it can be useful to reframe the task by looking at its meaning and relevance . This will increase its value to you and make your work more worthwhile. It's also important to acknowledge that we can often overestimate the unpleasantness of a task. So give it a try! You may find that it's not as bad as you thought, after all!

If you procrastinate because you're disorganized, here are six strategies to help you get organized:

  • Keep a to-do list. This will prevent you from "conveniently" forgetting about those unpleasant or overwhelming tasks.
  • Prioritize your to-do list using Eisenhower's Urgent/Important Principle . This will enable you to quickly identify the activities that you should focus on, as well as the ones you can ignore.
  • Become a master of scheduling and project planning . If you have a big project or multiple projects on the go and you don't know where to start, these tools can help you to plan your time effectively, and reduce your stress levels.
  • Tackle the hardest tasks at your peak times . Do you work better in the morning or the afternoon? Identify when you're most effective, and do the tasks that you find most difficult at these times.
  • Set yourself time-bound goals . Setting yourself specific deadlines to complete tasks will keep you on track to achieve your goals, and will mean that you have no time for procrastination!
  • Use task- and time-management apps. There are numerous apps designed to help you to be more organized, such as Trello and Toggl , for example.

If you're prone to delaying projects because you find them overwhelming, try breaking them down into more manageable chunks. Organize your projects into smaller tasks and focus on starting them, rather than on finishing them.

In his 2011 book, " The Procrastination Cure ," Jeffery Combs suggests tackling tasks in 15-minute bursts of activity. Alternatively, you can create an Action Plan to organize your project. Start with quick and small tasks first. These "small wins" will give you a sense of achievement, and will make you feel more positive and less overwhelmed by the larger project or goal that you are working towards.

Finally, if you think that you are putting something off because you can't decide what action to take or you find it hard to make decisions, take a look at our range of decision-making tools to help you to develop your decision-making skills.

Tools to Help You Stop Procrastinating

Here are three of our favorite tools for putting an end to procrastination – now!

Self-Determination Theory . Understand what helps and what harms your motivation levels, so that you can boost your commitment to getting even the most unappealing jobs done.

Personal Mission Statements . Add some extra passion and purpose to your plans, and you'll be more keen than ever to get on with them!

Cognitive Restructuring . Focus on the thoughts and feelings that are making you procrastinate – then reframe them into something much more positive.

Frequently Asked Questions About Procrastination

1. what is procrastination.

Procrastination means unnecessarily putting off a task because it seems too difficult, unpleasant or boring – despite knowing that delaying will only make the situation worse.

2. What Is the "70 Percent Rule"?

The 70 Percent Rule is about not waiting to know everything about a task before you tackle it. Instead, you make a start when you have around 70 percent of the information. In the words of Amazon Executive Chairman Jeff Bezos, "Most decisions should probably be made with somewhere around 70 percent of the information you wish you had. If you wait for 90 percent, in most cases, you’re probably being slow."

3. What Is the "Two Minute Rule"?

The Two Minute Rule was popularized by David Allen in his book "Getting Things Done." In a nutshell, if you can complete a task in two minutes or less, do it now .

Procrastination is the habit of unnecessarily delaying an important task, usually by focusing on less urgent, more enjoyable, and easier activities instead. It is different from laziness, which is the unwillingness to act.

Procrastination can restrict your potential and undermine your career. It can also disrupt teamwork, reduce morale, and even lead to depression and job loss. So, it's crucial to take proactive steps to prevent it.

The first step to overcoming procrastination is to recognize that you're doing it. Then, identify the reasons behind your behavior and use appropriate strategies to manage and overcome it.

How to Stop Procrastinating Infographic

For tips on how to nip your procrastination habit in the bud, see our illustrated infographic: How to Stop Procrastinating – Right Now!

assignments for procrastination

Chu, A. and Choi, J. (2005). 'Rethinking Procrastination: Positive Effects of "Active" Procrastination Behavior on Attitudes and Performance,' Journal of Social Psychology , 145(3), 245-264. Available here .

Combs, J. (2012). ' The Procrastination Cure ,' Pompton Plains: Career Press.

Steel, P. (2007). 'The Nature of Procrastination: A Meta-Analytic and Theoretical Review of Quintessential Self-Regulatory Failure,' Psychological Bulletin , 133(1), 65-94. Available here .

Steel, P. (2014). ' The Procrastination Equation ,' Harlow: Pearson Education.

Wohl, M., Pychyl, T. and Bennett, S. (2010). 'I Forgive Myself, Now I Can Study: How Self-Forgiveness for Procrastinating can Reduce Future Procrastination,' Personality and Individual Differences , 48(7), 803-808. Available here .

Inc. (2020). All Companies Should Live by the Jeff Bezos 70 Percent Rule [online]. Available here . [Accessed August 30, 2023.]

Allen, D. (2015). ' Getting Things Done ,' London: Piatkus

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Procrastination

Procrastination

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What Is Procrastination?

Signs and symptoms of procrastination.

Procrastination is not considered to be a psychiatric condition and formal diagnostic criteria are not available. Among clinicians specializing in procrastination a popular definition is that procrastination is a “voluntary delay in an intended course of action despite expecting to be worse-off for the delay”(Steel, 2007). Clinical intervention may be indicated when the procrastination leads to discomfort or distress. Rozental and Carlbring (2014) propose that distress may manifest as some or all of: interpersonal problems, physical illness, stress, anxiety, depression, and financial difficulties.

Psychological Models and Theory of Procrastination

Rozental, Forsell, Svensson, Andersson, and Carlbring (2015) published the results of an internet-based trial of a CBT self-help intervention for procrastination. Modules of the intervention included: psychoeducation about the causes and maintenance of procrastination; psychoeducation about goal-setting, avoidance behavior, and behavioral activation ; theories of motivation and use of reward systems; information about the relationships of ego-depletion and mental fatigue to procrastination; the role of distractions and stimulus control; self-assertiveness and prioritizing; exploring the influence of dysfunctional beliefs and an introduction to behavioral experiments; exploration of personal values; information about the abstinence violation effect and relapse prevention.

Fernie, Bharucha, Nikčević, Marino, and Spada’s (2017) metacognitive model of procrastination distinguishes between intentional procrastination and unintentional procrastination. They argue that cognitive (or ‘ego’) depletion is central to understanding procrastination. Their model includes components including positive metacognitions about procrastination, negative cognitions about procrastination (e.g., ‘my procrastination is uncontrollable’), and cognitive/​behavioral control strategies such as distraction, worry, and rumination which ultimately prove futile.

Resources for Working with Procrastination

Psychology Tools resources available for working therapeutically with procrastination include:

  • psychological models of procrastination
  • information handouts for procrastination
  • exercises for procrastination
  • CBT worksheets for procrastination
  • self-help programs for procrastination
  • Fernie, B. A., Bharucha, Z., Nikčević, A. V., Marino, C., & Spada, M. M. (2017). A metacognitive model of procrastination. Journal of Affective Disorders , 210 , 196–203.
  • Rozental, A., & Carlbring, P. (2014). Understanding and treating procrastination: A review of a common self-regulatory failure. Psychology , 5 (13), 1488–1502.
  • Rozental, A., Forsell, E., Svensson, A., Andersson, G., & Carlbring, P. (2015). Internet-based cognitive-behavior therapy for procrastination: A randomized controlled trial. Journal of Consulting and Clinical Psychology , 83 (4), 808–824.
  • Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin , 133 (1), 65–94
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Learning Center

Procrastination

Everyone procrastinates, but that doesn’t mean it’s inevitable.

You can stop procrastinating today. But you might need some help understanding why you do it and how you can stop. Here, you can learn why procrastination happens, find some easy tips to stop procrastinating now, and arm yourself with useful anti-procrastination tools that you can use on campus or at home.

Why we procrastinate

Because we’re wired to seek instant gratification. Chances are good that you have Facebook, Instagram, and/or Twitter pulled up in another window on the device you’re using to read these very words. And it’s so tempting to keep checking it, right? There’s a reason for that: research suggests that instant gratification has a stronger effect on our behavior than delayed gratification.

Because we think we should be perfect. Procrastination and perfectionism often go hand in hand. Perfectionists tend to procrastinate because they expect so much of themselves, and they are scared about whether they can meet those high standards. Perfectionists sometimes give a half-hearted effort in order to maintain the belief that they could have written a great paper if only they had tried their best. They are afraid of trying their best and still producing a paper that is just okay.

Because we don’t like what we need to do. You may procrastinate on writing because you don’t like to re-read what you have written; you hate writing a first draft and then being forced to evaluate it. By procrastinating, you ensure that you don’t have time to read over your work, thus avoiding that uncomfortable moment.

Because we’re too busy. When we overbook our calendars, it’s easy to avoid the things we don’t want to do, even if we need to do them.

How to tame procrastination

Take an inventory.

Keeping track of when you procrastinate with a weekly planner can help you figure out when you procrastinate and can help you stop the behavior. It’s easy to do: whenever you procrastinate, mark it down. Think about clues that can alert you: for example, a nagging voice in your head, a visual image of what you are avoiding or the consequences of not doing it, physical ailments (stomach tightness, headaches, muscle tension), inability to concentrate, or inability to enjoy what you are doing.

Create a productive environment

If you’ve made the decision to stop delaying on a particular project, it’s critical to find a place to work where you have a chance of getting something done. Your dorm room or your bedroom may not be the place where you’re most productive. Think about where you are most productively and try to find or create a space with those conditions. UNC’s many libraries offer great places to work. If you’re working at home, try finding a space that you devote solely to studying, like a desk or a comfy chair. Make sure to find your study space before it’s time to be productive; otherwise, finding the perfect space could turn into a form of procrastination itself!

One useful way to structure your environment is to leave yourself reminders to work in places you know you’ll see (like your bathroom mirror or coffee machine). Once you’re in a productive space, eliminate digital distractions . Pull up the materials you need on your laptop, and turn the Wi-Fi off and put your phone on airplane mode.

Challenge your myths

Think of a project that you are currently putting off. On one side of a piece of paper, write down all the reasons for your delay. On the other side, argue against the delay.

Myth #1: “I can’t function in a messy environment. I can’t possibly work on this project until I have cleaned my apartment.”

Challenge: If, when faced with a project, you start piling up prerequisites for all the things you must do before you can possibly start working, consider whether you might in fact be making excuses—in other words, procrastinating.

Myth #2: “I do my best work under pressure.”

Challenge: There are other ways to create pressure for yourself besides waiting until the night before the project is due before you start working on it. You can set a time limit for yourself—for example, “I will write this paragraph in half an hour”–or you can pretend that the assignment is a timed exam. If you do this a week or two before the assignment is due, you’ll have a draft in plenty of time to revise and edit it.

Myth #3: “In order to be productive, I must have two uninterrupted hours.”

Challenge: You can work on assignments in one hour blocks (or shorter), and many people benefit from working in shorter blocks. This will help you break the task down into smaller pieces, thereby making it seem more manageable. If you know that you can work on one part of the project for one hour, then it won’t seem so daunting, and you will be less likely to procrastinate. Some people find, however, that they do need longer blocks of time in order to really produce anything. Therefore, like all of the strategies outlined here, know yourself.

Break it down

The day you get an assignment, break it up into the smallest possible chunks. Using the Learning Center’s weekly action plan can help. When you break a project down, it never has a chance to take on gargantuan proportions in your mind. If you’re working on a research paper, for example, you can say to yourself, “Right now, I’m going to write the introduction. That’s all, just the introduction!” And you may be more likely to sit down and do that, than you will to sit down and “write the paper.” If you’re working remotely and feel overwhelmed by assignments for multiple classes, breaking your assignments down into smaller tasks can help your week feel more manageable. Focusing on studying one chapter of your chemistry textbook and writing an introduction to your research paper and building from there may feel more manageable than focusing on having a chemistry test and a research paper due in the same week.

Ask for help

Get an anti-procrastination buddy. Tell someone about your work goal and timeline, and ask them to help you determine whether or not your plan is realistic. You can do the same for him or her. Once or twice a week, email your buddy to report on your progress, and declare your promise for the next week. If, despite your good intentions, you start procrastinating again, don’t think, “All is lost!” Instead, talk to your buddy about it. They may be able to help you put your slip into perspective and get back on track.

You can also make a one-on-one appointment with one of the Learning Center’s academic coaches and create an accountability structure with him or her.

Learn how to tell time

One of the best ways to combat procrastination is to develop a more realistic understanding of time. Our views of time tend to be fairly unrealistic. “This paper is only going to take me about five hours to write,” you think. “Therefore, I don’t need to start on it until the night before.” What you may be forgetting, however, is that our time is often filled with more activities than we realize. On the night in question, for instance, let’s say you go to the gym at 4:45 PM. You work out (1 hour), take a shower and dress (30 minutes), eat dinner (45 minutes), and go to a sorority meeting (1 hour). By the time you get back to your dorm room to begin work on the paper, it is already 8:00 PM. But now you need to check your email and return a couple of phone calls. It’s 8:30 PM. before you finally sit down to write the paper. If the paper does indeed take five hours to write, you will be up until 1:30 in the morning—and that doesn’t include the time that you may spend watching Netflix or scrolling through Instagram. And, as it turns out, it takes about five hours to write a first draft of the essay. You have forgotten to allow time for revision, editing, and proofreading. You get the paper done and turn it in the next morning. But you know it isn’t your best work, and you are pretty tired from the late night, and so you make yourself a promise: “Next time, I’ll start early!”

Make an unschedule

The next time you have a deadline, try using an unschedule to outline a realistic plan for when you’ll work. An unschedule is a weekly calendar of all the ways your time is already accounted for, so you include not only classes but also activities such as meals, exercise, errands, laundry, and socializing. This will give you an outline of the time that you spend doing other things besides studying.

An unschedule will reveal your blank spaces: these are the times to schedule work. By using these as a guide, you’ll be able to more accurately predict how much time you can study on any given day. An unschedule might also be a good way to get started on a larger project such as a term paper or an honors thesis. You may think that you have “all semester” to get the writing done, but if you really sit down and map out how much time you have available to work on a daily and weekly basis, you will see that you need to get started sooner, rather than later.

Perhaps most importantly, an unschedule can help you see how you spend your time. You may be surprised at how much (or how little) time you spend on social media and decide to make a change. It’s especially important that you build time for fun activities into your unschedule. Otherwise, you might procrastinate because you need time for relaxation.

You can also use the unschedule to record your progress towards your goal. Each time you work on a paper, for example, mark it on the unschedule. One of the most important things you can do to kick the procrastination habit is to reward yourself when you write something, even if that writing is only a little piece of the whole. Seeing your success recorded will help reinforce the productive behavior, and you will feel more motivated to write later in the day or week.

Set a time limit

Okay, so maybe one of the reasons you procrastinate on working on a particular assignment is because you hate it! You would rather be at the dentist than sitting in front of your desk with this problem set staring you in the face. In that case, it may be helpful to set limits on how much time you will spend working on it before you do something else. While the notation “Must work on Hemingway essay all weekend” may not inspire you to sit down and write, “Worked on Hemingway essay for ½ hour” just might.

A lot of students find the Pomodoro Technique a helpful way to build in breaks. Pomodoro technique is simple: All you do is set a timer for 25 minutes, work during that time, and take a 5-minute break when the timer goes off. Rinse, repeat. It’s a great way of avoiding burnout!

Practice self-forgiveness

Research suggests that forgiving yourself for procrastinating in the past can help you procrastinate less in the future. It’s a way of acknowledging that procrastination is something you can change. Remember: The past is in the past. Let it go.

Take a social media hiatus

There are only so many cat pictures you can look at before social media becomes counterproductive. It can be detrimental to your GPA in two ways:

  • By taking up your time: Research suggests that hours spent on Facebook are negatively correlated to GPA.
  • By taking up your attention: Yet more research suggests that texting while studying interferes with your mental bandwidth and ability to deeply learn material.

What is to be done? You can take a social media hiatus. It’s simple: You can start by swearing off social media for two hours. You’ll be amazed at how many times you automatically move to check Twitter or Instagram. See if you can gradually build your endurance: Can you stay off social media for four hours? A day? A week? If you tame social media, you’ll have loads more time to work, play, and sleep.

How can technology help?

Need some help taming procrastination? Technology can help intervene at various stages to help you prevent procrastination:

Enforce your social media hiatus. Use distraction-blocking applications like StayFocused , SelfControl , and Serene that allow you to blacklist distracting websites on your desktop or smartphone. Many of these apps also integrate short timers that encourage you to work in short, manageable sessions.

Set a timer. Many smartphones and computers allow you to set a timer that will help you set a time limit for tasks. Timer apps such as MultiTimer and Goodtime include advanced features for switching between scheduled work and break periods.

Calendars for creating an unschedule: Using an online calendar like Google Calendar or iCal to create events that recur monthly, weekly, or daily can help you see your schedule from a bird’s eye view and identify where you have time to complete a task. You can also set reminders to signal when it’s time to get started on a task.

Checklists and sticky notes for breaking down projects : Make a checklist to break down a large project into smaller, more manageable tasks. Write out your checklist by hand, or create a quick qlist.cc online. Then put your current task on a sticky note to create a visual reminder—or add a virtual sticky note to your MacOS or Windows desktop.

Testimonials

Check out what other students and writers have tried!

Staying on Track with MultiTimer : A writing coach uses MultiTimer to stay on track and manage her time.

What I’m Trying: Inquiry-Based Stress Reduction : Ani shares her experience trying Inquiry-Based Stress Reduction to tame procrastination.

How I Use the Pomodoro Technique : A Writing Coach shares his experience using the Pomodoro Technique to work in small intervals and break tasks into manageable chunks.

Parting thoughts

As you explore why you procrastinate and experiment with strategies for working differently, don’t expect overnight transformation. You developed the procrastination habit over a long period of time; you aren’t likely going to break it all at once. But you can change the behavior, bit by bit. If you stop punishing yourself when you procrastinate and start rewarding yourself for your small successes, you will eventually develop new writing habits. And you will get a lot more sleep.

In addition to these tips, check out some of our other handouts and resources to help you with procrastination, such as our handouts on motivation , distractions , and digital distractions .

Works consulted

Ariely, D. and Wertenbroch, K. (2002). Procrastination, deadlines, and performance: self-control by overcommitment. Psychological Science 13 (3), 219-224.

Burka, J. B. and Yuen, L. M. (1983). Procrastination: Why You Do It, What to Do About It. Reading, MA: Addison-Wesley Publ. Co.

Ellis, A., and Ellis, W. J. Overcoming Procrastination. New York: Signet Books, 1977.

Junco, R. (2012). Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance. Computers in Human Behavior 28 (1), 187-198.

Junco, R. and Cotten, S. R. (2012). No A 4 U: The relationship between multitasking and academic performance. Computers & Education 59 (2), 505-514.

Rice, K. G., Richardson, C. M. E. and Clark, D. (2012). Perfectionism, procrastination, and psychological distress. Journal of Counseling Psychology 59 (2), 288-302.

Wohl, M. J. A., Pychyl, T. A. and Bennett, S. H. (2010). I forgive myself, now I can study: How self-forgiveness for procrastinating can reduce future procrastination. Personality and Individual Differences 48 (7), 803-808.

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Procrastination

The art of writing is the art of applying the seat of the pants to the seat of the chair. —Mary Heaton Vorse

What this handout is about

This handout will help you understand why you procrastinate and offer strategies to combat this common writer’s ailment.

Introduction

Everyone procrastinates. We put things off because we don’t want to do them, or because we have too many other things on our plates. Putting things off—big or small—is part of being human. If you are reading this handout, however, it is likely that your procrastination is troubling you. You suspect that you could be a much better writer if only you didn’t put off writing projects until the last minute. You find that just when you have really gotten going on a paper, it’s time to turn it in; so, you never really have time to revise or proofread carefully. You love the rush of adrenaline you get when you finish a paper ten minutes before it’s due, but you (and your body) are getting tired of pulling all-nighters. You feel okay about procrastinating while in college, but you worry that this habit will follow you into your working life.

You can tell whether or not you need to do something about your procrastination by examining its consequences. Procrastination can have external consequences (you get a zero on the paper because you never turned it in) or internal consequences (you feel anxious much of the time, even when you are doing something that you enjoy). If you put off washing the dishes, but the dishes don’t bother you, who cares? When your procrastination leaves you feeling discouraged and overburdened, however, it is time to take action.

Is there hope?

If you think you are a hopeless procrastinator, take heart! No one is beyond help. The fact that you procrastinate does not mean that you are inherently lazy or inefficient. Your procrastination is not an untamable beast. It is a habit that has some specific origin, and it is a habit that you can overcome. This handout will help you begin to understand why you procrastinate and give you some strategies for turning things around. For most procrastinators, however, there are no quick fixes. You aren’t going to wake up tomorrow and never procrastinate again. But you might wake up tomorrow and do one or two simple things that will help you finish that draft a little earlier or with less stress.

You may not be surprised to learn that procrastinators tend to be self-critical. So, as you consider your procrastination and struggle to develop different work habits, try to be gentle with yourself. Punishing yourself every time you realize you have put something off won’t help you change. Rewarding yourself when you make progress will.

If you don’t care why you procrastinate—you just want to know what to do about it—then you might as well skip the next section of this handout and go right to the section labeled “What to do about it.” If you skip to the strategies, however, you may only end up more frustrated. Taking the time to learn about why you procrastinate may help you avoid the cycle whereby you swear up and down that you will never procrastinate again, only to find that the next time you have a paper due, you are up until 3 a.m. trying to complete the first (and only) draft—without knowing why or how you got there.

Why we do it

In order to stop putting off your writing assignments, it is important to understand why you tend to do so in the first place. Some of the reasons that people procrastinate include the following:

Because we are afraid

  • Fear of failure: If you are scared that a particular piece of writing isn’t going to turn out well, then you may avoid working on it in order to avoid feeling the fear.
  • Fear of success: Some procrastinators (the author of this handout included) fear that if they start working at their full capacity, they will turn into workaholics. Since we procrastinate compulsively, we assume that we will also write compulsively; we envision ourselves locked in a library carrel, hunched over the computer, barely eating and sleeping and never seeing friends or going out. The procrastinator who fears success may also assume that if they work too hard, they will become mean and cold to the people around them, thus losing their capacity to be friendly and to have fun. Finally, this type of procrastinator may think that if they stop procrastinating, then they will start writing better, which will increase other people’s expectations, thus ultimately increasing the amount of pressure they experience.
  • Fear of losing autonomy: Some people delay writing projects as a way of maintaining their independence. When they receive a writing assignment, they procrastinate as a way of saying, “You can’t make me do this. I am my own person.” Procrastinating helps them feel more in control of situations (such as college) in which they believe that other people have authority.
  • Fear of being alone: Other writers procrastinate because they want to feel constantly connected to other people. For instance, you may procrastinate until you are in such a bind that someone has to come and rescue you. Procrastination therefore ensures that other people will be involved in your life. You may also put off writing because you don’t want to be alone, and writing is oftentimes a solitary activity. In its worst form, procrastination itself can become a companion, constantly reminding you of all that you have to do.
  • Fear of attachment: Rather than fearing separation, some people procrastinate in order to create a barrier between themselves and others. They may delay in order to create chaos in their lives, believing that the chaos will keep other people away.

Whether these fears appear in our conscious or subconscious minds, they paralyze us and keep us from taking action, until discomfort and anxiety overwhelms us and forces us to either a) get the piece of writing done or b) give up. (The preceding is a summary of Chapters 2-4 of Jane B. Burka and Lenora M. Yuen’s Procrastination: Why You Do It, What to Do About It.)

Because we expect ourselves to be perfect

Procrastination and perfectionism often go hand in hand. Perfectionists tend to procrastinate because they expect so much of themselves, and they are scared about whether or not they can meet those high standards. Perfectionists sometimes think that it is better to give a half-hearted effort and maintain the belief that they could have written a great paper, than to give a full effort and risk writing a mediocre paper. Procrastinating guarantees failure, but it helps perfectionists maintain their belief that they could have excelled if they had tried harder. Another pitfall for perfectionists is that they tend to ignore progress toward a goal. As long as the writing project is incomplete, they feel as though they aren’t getting anywhere, rather than recognizing that each paragraph moves them closer to a finished product.

Because we don’t like our writing

You may procrastinate on writing because you don’t like to re-read what you have written; you hate writing a first draft and then being forced to evaluate it, in all its imperfection. By procrastinating, you ensure that you don’t have time to read over your work, thus avoiding that uncomfortable moment.

Because we’re too busy

Practical concerns: jobs, other classes, etc.

Because it works

Unfortunately, procrastination helps reinforce itself. When we avoid doing something we dread (like writing) by doing something we enjoy (such as watching TV, hanging out with friends, etc.), we escape the dreaded task. Given such a choice, it’s no wonder that many of us choose to procrastinate. When we write a paper at the last minute and still manage to get a good grade, we feel all the more compelled to procrastinate next time around.

What to do about it

Now that you know a little bit about why you may have procrastinated in the past, let’s explore some of the strategies you might use to combat your procrastination tendencies, now and in the future. Experiment with whichever of these strategies appeals to you; if you try something and it doesn’t work, try something else! Be patient; improvement will come with practice.

Take an inventory

Figuring out exactly when and how you procrastinate can help you stop the behavior. It can be difficult to tell when you are procrastinating. Think about the clues that tell you that’s what you’re doing: for example, a nagging voice in your head, a visual image of what you are avoiding or the consequences of not doing it, physical ailments (stomach tightness, headaches, muscle tension), inability to concentrate, inability to enjoy what you are doing.

How do you procrastinate?

  • Try to ignore the task, hoping against hope that it will go away?
  • Over- or under-estimate the degree of difficulty that the task involves?
  • Minimize the impact that your performance now may have on your future?
  • Substitute something important for something really important? (For example, cleaning instead of writing your paper.)
  • Let a short break become a long one, or an evening in which you do no work at all? (For example, claiming that you are going to watch TV for ½ hour, then watching it all night.)
  • Focus on one part of the task, at the expense of the rest? (For example, keep working on the introduction, while putting off writing the body and conclusion).
  • Spend too much time researching or choosing a topic

Once you better understand how you procrastinate, you will be better able to catch yourself doing it. Too often, we don’t even realize that we are procrastinating—until it’s too late.

Create a productive environment

If you have made the decision to stop delaying on a particular writing project, it is critical that you find a place to work where you have at least half a chance of actually getting some writing done. Your dorm room may not be the place where you are most productive. Ditto the computer lab. If you have a laptop computer, try going someplace where you can’t connect to the Internet (e-mail and the Web are the bane of the procrastinator’s existence—as you probably already know). If you are a procrastinator, then chances are you are already pretty exasperated; don’t risk frustrating yourself even more by trying to write in an environment that doesn’t meet your needs.

CAUTION: The most skilled procrastinators will be tempted to take this suggestion too far, spending an inordinate amount of time “creating a productive environment” (cleaning, filing, etc.) and not nearly enough time actually writing. Don’t fall into that trap! While cleaning and filing are indeed worthy and necessary activities, if you only do this when you have an approaching writing deadline, then you are procrastinating.

While you are thinking about where to write, consider also when you will write. When are you most alert? Is it at 8 a.m., mid-morning, mid-afternoon, early evening, or late at night? Try to schedule writing time when you know you will be at your best. Don’t worry about when you “should” be able to write; just focus on when you are able to write.

Challenge your myths

In order to break the procrastination habit, we need to get past the idea that in order to write, we must have all the information pertaining to the topic, and we must have optimal writing conditions. In reality, writers never have all the information, and conditions are never optimal.

Think of a writing project that you are currently putting off. On one side of a piece of paper, write down all the reasons for your delay. On the other side, argue (as convincingly as possible!) against the delay.

Myth #1: “I can’t function in a messy environment. I can’t possibly write this paper until I have cleaned my apartment.”

Challenge: There are no conditions that are necessary in order for you to write, save two: 1) You must have a writing implement (e.g., a keyboard or a pen) and 2) you must have someplace for writing to go, such as into a computer or onto a piece of paper. If, when faced with a writing project, you start piling up prerequisites for all the things you must do before you can possibly start writing, consider whether you might in fact be making excuses—in other words, procrastinating.

Myth #2: “I know it’s time for me to start writing, but I just haven’t done enough research yet. I’ll spend one more night at the library, and then I’ll start writing my paper.”

Challenge: Truth be told, you will never collect all the information you possibly could for your paper. Better to write a tightly-crafted argument with the information you have NOW, AT THIS VERY MOMENT, than to keep doing research and risk throwing your paper together at the last minute.

Myth #3: “I do my best work under pressure.”

Challenge: There are lots of other ways to create pressure for yourself, besides waiting until the night before the paper is due to start writing it. You can set a time limit for yourself—for example, “I will write this paragraph in ½ hour”—or you can pretend that the paper is a timed essay exam. If you do this a week or two before the paper is due, you’ll have a draft in plenty of time to revise and edit it.

Myth #4: “In order to work on my paper, I must have six uninterrupted hours.”

Challenge: You can and should work on a paper in one hour blocks (or shorter). This will help you break the writing task down into smaller pieces, thereby making it seem more manageable. If you know that you can work on one part of the paper for one hour, then it won’t seem so daunting, and you will be less likely to procrastinate.

Some writers find, however, that they do need longer blocks of time in order to really produce anything. Therefore, like all of the strategies outlined here, if this one doesn’t work for you, throw it out and try something else. You might still find, however, that you are more productive when you plan to write “all morning” rather than “all day.”

Myth #5 : “What I write has to be perfect, ” AND/OR “I can’t write anything until I have a perfect thesis statement/intro.”

Challenge: A first draft (or a second, or a third, or even—egad!—the final product) does not have to be perfect. When we write an early draft, we need to turn off our internal critic and just get some words down on the page. The great thing about starting early on a writing project is that it leaves us plenty of time for revision, editing, and proofreading; so, we can set ourselves free to just let our writing flow, without worrying about sentence-level concerns such as grammar, punctuation, and style. You’ll find some other thoughts on editing in our video on proofreading and our handout on revision .

Break it down

The day you get the paper assignment (ideally), or shortly thereafter, break the writing assignment up into the smallest possible chunks. By doing this, the paper never has a chance to take on gargantuan proportions in your mind. You can say to yourself, “Right now, I’m going to write the introduction. That’s all, just the introduction!” And you may be more likely to sit down and do that, than you will to sit down and “write the paper.”

Get a new attitude

We shoot ourselves in the foot, to begin with, by telling ourselves how horrible a particular writing assignment is. Changing our attitude toward the task, when possible, may go a long way toward keeping us from procrastinating. Tell yourself that the task isn’t so bad or difficult, that you either know how to do it, or that you can learn how while you’re doing it. You may find, too, that if you start early on a particular assignment, your attitude never has a chance to get very negative in the first place! Simply starting to write can often help us feel more positive about writing.

Ask for help

  • Get an anti-procrastination coach. If you are really determined not to procrastinate, then get help from the supportive people in your life. Tell someone about your writing goal and timeline, and ask them to help you determine whether or not your plan is realistic. Once or twice a week, email with a friend, relative, or mentor, in order to report (admit?) on your progress, and declare your promise for the next week (or few days). If, despite your very good intentions, you start procrastinating again, do not think, “All is lost!” Instead, talk to someone about it. They may be able to help you put your slip into perspective and get back on track.
  • Get a buddy. See if you can find a friend to work alongside you. They don’t have to be writing a paper; in fact, they can be playing Solitaire, for all you care. What matters is that you arrange to meet them at the library (or wherever you have decided to write) at a particular time and stay there for a specific period of time, thus creating accountability.
  • Get help with your writing. If you are procrastinating because you think you are a weak writer, then ask someone (a Writing Center writing coach, a current or former professor or teaching assistant, a friend) to help you improve.
  • Form a writing group. A writing group is a great way for undergraduate and more advanced writers alike to create accountability, get feedback, and simply get reminded that you are not alone in the struggle to produce and to improve your writing. See our writing group packet at for more information on how to form and sustain a writing group. Dissertation writers may benefit not only from joining a writing group but also from reading our handout on the dissertation . This handout was written by a former Writing Center staff member who eventually completed her dissertation.

Get unblocked

Sometimes, we procrastinate because we feel stuck on a particular essay or section of an essay. If this happens, you have several options:

  • Turn off the screen. Type with a dark screen, so you can’t see what you’ve written, decide you don’t like it, and delete it immediately. Sometimes procrastination stems from insecurity about what to say, or whether we have anything to say. The important thing, in that case, is to get started and KEEP GOING. Turning off the screen may help lessen your fear and turn off your internal critic. When you turn it back on (or print out what you’ve written), you may find that you do have something to say, after all.
  • Write about writing. Take 15 minutes and write a letter to yourself about why you don’t want to write this. This lets you vent your frustrations and anxieties. Then, Take 15 minutes and write about what you could do to get unstuck. You can also try writing about what you’re going to write, making an initial assessment of the assignment. You won’t have the pressure of writing an actual draft, but you will be able to get something down on paper.
  • Write the easiest part first. You don’t have to start at the beginning. Whatever section you can do, do it! If you think that’s wimpy, and you would rather do the hardest part first so that you can get it out of the way, that’s fine—whatever works for you. If you start writing and you get stuck, write about why you’re stuck.
  • Talk it out. Try tape-recording yourself speaking the ideas you want to include in the paper, and then transcribe the tape.

Make yourself accountable

Set a writing deadline (other than the paper’s due date) for yourself by making an appointment at the Writing Center or telling your TA (or a former TA) that you’re going to give them a draft on such-and-such a date. If you make your Writing Center appointment for several days before the paper is due, then you may be motivated to have a draft finished. Or set an earlier appointment at the Writing Center to have a conversation about your plans for the draft. Talking out your ideas with someone will help you get them organized for subsequent writing.

Leave your work out

Keeping your work (books, notes, articles, etc.) physically out, in full view, gives you a reminder that you are in the middle of the paper, or that you need to start. Also, if you write in more than one shift, it can be helpful to leave off in the middle of a paragraph and leave your ‘tools’ where they are. When you return to the paper, you’ll be able to “warm up” by finishing that paragraph. Starting a new section cold may be more difficult.

Work on improving your writing when you don’t have a deadline

Investigate your writing process. First of all, you may not think you have a thing called a “writing process.” But you do—everyone does. Describe your writing process in detail.

Ask yourself:

  • When do I usually start on a paper?
  • What tools do I need (or think I need) in order to write?
  • Where do I write?
  • Do I like quiet or noise when I write?
  • How long a block of time do I need?
  • What do I do before I start?
  • What do I do at the end?
  • How do I feel at the end (after I have turned it in)?

Then ask yourself:

  • What do I like about my writing process?
  • What do I want to change?

Once you can see your writing process, then you can make a decision to change it. But take it easy with this—only work on one part at a time. Otherwise, you’ll get overwhelmed and frustrated—and we all know where that leads, straight down the procrastination road.

Evaluate your writing’s strengths and weaknesses

If you aren’t ready to evaluate your writing process completely (and it’s okay if you aren’t), then you could try just listing your strengths and weaknesses as a writer. For instance, perhaps you are great at creating thesis statements, but you have trouble developing arguments. Or, your papers are very well-organized, but your thesis and argument tend to fall a little flat. Identifying these issues will help you do two things: 1) When you write, you can play to your strength; and 2) You can choose one weakness and do something about it when you DON’T have a deadline.

Now, doing anything when you don’t have a deadline may sound strange to a procrastinator, but bear with me. Let’s say you’ve decided that your writing is too wordy, and you want to work on being more concise. So, some time when you don’t have a paper—but you do have a free hour—you waltz into the Writing Center and tell your tutor, “Hey, I want learn to how to write more clearly.” You confer, and you come away with some simple strategies for eliminating wordiness.

Here is why this may make a difference the next time you write a paper, regardless of whether or not you have procrastinated (again!): You print out your draft. It’s 1 a.m. You go to bed. The next morning, you read over your paper (it’s due at noon). You say to yourself, “Hmmm, I notice I’m being too wordy.” BUT, rather than concluding, “Oh, well, it’s too late, there isn’t anything I can do about that,” (as you may have in the past), you can choose to employ some of what you learned (previously, when you weren’t under the gun) to make your writing more concise. You edit the paper accordingly. You turn it in.

When your instructor hands the papers back the following week, there are far fewer instances of “awkward,” “unclear,” etc. in the margins. Voila! You’ve made a positive change in your writing process!

What does this have to do with procrastination? Well, making one small change in your writing process creates momentum. You begin to feel more positive about your writing. You begin to be less intimidated by writing assignments. And—eventually—you start them earlier, because they just aren’t as big a deal as they used to be.

Evaluating the strengths and weaknesses in your writing gives you a sense of control. Your writing problems are solvable problems. Working on your writing when you don’t have a deadline helps you gain insight and momentum. Soon, writing becomes something that, while you may not look forward to it, you don’t dread quite as much. Thus, you don’t procrastinate quite as much.

This strategy also accounts for the fact that if you perceive procrastination as having been successful for you in the past, you aren’t going to give it up right away

Hone your proofreading and editing skills

If you procrastinate on writing because you don’t like to re-read what you have written, the good news is this: you can learn specific proofreading , revising , and editing strategies. If you finish your paper ahead of time, and you re-read it, and you don’t like it, you have options. Writing a first draft that you don’t like doesn’t mean you’re a terrible writer. Many writers—in fact, I would venture to say most—hate their first drafts. Neither Leo Tolstoy nor Toni Morrison produce(d) brilliant prose the first time around. In fact, Morrison (a big fan of revision) said recently that you don’t have to love your writing just because you wrote it! If you practice some revision and editing strategies, you may feel more comfortable with the idea of re-reading your papers. You’ll know that if you find weaknesses in the draft (and you will), you can do something to improve those areas.

Learn how to tell time

One of the best ways to combat procrastination is to develop a more realistic understanding of time. Procrastinators’ views of time tend to be fairly unrealistic. “This paper is only going to take me about five hours to write,” you think. “Therefore, I don’t need to start on it until the night before.” What you may be forgetting, however, is that our time is often filled with more activities than we realize. On the night in question, for instance, let’s say you go to the gym at 4:45 p.m. You work out (1 hour), take a shower and dress (30 minutes), eat dinner (45 minutes), and go to a sorority meeting (1 hour). By the time you get back to your dorm room to begin work on the paper, it is already 8:00 p.m. But now you need to check your email and return a couple of phone calls. It’s 8:30 p.m. before you finally sit down to write the paper. If the paper does indeed take five hours to write, you will be up until 1:30 in the morning—and that doesn’t include the time that you will inevitably spend watching TV.

And, as it turns out, it takes about five hours to write a first draft of the essay. You have forgotten to allow time for revision, editing, and proofreading. You get the paper done and turn it in the next morning. But you know it isn’t your best work, and you are pretty tired from the late night, and so you make yourself a promise: “Next time, I’ll start early!”

Make an unschedule

The next time you have a writing deadline, try using an unschedule to outline a realistic plan for when you will write. An unschedule is a weekly calendar of all the ways in which your time is already accounted for. When you make an unschedule, you consider not only your timed commitments such as classes and meetings, but also your untimed activities such as meals, exercise, errands, laundry, time with friends and family, and the like. It is not a list of what you should do in a given week; rather it is an outline of the time that you will necessarily spend doing other things besides writing.

Once you have made your unschedule, take a look at the blank spaces. These represent the maximum number of hours that you could potentially spend writing. By starting with these blank spaces as a guide, you will be able to more accurately predict how much time you will be able to write on any given day. You may be able to see, for instance, that you really don’t have five hours to spend writing on the night before the paper is due. By planning accordingly, you will not only get a better night’s sleep, you may also end up with a better paper!

The unschedule might also be a good way to get started on a larger writing project, such as a term paper or an honors thesis. You may think that you have “all semester” to get the writing done, but if you really sit down and map out how much time you have available to write on a daily and weekly basis, you will see that you need to get started sooner, rather than later. In addition, the unschedule may reveal especially busy weeks or months, which will help you budget time for long-term projects.

Perhaps most importantly, the unschedule can help you examine how you spend your time. You may be surprised at how much (or how little) time you spend watching television, and decide to make a change. It’s especially important that you build time for fun activities into your unschedule. Otherwise, you will procrastinate in order to steal time for relaxation.

You can also use the unschedule to record your progress towards your goal. Each time you work on your paper, for example, mark it on the unschedule. One of the most important things you can do to kick the procrastination habit is to reward yourself when you write something, even if (especially if) that writing is only a little piece of the whole. Seeing your success on paper will help reinforce the productive behavior, and you will feel more motivated to write later in the day or week.

Set a time limit

Okay, so maybe one of the reasons you procrastinate on writing projects is that you just plain hate writing! You would rather be at the dentist than sitting in front of your computer with a blank Microsoft Word document staring you in the face. In that case, it may be helpful to set limits on how much time you will spend writing before you do something else. While the notation “Must work on Hemingway essay all weekend” may not inspire you to sit down and write, “Worked on Hemingway essay for ½ hour” just might. Or, if you tell yourself that you will write “all weekend,” for instance, the sheer agony of the thought may keep you from doing any writing at all. If, however, you say that you will write for two hours on Saturday afternoon, you may actually accomplish something. The important thing here is to keep your commitment to yourself. Even if, at the end of the two hours, you think you could keep going, stop. Go outside and enjoy the weather. Your procrastinating self needs to be able to trust your new non-procrastinating self the next time you say you will only write for a certain amount of time. If you go overboard this time, then the next time you say, “I’ll write for two hours and then stop,” the procrastinator within will respond, “Yeah, right! I’m going rollerblading!”

On the other hand, it may work better for you to trick yourself into working on your paper by telling yourself you’re only going to write for two hours, but then continuing to work if you’re feeling inspired. Experiment with both approaches and see which one seems to work best for you.

Be realistic about how long it takes you to write

Procrastinators tend to be heroic about time; they estimate that it will take them two hours to complete a task that would take most people four. Once you have determined that procrastination is hurting your writing, begin taking notice of how long it actually takes you to write. Many students have a “page an hour” rule. Perhaps you can write a page in an hour if you are totally rested, fed, and focused, your roommate isn’t home, and the wind is blowing just right. But what if the phone rings, what if you are tired, and what if you have to go to the bathroom? When you estimate how long it will take you to write something, expect that there will be interruptions along the way.

Parting thoughts

As you explore why you procrastinate and experiment with strategies for working differently, don’t expect overnight transformation. You developed the procrastination habit over a long period of time; you aren’t going to stop magically. But you can change the behavior, bit by bit. If you stop punishing yourself when you procrastinate and start rewarding yourself for your small successes, you will eventually develop new writing habits. And you will get a lot more sleep.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Burka, Jane M., and Lenora M. Yuen. 1983. Procrastination: Why You Do It, What to Do About It Now . Boston: Addison-Wesley Publishing.

Ellis, Albert, and William J. Knaus. 1977. Overcoming Procrastination . New York: Signet.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Chapter 3: Managing Time & Study Space

Procrastination, procrastination self-check.

Think about the tasks and activities you are currently putting off. Think about tasks you have typically put off in the past.

  • What activities do you tend to put off until the last minute?
  • What do you typically find yourself doing instead of the activities that will help you reach your goals?
  • What are the patterns?

Are you a procrastinator? Take this self-assessment to find out more.

“Do or do not. There is no try.”  – Yoda

Procrastination is the act of putting something off. It’s doing something that’s a low priority instead of doing something that is a high priority. We all procrastinate sometimes. But when we procrastinate on an assignment or studying for an exam until there is little or no time left, our grades suffer and our stress level increases.

Think about this: If someone were to give you $500 to complete a homework assignment on time, would you complete it sooner than you ordinarily would have? What level is your internal motivation? How important is the assignment to you? How important is your grade? How important is your class?

Procrastination checklist

Do any of the following descriptions apply to you?

  • My paper is due in two days, and I haven’t really started writing it yet.
  • I’ve had to pull an all-nighter to get an assignment done on time.
  • I’ve turned in an assignment late or asked for an extension when I really didn’t have a good excuse not to get it done on time.
  • I’ve worked right up to the minute an assignment was due.
  • I’ve underestimated how long a reading assignment would take and didn’t finish it in time for class.
  • I’ve relied on the Internet for information (like a summary of a concept or a book) because I didn’t finish the reading on time.

If these sound like issues you’ve struggled with in the past, you might want to consider whether you have the tendency to procrastinate and how you want to deal with it in your future classes.

Reasons We Procrastinate

Learning about why we procrastinate can help us overcome it. The following are some of the more common reasons people put off doing something followed by thoughts to help combat that type of procrastination:

I don’t feel like it . I would rather play a video game, watch TV, hang out with friends, sleep, or do anything else other than start my assignment. (The problem is – you might never feel like starting it.)

Perfectionism. I want to do it perfectly, and since there is not enough time to do it perfectly, I am not going to do it at all. (Remember that no one is perfect and done is better than perfect.)

Fear of success. If I study my tail off and I earn an A on an exam, people will start to expect that I will get A’s all of the time. (The important thing to remember is to set high expectations for yourself.)

Fear of failure. Without confidence, I can’t do the assignment well, no matter how much time or effort I put into it. (Putting in time leads to good results which lead to increased confidence and competence.)

“Procrastination makes easy things hard and hard things harder.” – Mason Cooley

These and other reasons keep some students from completing assignments and studying for exams. Do you procrastinate? Why?

Whatever the reason may be, procrastination is not a good idea. It can be stressful trying to complete something if we have left it to the last minute. It can be stressful to know that we didn’t submit work that was our best. And stress can take a toll on the health of our bodies.

There are many examples of how Americans procrastinate. FedEx is built on the fact that people need something immediately, and in many cases, they have procrastinated past when regular mail would have gotten it there on time. Post offices stay open later on tax day because they know people procrastinated getting their taxes done. Stores offer sales days before Christmas because they know people have procrastinated their Christmas shopping.

Tim Urban’s Ted Talk shines a light on procrastination.

Video: Inside the Mind of a Master Procrastinator, Tim Urban TED Talk

Let’s get started with some immediate solutions as well as some perspectives that might, in time, help you adjust your thoughts and feelings and gain a sense of self-efficacy to help you overcome procrastination.

Create a list of your top five challenges when it comes to procrastinating. Create a chart, such as the one below, but leave yourself ample space to fill in the solutions you find as you read more about strategies for overcoming procrastination.

Strategies to Combat Procrastination

Because procrastination is so common, there are many suggestions for helping us avoid it. Below are some effective strategies for overcoming procrastination:

  • Keep your studying “bite-sized”: When confronted with 150 pages of reading or 50 problems to solve, it’s natural to feel overwhelmed. Try breaking it down: What if you decide that you will read for 45 minutes or that you will solve 10 problems? That sounds much more manageable.
  • Turn off your phone, close your chat windows, and block distracting websites. Treat your studying as if you’re in a movie theater, and just turn it off.
  • Set up a reward system: If you read for 40 minutes, you can check your phone for 5 minutes. But keep in mind that reward-based systems only work if you stick to an honor system.
  • Study in a place reserved for studying ONLY. Your bedroom may have too many distractions (or temptations, such as taking a nap), so it may be best to avoid it when you’re working on school assignments.
  • Use checklists: Make your incremental accomplishments visible. Some people take great satisfaction and motivation from checking items off a to-do list. Be very specific when creating this list, and clearly describe each task one step at a time.
  • Create a new association with a current habit. For example, if you drink coffee in the morning, that’s a great time to write down your to-do list. New associations create new neural connections and form new habits.

In the following video, Joseph Clough shares key strategies for conquering procrastination once and for all.

A few strategies additional strategies to combat procrastination are discussed below:

Tell yourself to do your best all of the time. Ask yourself what is important right now.   Other peoples’ expectations of you shouldn’t matter. Be confident in yourself and in your abilities. Make your goal to do your best and to realize that you’re not perfect. Do the best you can and be satisfied with your effort.

Get started. It is the hardest part to do and will have the biggest effect on defeating procrastination. It can be simple: skim the chapter you have to read, think of a title for your paper, or schedule an hour of study time. The rest of it will be easier once you get started.

Establish and rely on a process. Figure out what works best for you. Take some time to make a plan, list, or outline that allows you to see what you will do and when to complete your assignment or goal. It might be setting aside time early in the morning or postponing a movie until after you’ve finished an assignment. Set your priorities and stick to them.

Set imaginary deadlines. If the paper is due in six days, tell yourself it is due in two days. Knock it out early and then enjoy not having it over your head. Soft, or fake, deadlines are less stressful. And if you do end up needing more time, you have a cushion.

Don’t break the chain. Jerry Seinfeld wanted to be a better comedian and believed that writing better jokes every day would help, so he developed a system to help prevent procrastination. He used his system, called Don’t Break the Chain, to motivate himself. Each day he wrote, he would place a big red X on that day on a big wall calendar. After a few consecutive days, he had a chain, and the task became not breaking the chain. If there is something you want to practice every day, try it.

“If you eat a frog first thing in the morning, the rest of your day will be wonderful.”  – Mark Twain

Eat a frog . Twain wasn’t suggesting you go out and eat a frog; rather, he meant that if you have to do something you don’t want to, the best thing to do is do it right away: get it over with as soon as possible so you can then move on to enjoy the things you want to do.

Let’s Start Now

On a sheet of paper write down three important items you need to do this week and prioritize them. Write down the date and time you will do each item. Write down the name of a person who will help hold you accountable for completing the task. Ask the person to help hold you accountable. Start with the most important item. Write down what you will do to reward yourself when the three items are complete.

  • How to Learn Like a Pro! with adaptations: Removed one exercise, modified an exercise, removed information specific to Lane Community College, opinion article, and some hyperlinks for broader audience purpose. Authored by : Authored by Phyllis Nissila. Located at : https://openoregon.pressbooks.pub/collegereading/ . License : CC BY: Attribution

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  • Front Psychol

On the Behavioral Side of Procrastination: Exploring Behavioral Delay in Real-Life Settings

Frode svartdal.

1 Department of Psychology, UiT The Arctic University of Norway, Tromsø, Norway

Sjur Granmo

2 Faculty of Health and Welfare, Østfold University College, Fredrikstad, Norway

Fredrik S. Færevaag

3 Bjørknes University College, Oslo, Norway

This paper examines how procrastinators behave differently from non-procrastinators in implementing intended behavior. By focusing on time-related attributes of behavior, we demonstrate in five studies (aggregated N = 965) that onset delay seems to be a preferred option for procrastinators in common daily situations. Thus, when an action possibility is available for intended behavior, procrastinators tend to delay behavior onset, both in actual behavior and in onset preferences, often instigating chains of events with negative consequences. We discuss possible mechanisms responsible for such delays and explore how such mechanisms generate and sustain dilatory behavior. We conclude that a better understanding of why behavioral delays occur in early phases of action implementation is of importance in understanding and preventing procrastination.

Introduction

Procrastination involves unnecessary and unwanted delay, be it decisional, implemental, or lack of timeliness ( Lay, 1986 ; McCown et al., 1989 ; Mann et al., 1997 ; Steel, 2010 ). Furthermore, Steel (2007) emphasized that a core characteristic of procrastination is the realization by the actor that one will be worse off because of the delay. Hence, procrastination can be seen as irrational behavior—delaying some intended course of action, realizing that it is disadvantageous ( Klingsieck, 2013 ). Behavioral delay in procrastination is observed in at least two ways. First, during action implementation, the person may divert to an alternative and more tempting course of action ( Tice et al., 2001 ), indirectly delaying the original plan. Second, in a longer time perspective, the negative consequences of such diversions become visible, as for example when people postpone seeing their doctors until treatment is no longer an option ( Worthley et al., 2006 ), or postpone the initiation of personal retirement plans ( Byrne et al., 2006 ). In a longitudinal study, Tice and Baumeister (1997) demonstrated both forms of delay in a student sample. Students procrastinating early in the semester created a stress-free and pleasant situation for themselves, only to experience that these short-time benefits had long-term costs at the end of the semester.

Although the core problem of procrastination is behavioral delay, studies such as those discussed are in the minority in the procrastination literature. Most studies of procrastination have instead focused on self-reported delay as measured by procrastination scales and inventories ( Steel, 2007 ; Rozental and Carlbring, 2014 ; Svartdal and Steel, 2017 ). An obvious motivation for this preference is that dilatory behavior is inherently subjective, making it reasonable to classify a given course of action as dilatory or not depending on the person’s intention, which is conveniently assessedby self-report. Another reason for favoring measurement scales in procrastination research is that dilatory behavior is often difficult to operationalize, as it is characterized by not occurring (given a plan). Again, resorting to self-reported deviations from plans is a convenient solution (e.g., Krause and Freund, 2014 ).

However, reliance on self-reported delay has moved procrastination research away from the core characteristic of procrastination, behavioral delay. As will be discussed, the number of studies focusing on behavior in procrastination research is scarce. Furthermore, reliance solely on self-reported procrastination may bias results. Notably, self-reported procrastination lacks a calibration mechanism that may help differentiate between trivial but harshly judged procrastination and more serious forms (e.g., Gröpel and Steel, 2008 ; Svartdal and Steel, 2017 ), which again has implications for prevalence estimates (e.g., Rozental and Carlbring, 2014 ). Third, as existing procrastination scales often address domain- and culture-specific behavior themes (e.g., Christmas shopping; cf. Lay, 1986 ), conclusions may be vulnerable to personal, cultural, and contextual variability ( Svartdal et al., 2016 ). Hence, bringing back behavior into the procrastination equation may be worthwhile for a number of reasons.

In the present paper, we attempt to do so by focusing on behavioral delay when action possibility presents itself. Thus, rather than addressing the common measure of behavioral delay, lateness/timeliness in completing intended behavior ( McCown et al., 1989 ; Tice and Baumeister, 1997 ), we address the implementation phase of intended action when the person can choose swift vs. delayed action. Such a focus on promptness (e.g., Schouwenburg, 1995 ) allows for a focus on time-related behavioral dimensions with less emphasis on what people are procrastinating, but stronger emphasis on how people behave when procrastinating. Looking forward, we argue that such a shift better captures important properties of behavioral onset delay seen in procrastination.

We start with a short discussion of behavioral delay and of possible models that explain the ontogeny of behavioral delay. Then we briefly examine existing literature on dilatory behavior in procrastination, demonstrating that there are surprisingly few studies examining the relation between self-reported procrastination and corresponding behavioral delay, and in particular onset delay. Finally, we report five studies that illuminate how onset delay manifests itself in procrastination.

Models for Understanding Behavioral Delay

Analyzing procrastination from an evolutionary life history perspective, Chen and Chang (2016) argued that the procrastinator lives by a fast life strategy with a psychological time orientation on the present. Such a fast life strategy has been functional in unpredictable environments during evolution, fostering impulsivity, high risk-taking, overlooking consequences, and discounting the future. However, as contemporary life emphasizes planning, personal control, and accountability, a fast life strategy has become maladaptive. Accordingly, research has amply documented that procrastination is closely linked to impulsivity ( van Eerde, 2003 ; Steel, 2007 ; Gustavson et al., 2014 ), with a preference for instantly gratifying options rather than more beneficial longer-term goals. Such a preference is associated with negative consequences that make habitual procrastination maladaptive. Thus, procrastination is associated with a number of adverse states and problems, including increased stress, lower task performance, reduced well-being, regret and suffering, and risk of mental and physical illness ( Tice and Baumeister, 1997 ; Steel, 2007 ; Klingsieck, 2013 ; Steel and Ferrari, 2013 ; Sirois, 2014 ).

As impulsivity suggests a preference for immediate outcomes ( Sharma et al., 2014 ; Steel and Weinhardt, 2017 ), but procrastination is characterized by delay, identification of mechanisms that can mediate the relation between impulsivity and behavioral delay is crucial. A common answer to this dilemma is that impulsive diversions to more attractive alternatives occur during implementation of plans, indirectly creating delays in realizing them (e.g., Schouwenburg, 1995 ; Tice et al., 2001 ; Steel, 2007 ). This may be seen as temporal discounting in that salient and immediately available rewards dominate over distant rewards (e.g., Steel and Weinhardt, 2017 ). Immediate rewards may be situational, but not necessarily. For example, taking a break from working with aversive, stressful, or difficult tasks, gaining swift mood repair, stress relief, and satisfaction (e.g., Tice and Bratslavsky, 2000 ; Tice et al., 2001 ; Sirois, 2007 ) may be highly rewarding, resulting in a direct form of task delay in that the primary motivation is to stop ongoing behavior rather than switching to something more attractive in the situation.

Temporal discounting of negative stimuli is also a possible mechanism causing behavioral delay. Response cost may serve as an example. As the cost of immediate action is more salient than the perceived cost of future action, behavioral delay may occur because the cost of performing it now seems higher than performing it later (e.g., Akerlof, 1991 ). A related and probably more important mechanism is avoidance of aversive tasks, preventing the occurrence of negative feelings, stress, and other forms of aversive states, resulting in avoidant styles of functioning (e.g., Díaz-Morales et al., 2008 ) and subsequent delays in task execution.

Note that the mechanisms discussed here imply delayed task execution; for all but the first mechanism, task delay should be reflected in reduced behavioral vigor directly. The mechanisms discussed are summarized in Table ​ Table1 1 . We are not aware of prior research examining the effects of these mechanisms on behavioral onset delay specifically, but predictions are quite straightforward. First, the overall effect of these mechanisms should be delay in the execution of planned behavior, increasing the possibility of passivity, hesitation, and lingering. Second, it is likely that repeated occurrences involving one or several of these mechanisms may have established learned habits and reactions that themselves can cause delay. In both cases, when facing action possibility, it is likely that the procrastinator will respond with hesitation and lack of promptness. This response should be readily observable, differentiating procrastinators from non-procrastinators in situations where prompt action is possible and often advantageous. For the procrastinator, this response has most probably also generalized, so that delay is the default response in a variety of situations and modalities. Thus, when facing an action possibility, a “delay” rule should not only reveal itself in behavior but also in behavioral onset preferences. Although some situations should be especially prone to triggering delay (e.g., aversive or boring situations) and some not (e.g., situations with positive valence) ( Steel, 2007 ), it is likely that the “delay” rule will be a default and automatic response in ordinary, everyday situations, potentially instigating a chain of events with negative long-term consequences for the procrastinator.

Common contexts for behavioral delay.

Research on Implemental Delay and Its Relation to Self-Reported Procrastination

As the focus of this paper is on delayed onset of intended behavior, we examined the procrastination literature for research concerning this issue specifically. We also traced research that address the relation between dilatory behavior and self-reported procrastination more generally. As seen in Table ​ Table2 2 , we have identified only seven studies that address the self-reported procrastination–behavior relation explicitly, and only three address onset delay specifically ( Senécal et al., 1997 ; Steel et al., 2001 ; Moon and Illingworth, 2005 ). Senécal et al. (1997) presented participants with a series of tasks differing in dimensions related to motivation (e.g., boring/difficult vs. interesting/easy), and measured (a) time to start the boring/difficult task, and (b) time to complete all tasks. For participants (students) expecting an evaluation of performance, onset delay of the boring/difficult task was markedly higher for high vs. low procrastinators, as was the total time to complete all tasks. However, the difference in implemental delay seemed to be due to the fact that high procrastinators not expecting to be evaluated demonstrated much shorter delays, even much shorter compared to low procrastinators ( Senécal et al., 1997 , Figure 1), making an inference from this study somewhat difficult. Steel et al. (2001) examined the intention-action gap and found that procrastinators differed from non-procrastinators only at the beginning and at the end of the course, and in the predicted directions: Procrastinators did less work than intended in the start of the semester, and more toward course completion. Finally, Moon and Illingworth (2005) obtained repeated behavioral measures of student procrastination (time from opening for tests to be taken to actual test time in repeated test windows throughout the semester) and found moderate correlations between a dispositional procrastination score and test onset delay. However, the pattern of procrastination throughout the semester did not differ between high and low procrastinators. Thus, although the students might differ in their initial levels of procrastination, all followed the same procrastination pattern over the course of the semester ( Moon and Illingworth, 2005 , p. 306).

Studies assessing the self-reported procrastination–behavior relation.

Table ​ Table2 2 also includes studies that have assessed the self-reported procrastination–behavior relation by including a measure of self-reported behavior rather than observed behavior. Further, some studies that experimentally demonstrate procrastination have often done so without connecting behavioral procrastination to dispositional procrastination as measured by scales. Two examples are listed in the table. Note also that some studies not included in the table address behavioral measures of procrastination indirectly by comparing self-reported planned behavior to self-reported actual behavior, thereby obtaining a difference score used as a proxy for behavioral procrastination (e.g., Krause and Freund, 2014 ). Other studies have linked dispositional procrastination score to a product of behavior (e.g., grades; Steel et al., 2018 ).

The studies listed in Table ​ Table2 2 assume a relatively close relation between dispositional procrastination and dilatory behavior documented by self-report or by actual behavioral delay (e.g., lateness in submitting reports). Overall, this expectation has gained support, but some qualifications should be noted. First, as noted, the number of studies having focused on the dispositional procrastination–behavioral onset delay relation is very low, suggesting that this is a research area in need of increased focus. As argued, we believe that focus on onset delay is of particular interest. Although timeliness and lateness correlate highly with implemental delay ( Svartdal and Steel, 2017 ), they are possibly more susceptible to cultural and contextual differences ( Svartdal et al., 2016 ). This highlights the need for an analysis of behavioral procrastination that is less influenced by cultural and contextual differences. Focus on the timeliness of a finished task also often overlooks the fact that many forms of behavior are temporally distributed, one part being preparatory and often necessary for subsequent parts (e.g., Sheeran and Webb, 2016 ). Increased focus on delay early in such sequences may be more informative of the early phases of procrastination than focusing on the end product of the completed (or not completed) chain. A related issue concerns the way behavior has been conceptualized in procrastination studies. By addressing domain-specific behaviors described in a high-level language (e.g., Christmas shopping), time-related, low-level attributes of behavior may be easily overlooked. Low-level attributes of behavior ( Vallacher and Wegner, 1987 ) address how actions are performed (e.g., in terms of tempo, speed, and onset delay) rather than which actions are performed. Because low-level attributes relate to the way actions are performed, and such attributes are rather difficult to describe and modulate verbally ( Svartdal, 1995 ), they may provide information about procrastination that is not captured in current self-reported procrastination scales.

Finally, as seen in Table ​ Table2 2 , several of the studies included self-reported dilatory behavior rather than objective measures of behavioral delay. Lane et al. (2013) examined a construct closely related to procrastination, impulsivity, and found that psychometric instruments focusing on this construct tended to correlate reliably with each other, whereas behavioral measures obtained through laboratory tests focusing on the same construct demonstrated lower within-tests correlations. Also, the psychometric scales correlated poorly with behavioral tests, even though they targeted the same construct. Such findings indicate that psychometric instruments may give an exaggerated impression of orderliness that does not match behavioral proxies well. For procrastination, this is particularly important, as behavioral delay is a defining characteristic of procrastination.

The Present Studies

In the present studies, we examine various forms of behavioral delay related to the mechanisms discussed, focusing on implemental delay. Specifically, we address three facets of how behavioral delay expresses itself. Study 1 focused on delayed (as opposed to immediate) onset of intended behavior; Studies 2a and 2b addressed preferences for later rather than earlier, and Studies 3a and 3b addressed delay in preparatory behavior. Rather than looking at the overall delay in action implementation, we focus on delay in intentional behavior when an action possibility presents itself, either observed or as expressed in preferences.

We examine such delays in simplified and ecologically valid situations, that is, situations in which the observation of naturally occurring behavioral delay is possible. Thus, when a person is confronted with a simple choice situation with freely available alternatives, a preference for delay or actual behavioral delay displayed in that situation may be potentially informative of an underlying disposition to procrastinate. The overall model for the present thinking assumes that dilatory behavior as described above is a direct or indirect consequence of a “later” dictum and that such delay subsequently may be a contributing factor to the negative consequences seen in procrastination. Preferences and behavior were correlated with scores on procrastination instruments. The overall hypothesis is that people scoring relatively high on instrument measuring disposition procrastination adheres to a “later” dictum, and hence demonstrates behaviors and preferences accordingly.

As a direct exploration of the “later” dictum in implementing intended behavior, Study 1 observed people entering a shopping mall by escalators. When using an escalator, one has a simple choice: Remain still and let the escalator bring you up, or add speed by walking. In the present context, we assume that people opting for the first alternative adhere to a “wait” or “delay” rule, whereas people who select to walk do not. Hence, we expected that people standing still would demonstrate higher scores on a test for procrastination compared to walkers.

Participants

Participants were 56 adults (mean age = 38.5 years), 28 females. All were visitors to a shopping mall in northern Norway.

Procedure and Material

Observers (student assistants) were located at the upper end of different escalators in a shopping mall, being able to observe whether a potential participant walked versus did not walk while being on the escalator. People walking most or all of the escalator were classified as Walking; people standing still although being free to move (e.g., not hindered by a person standing in front; not carrying a heavy package) were classified as Standing. When leaving the escalator, each participant was approached by the assistant and asked to answer the Irrational Procrastination Scale ( Steel, 2010 ). Participants filled in the questionnaire as well as age and gender information (paper and pencil). After completing these steps, the participant was thanked and given a short explanation of the study. Finally, the assistant coded the sheet as “S(tanding)” or “W(alking)” as well as gender and time of day (morning, noontime, evening). All information was given voluntarily and anonymously, and all participants gave informed consent to contribute after receiving brief information of the study.

The current studies were part of a larger project that received ethical approval from the Regional Ethical Board in Tromsø, Norway (REK nord 2014/2313). Participation was voluntary, anonymous, and confidential. Participants were read a consent form describing the nature and purpose of the study and then provided informed consent before responding. No payment was provided.

An ANOVA with S(tand) versus W(alk) and gender as predictors and IPS score as the dependent measure revealed that walkers demonstrated lower IPS scores compared to people standing still ( M = 2.45 vs. 2.88), F (1,50) = 4.926, p = 0.031, η p 2 = 0.090. Also, the ANOVA indicated a significant interaction effect, F (1,50) = 7.586, p = 0.008, reflecting that walking women had lower IPS scores compared to men and also that standing women had higher IPS scores. The main effect of gender was not significant.

We also performed a separate ANOVA to test the potential effect of time (morning, noon, afternoon) on escalator behavior ( Díaz-Morales et al., 2008 ). Here the ANOVA indicated a significant interaction effect of time, F (2,50) = 4.381, p = 0.018, reflecting that the stand versus walk effect primarily was visible in the afternoon, less so in the morning and at noon.

As predicted, people using an escalator to enter a shopping mall selected to walk or stand still in accord with their propensity to procrastinate. All participants shared the same overall intention to enter, yet differences appeared in the promptness of action implementation in accord with dispositional procrastination score. Although this difference may be influenced by a number of factors involved in goal striving ( Steel et al., 2018 ), we believe that the important result in this context is that some people—procrastinators—chose to stand still. This response is consistent with a preference for delay when swift action is possible. In the present sample, this tendency was stronger in females compared to men and stronger in the afternoon compared to morning and noontime. Nonetheless, these results indicate that a simple choice behavior—stand versus walk—is related to procrastination score. As discussed (see Table ​ Table1 1 ), this automatic inclination to delay is consistent with an overall prediction that procrastinators delay action implementation.

Study 2 explored the hypothesis that procrastination score as measured by a self-report instrument is related to time preferences in choice. If procrastinators adhere to a simple “later” dictum, behavior as well as choices involving time options (e.g., early vs. late) should be predictably related to procrastination score. This hypothesis was investigated in two different settings, training studio time preferences (i.e., preference for visiting the training studio early or late in the day) and seminar time preferences (i.e., preference for participating in seminars starting early vs. late in the day). The “later” dictum indicates that such preferences should be visible in that people visiting training studios late in the day should demonstrate higher procrastination scores (Study 2a) and that a similar difference should be observed in students participating in seminars later in the day (Study 2b).

Participants were 119 adults (mean age = 30.83 years), 59 females. All were visitors at three different training studios in a city in Northern Norway.

A student assistant approached visitors outside training centers early (9–12) or later in the day (12–15) and asked participants to answer the Irrational Procrastination Scale (IPS; Steel, 2010 ) as well as provide age and gender information (paper and pencil). Then, the assistant coded the sheet as “Early” or “Late.” All information was given voluntarily and anonymously, and all participants gave informed consent after receiving brief information about the study.

An overall ANOVA with IPS as dependent variable and time (early vs. late), gender, and three different training locations as predictors indicated a significant effect of time ( M Late = 2.79; M Early = 2.46), F (1,105) = 6.668, p = 0.011, η p 2 = 0.060. None of the other factors were significant, but one of the training locations demonstrated a lower overall IPS score in men compared to the two other locations, resulting in a significant location ∗ gender interaction, F (2,105) = 3.302, p = 0.040. This effect was not considered relevant for the present study.

As hypothesized, visitors at training centers early (09–12) versus late (12–15) demonstrated a significant difference in procrastination scores in the predicted direction. Although this difference is hypothesized to be a result of a dictum of “later” in people procrastinating more, this rule may have worked in direct ways as well as indirectly. Thus, on a given day, a procrastinating person may have selected training time later in the day although an earlier time slot was available (direct effect of a “later” rule). Alternatively, selection of later training time may be a consequence of time-related choices the day before, as in bedtime procrastination ( Kroese et al., 2014 ), necessitating later training times the day after. Third, training time may have been occasioned by previously determined self-chosen time slots, reflecting a choice at an earlier occasion. Finally, training time may have been determined outside the person’s control and thus not informative of the person’s time preferences at all. Despite the noise introduced by the final possibility, the present data indicate that the behavior of choosing training times are predictably related to procrastination score, indicating that one or more of the procrastination-informative mechanisms are in operation.

These results are consistent with findings that procrastinators demonstrate a preference for eveningness ( Díaz-Morales et al., 2008 ; Digdon and Howell, 2008 ; Hairston and Shpitalni, 2016 ). In the Díaz-Morales et al. (2008) study, participants completed the Early/Late Preference Scale ( Smith et al., 2002 ) as well as two procrastination scales, the Adult Inventory of Procrastination (AIP; McCown et al., 1989 ) and the Decisional Procrastination Scale (DPS; Mann, 1982, unpublished). Díaz-Morales et al. (2008) reported a low but significant correlation between the AIP and the morningness-eveningness scale, r = -0.28, and a lower and non-significant correlation between the DPS and the morningness-eveningness scale. The present study extends these results by demonstrating that such time preferences are reflected in actual behavior.

Although training at training centers is popular, only part of the population exercises, potentially restricting the external validity of the finding of Study 2a. Therefore, we conducted a second study with students enrolled in a large introductory course. As part of this course, seminar teaching was offered. At the beginning of the semester, students chose between available seminars, available at specific time slots throughout the day, with start times from 08.15 to 16.15. We expected that students selecting seminar times before versus after noon would do so at least in part as a reflection of the dictum “delay.” Hence procrastination scores should be higher in students selecting post-noon seminar times.

Participants were students ( N = 140, 110 females) at an introductory course in psychology, recruited as part of an examination of procrastination instruments for an intervention study on procrastination ( Nordby et al., 2016 ).

Procedure and Instruments

Questionnaires were distributed to registered students at seminars. All answered a procrastination scale, the Pure Procrastination Scale (PPS; Steel, 2010 ; Svartdal et al., 2016 ). This scale correlates highly, r = 0.87, with the IPS ( Steel, 2010 ; Svartdal, 2015 ). As part of the questionnaire students reported which seminar group they attended, allowing for a grouping of seminars as “Early” (pre-noon) and “Late” (post-noon). We also asked participants to answer an additional question regarding typical bedtime on a weekday (21–00, 00–02, 02–05).

First, the ANOVA with PPS as the dependent variable and Early/Late and gender as predictors indicated a significant main effect of Early/Late, M Early = 2.53 versus M Late = 2.97, F (1,135) = 8.888, p = 0.003, η p 2 = 0.062. The main effect of gender and the Early/Late ∗ gender interaction were not significant. Second, the mean PPS scores for participants indicating when they typically go to sleep were significantly different over typical bedtimes, M 21-00 = 2.56, M 00-02 = 2.98, M 02-05 = 3.41, F (1,133) = 6.515, p = 0.002, η p 2 = 0.089. In both cases, the main effect of gender was non-significant, as was the interaction effects.

These results demonstrate that preferred time for seminar attendance was predictably related to dispositional procrastination. As attendance time was determined at the start of the semester, procrastinators opting for seminars later in the day in accord with a “later” dictum. This result is again consistent with prior research on a preference for eveningness ( Díaz-Morales et al., 2008 ) and may at least indirectly reflect reported bedtime preferences, which were also predictably related to procrastination level (cf. Kroese et al., 2014 ). Importantly, the “later” preference demonstrated here had specific behavioral consequences throughout the semester, illustrating how a simple and spontaneous decision at one occasion generates long-time consequences. The findings reported here are also consistent with results reported by Solomon and Rothblum (1984) , who found that procrastinating students participating in experimental sessions tended to prefer sessions late in the semester. Similarly, Cassidy and Kangas (2014) showed that students signing up for a study on discounting behavior (measuring self-control/impulsivity) demonstrated a negative relation between self-control and time selected over the semester. Cassidy and Kangas (2014 , p. 3) noted that “signing up earlier in the semester can be conceptualized as self-controlled activity,” and that signing up for late timeslots may be seen as a form of procrastination. The present data indicated a similar relation, albeit in time preferences over the day rather than the semester. Note that these results, as well as the Solomon and Rothblum (1984) and the Cassidy and Kangas (2014) results, go beyond an explanation in terms of morningness–eveningness, suggesting a simpler explanation in terms of a “later” rule with a possible origin in the mechanisms discussed in Table ​ Table1 1 .

Studies 1 and 2 demonstrated that procrastinators seem to adhere to the rule “later” when confronted with simple choice situations, resulting in a preference for options later rather than earlier. As the preferences demonstrated in these studies do not represent any specific disadvantages, this strategy may seem inconsequential. Thus, even if procrastinating students prefer late seminars, the outcome of attending late seminars may be just as high as attending seminars earlier in the day. Hence, for the “later” dictum to represent a disadvantage for procrastinators, detrimental consequences must be demonstrated. Here, bedtime procrastination ( Kroese et al., 2014 , 2016 ) may be a good model. First, a defining characteristic of bedtime procrastination is that the person fails to go to bed at the intended time, “while no external circumstances prevent a person from doing so.” Second, going to bed later than planned has potential negative short- and long-time consequences that demonstrate the disadvantage of such a habit.

In the same vein, we propose that other simple choices reflecting a preference for “later” may put the procrastinating person in a more disadvantageous position compared to non-procrastinators. Studies 3a and 3b focus on a possibly important example, how the “later” preference represents a financial disadvantage to the procrastinator. Here we address one of the delay mechanisms already discussed, delay in preparatory behavior. As preparatory behavior (e.g., preparing a shopping list) is distant from the actual planned behavior (shopping), we hypothesize that such preparatory behavior is easily delayed or even skipped by procrastinators. Hence, Study 3a examined lunch habits among students and employees in Norway. In this country, bringing your lunch is a long-standing tradition ( ISIC, n.d. ). Financially, this practice makes sense, as buying lunch at the cantina is much more expensive compared to the cost of bringing your lunch. However, as bringing your lunch requires planning and preparation of food before one leaves home, it is reasonable to assume that procrastinators delay this step, leaving home without food. Not planning lunch before leaving home may put the procrastinator in a disadvantageous situation at lunchtime. Clearly, if this habit continues over time, it will be financially disadvantageous to procrastinators.

Participants were students and employees at a Norwegian University ( N = 123) at three different cantinas.

Student assistants approached visitors at the cantinas and asked them to fill in a shortened version of IPS (six items consistent with procrastination, a version found to be psychometrically equivalent to the full version; Svartdal and Steel, 2017 ). Upon completion of this task, the assistant coded whether the visitor had bought lunch in the cantina or brought his/her own. All participants agreed to participate, and all information was provided anonymously.

Initial analyses indicated that males reported higher procrastination levels compared to females, but the gender factor did not interact with the bring versus buy factor. An ANOVA with IPS score as the dependent variable and bring versus buy as the predictor indicated, as predicted, a significant difference between the groups, M Bring = 2.92 versus M Bought = 3.32, F (1,115) = 11.254, p = 0.001.

The present results demonstrated a difference in procrastination scores between cantina visitors bringing their food for lunch versus visitors buying their lunch, procrastinators ending up with the more expensive alternative. As the more expensive alternative was necessitated by not bringing a lunch package in the first place, a key to understanding the observed difference is related to an explanation of why respondents did not bring lunch from home. We propose a simple explanation in terms of impulsivity: Procrastinators are impulsive, and as planning and life organization correlate negatively with procrastination (e.g., Steel, 2007 ), it is understandable that procrastinators do not worry so much about events hours away. Thus, the present results may be seen as a consequence of procrastinators adhering to a “later” dictum, postponing the issue of lunch until lunchtime appears. In general, such a delay may be relatively inconsequential, but in Norway, such behavior will be quite costly, especially if it establishes itself as a habit.

To substantiate the findings of Study 3a, we administered a survey focusing on personal finance, including a question on lunch habits.

Participants were 527 adults (377 females), mean age = 30.96 years ( SD = 11.67). The majority of participants were employees ( n = 253) and students ( n = 194); the remaining 46 categorized themselves as “other.” All were recruited through social media (e.g., Facebook).

Materials and Procedure

Participants were invited to answer a web-based questionnaire 1 containing questions about habits related to personal finance, procrastination (IPS; Steel, 2010 ), as well as age and gender. The questions about finance included (a) yearly income (five categories), (b) expectation for own economic situation in 1 year (five categories, 1 = very bad – 5 = very good ), and (c) lunch habits (“usually bring my own lunch” and “usually buy in the cantina”). The questionnaire also contained other questions not included in the present study.

Results and Discussion

A majority of the sample ( n = 307) reported that they usually bring a lunch from home, the rest ( n = 178) indicated that they usually buy in the cantina. An ANOVA with bring versus buy and gender as predictors indicated a significant lower mean IPS score in the Bring group, M Bring = 2.71 ( SD = 0.06) compared to the Buy group, M Buy = 2.99 ( SD = 0.07), F (1,446) = 10.271, p = 0.001, η p 2 = 0.023. The effect of gender and gender ∗ bring/buy interaction were not significant. Thus, this result repeats the finding of Study 3a, albeit in self-report form.

Although buying food in the cantina is an expensive habit, it becomes increasingly detrimental for individuals with lower income levels. We therefore performed an ANOVA with bring versus buy and income level as predictors. The ANOVA indicated a significant main effect of bring ( M = 2.65) versus buy ( M = 3.00), F (1,442) = 20.901, p = 0.000, as well as a significant main effect of income levels, F (4,442) = 6.806, p = 0.000, reflecting an overall reduction in IPS scores with increasing income levels. The interaction effect was not significant, F (4,442) = 1.611, p = 0.170. The main effect of bring versus buy revealed itself primarily at lower income levels, indicating that people that would benefit the most from changing their expensive habit (procrastinators) suffer the most. A parallel analysis with financial situation expected in 1 year rendered very similar results.

These results demonstrate the importance of preparatory behavior in procrastination. This detrimental delay strategy may be encountered in many areas. For example, buying airline tickets long before traveling is often much cheaper than buying them a short time before traveling, putting the procrastinating airline passenger in a financially disadvantageous situation compared to non-procrastinating passengers. In the health domain, postponing vaccination may have negative effects ( Baker, 2011 ). Finally, in the student domain, preparatory behaviors may be of potentially high significance, as the value of a given insight may be dramatically increased if it is acquired early rather than later. For example, understanding the concept of correlation early in a statistics course versus understanding it days before an exam implies very different learning benefits, even though outcome results as measured in examinations may not differ very much.

General Discussion

The present paper hypothesized that procrastinators adhere to a simple behavioral rule—“later”—in common daily situations, resulting in predictable delays in behavioral onset, time preferences for “later” rather than “sooner,” and delayed preparatory behaviors with detrimental consequences later on. Such a “later” rule is connected to specific mechanisms assumed to mediate the relation between impulsiveness and behavioral delay. Examples of behavioral delays were given in observed or indirect form in five separate studies over a variety of situations. Common to these studies was that procrastination manifested itself behaviorally, predictably related to dispositional procrastination score. Overall, the present results, summarized in Table ​ Table3 3 , provide examples of behavioral delays related to dispositional procrastination, confirming the overall assumption that higher procrastination is associated with behavioral onset delay. These studies provided this evidence in situations rarely previously studied, thus extending the procrastination phenomenon to new domains. More importantly, the present studies focused on time-related, low-level attributes of behavior rather than domain-specific, high-level behaviors. As such low-level behavioral attributes are rather difficult to modulate by rules ( Svartdal, 1995 ), actual behavior may in such cases be more informative about procrastination than self-reported habits and behaviors. Also, as such low-level behaviors are difficult to describe by the actor, they may cause delays in ways that occur largely unnoticed and hence are difficult to report, for example in procrastination self-report measures. Increased focus on low-level aspects of behavior may, therefore, be important both in the understanding of procrastination and in self-reported procrastination.

Results, present studies.

The present studies addressed delay in the implementation of planned behavior. Such delay, often named the intention-action delay, constitute a core attribute of procrastination ( Steel, 2010 ). Most studies that have examined behavioral delay have focused on lateness/timeliness in completing the intended behavior (e.g., Lay, 1986 ; Tice and Baumeister, 1997 ; Howell et al., 2006 ). In contrast, the present studies focused on action onset delay and preferences for onset delay. Most planned action requires sustained performance over time, completing it being dependent on a number of factors that may or may not be under control of the actor. By focusing on delay in intended behavior as expressed when action possibility presents itself, either as observed action or implemental intentions expressed in preferences, the present studies address on an important and under-investigated part of the procrastination problem. The fact that the behavioral delay examples included in the present studies all were freely chosen, minimally influenced by contextual or cultural factors, as well as non-reflective, indicate that procrastinators are inclined to delay when an action possibility presents itself.

Focus on the initial delay of planned action, rather than on timeliness/lateness, may be important in understanding the procrastination problem and the problems unnecessary delay brings on the procrastinator. Such delays may manifest themselves as lingering or hesitation once an action possibility occurs (Study 1), a preference for later rather than sooner (Studies 2a and 2b), and delay in behavior necessary for subsequent behavior (Studies 3a and 3b), as well as in other ways. Such implemental delay may contribute to negative consequences over time. For example, delaying the onset of planned behavior decreases the time-window for completion, which may negatively affect performance and increase stress ( Tice and Baumeister, 1997 ). Early onset of implemental action may also have beneficial psychological consequences, even if implementation is not completed. For example, having started the implementation of some planned project (e.g., reading a book, writing an essay, painting the house) turns an abstract intention into something concrete, thereby facilitating execution of planned action (e.g., McCrea et al., 2008 ). Even if the task is not finished, having started it may increase rather than decrease motivation to re-engage ( Reeve et al., 1986 ). Finally, getting an early start on some project may change motivation, with self-perceptions shifting from “not doing = not interested” to “doing = interested” ( Bem, 1972 ). In sum, instigating rapid implementation of intentions may prevent many of the negative behavior inclinations observed in procrastination. Techniques that help people in formulating and realizing their intentions (e.g., Gollwitzer and Sheeran, 2006 ; Sheeran and Webb, 2016 ), may, therefore, be of prime importance in reducing and preventing procrastination.

Future Studies

A common theme to the studies of this paper, as well as in the definition of procrastination and its measurement, is that the procrastinator delays when prompt action is possible and preferable. This contrasts with the conception of procrastination as an impulsive person ( van Eerde, 2003 ; Steel, 2007 ), preferring immediate rather than delayed outcomes. Why, then, do procrastinators seem to follow a “delay” rule when the opposite is possible and preferable? We have discussed a number of mechanisms that may mediate the impulsivity–delay relation (cf. Table ​ Table1 1 ), and the overall effect of these mechanisms seems to be a simple “delay” rule. Future research should explore this relation more thoroughly to determine additional mechanisms. The long-time effect of escaping and avoiding aversive events are of particular interest. Escaping or avoiding aversive tasks simply by stopping action (take a break) or avoiding the situation may relieve stress and induce a better mood in the short run ( Baumeister et al., 1994 ; Tice and Bratslavsky, 2000 ). However, the immediacy of rewarding consequences from such strategies points to a potentially very powerful mechanism in generating and sustaining procrastination because diversion or passivity is effectively reinforced. Hence, a long history of escaping or avoiding aversive situations by simply doing nothing (i.e., passivity) may give passivity secondary reinforcement properties in just the same way as effort associated with reward can acquire secondary reinforcement properties ( Eisenberger, 1992 ). Accordingly, delay, hesitation, and lingering may be activities that are reinforcing to the procrastinator, and hence may be hypothesized to represent a hedonically attractive outcome that is always available for the procrastinating person. Such a mechanism may help explain the relation between procrastination and the passivity seen in depressed individuals as well as in everyday procrastination. If true, passivity is a continuously available reward for the procrastinator, and increasingly so as the procrastination habit is getting more firmly established. Clearly, if delayed onset is a characteristic of procrastination, increased focus on various forms of such delay is of interest, both in terms of understanding procrastination and in prevention and intervention measures.

In the studies reported in this paper, dilatory behavior was predictably related to dispositional measures of procrastination. This is reassuring and demonstrates that dispositional measures are informative of behavioral inclinations, albeit in relatively crude form. However, as self-reported procrastination lacks a calibration mechanism that may differentiate between trivial but harshly judged procrastination and more serious forms (e.g., Gröpel and Steel, 2008 ; Rozental and Carlbring, 2014 ; Svartdal and Steel, 2017 ), more work is needed in developing measures, both behavioral and in self-report form, that may assist in such calibration efforts. Here, objective behavior-focused measures of procrastination may represent important supplements to self-report measures.

Author Contributions

FS collected the data, ran analyses, and wrote the draft. SG and FF participated in discussions and in editing the document.

Conflict of Interest Statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Funding. The research presented in this paper was partially funded by UiT/NFR student stipends to Eirin Høegh and Anna Hessen. Andrea Chluba Kværne participated in data collection. The publication charges for this article were funded by a grant from the publication fund of UiT The Arctic University of Norway.

1 www.qualtrics.com

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ScholarPath

The High Schooler’s Guide to Fighting Procrastination

Aug 29, 2023

Are you a high school student struggling with procrastination? You’re not alone! Procrastination is an issue that plagues many high schoolers, but it can be conquered. In this guide, you will learn helpful strategies to combat procrastination and make the most out of your high school experience. Keep reading to learn how to fight procrastination as a high school student!

Understanding Procrastination

Procrastination is a common problem that many high school students face. It is the act of delaying or postponing tasks, often choosing to do more pleasurable activities instead. But why do we procrastinate? Understanding the root causes of procrastination is the first step to overcoming it.

One reason for procrastination is the fear of failure or perfectionism. We may delay starting a task because we are worried that we won’t meet our own high standards or that we will disappoint others. Another reason is a lack of motivation or interest in the task at hand. When we don’t find something engaging or enjoyable, it’s easy to put it off.

Procrastination can also be a result of poor time management and prioritization skills. When we don’t know how to effectively plan our time or prioritize tasks, we can easily get overwhelmed and end up procrastinating.

Understanding these underlying reasons for procrastination is crucial because it allows us to develop targeted strategies to overcome it. In the following sections, we will explore effective techniques to combat procrastination and make the most out of our high school experience.

The Effects of Procrastination on Your Life

Procrastination may seem harmless at first, but it can have significant effects on your life as a high school student. One of the most obvious effects is that procrastination leads to poor academic performance. When you constantly put off studying or completing assignments, you may find yourself rushing to finish them at the last minute. This can result in lower grades, missed opportunities, and increased stress.

Furthermore, procrastination can negatively impact your mental health. The constant stress of impending deadlines and unfinished tasks can lead to anxiety and feelings of overwhelm. It can also affect your self-esteem, as you may start to doubt your abilities and feel guilty for not being more productive.

Procrastination can also limit your opportunities for personal growth and development. By delaying important tasks, you miss out on the chance to fully engage in extracurricular activities, explore your passions, or build valuable skills.

Overall, procrastination can have far-reaching consequences on your academic success, mental well-being, and personal growth. By understanding the effects of procrastination, you can better motivate yourself to overcome it and make the most out of your high school experience.

Identify Your Triggers for Procrastination

Identifying your triggers for procrastination is an essential step in overcoming this common challenge. Take a moment to reflect on what factors contribute to your procrastination tendencies. Is it the fear of failure? Are you easily distracted by social media or other activities? Does lack of interest in the task play a role? By pinpointing your triggers, you can develop targeted strategies to address them.

Start by keeping a procrastination journal. Whenever you catch yourself putting off a task, jot down the reason behind it. Is it because the task feels overwhelming? Are you unsure of how to start? Once you have a clearer understanding of your triggers, you can start brainstorming potential solutions.

For example, if you find that social media is a major distraction, try using apps or browser extensions that block certain websites during specific study periods. If you struggle with motivation for certain tasks, consider breaking them down into smaller, more manageable steps or finding ways to make them more engaging.

Remember, everyone’s triggers are unique, so it’s important to personalize your strategies. By identifying and addressing your triggers for procrastination, you’ll be well on your way to overcoming this challenge and making the most out of your high school experience.

Develop a Plan for Time Management

Time management is a crucial skill for high school students looking to combat procrastination. Without a plan, it’s easy to feel overwhelmed by the numerous tasks and assignments that come with being a student. Developing a plan for time management will help you stay organized, prioritize tasks, and make the most efficient use of your time.

Start by creating a schedule or a to-do list that outlines all of your tasks and assignments. Break them down into smaller, more manageable steps to make them feel less overwhelming. Use tools such as a planner or a digital calendar to keep track of deadlines and important dates.

When creating your schedule, be sure to allocate time for both studying and relaxation. It’s important to give yourself breaks and time to recharge, as this can actually improve your productivity in the long run. Set realistic goals and deadlines for yourself, and try to stick to them as much as possible.

Another helpful tip for managing your time effectively is to prioritize your tasks. Identify the most important and urgent tasks and tackle those first. This will help you avoid feeling overwhelmed and ensure that you complete the most critical tasks in a timely manner.

Remember, developing a plan for time management is not a one-size-fits-all approach. It may take some trial and error to find the system that works best for you. Be patient with yourself and continue to refine your plan as needed. With a solid time management strategy in place, you’ll be well on your way to conquering procrastination and making the most out of your high school experience.

Use Effective Study Strategies to Avoid Procrastination

When it comes to studying, effective strategies can make all the difference in avoiding procrastination. One helpful technique is to break down your study sessions into smaller, manageable chunks. Instead of trying to cram for hours on end, set aside specific periods of time to focus on one subject or task. This can help prevent overwhelm and keep you motivated.

Additionally, finding a study environment that works for you is key. Some students prefer complete silence, while others thrive in a more bustling environment like a coffee shop or library. Experiment with different settings to see what helps you stay focused and productive.

Another useful strategy is to utilize active learning techniques. Instead of passively reading or highlighting your notes, try engaging in activities that require you to actively process the information, such as summarizing key concepts or teaching the material to someone else.

Finally, remember to take regular breaks during your study sessions. Our brains can only maintain focus for a limited amount of time, so give yourself short breaks to rest and recharge. This will help prevent burnout and keep your motivation levels high.

By implementing these effective study strategies, you can avoid procrastination and make the most out of your study time as a high school student.

Overcoming Distractions and Staying Focused

When it comes to staying focused and avoiding distractions, high school students often face numerous challenges. Whether it’s the allure of social media, the temptation to chat with friends, or simply the difficulty of maintaining concentration for long periods of time, distractions can derail your productivity and lead to procrastination. 

To overcome distractions and stay focused, it’s important to create a conducive environment for studying. Find a quiet space where you can minimize interruptions and create a study routine that works best for you. Some students find it helpful to use noise-cancelling headphones or listen to instrumental music to block out background noise. Additionally, consider turning off notifications on your phone or using apps that limit your access to social media during study sessions.

Another effective strategy is to break your tasks into smaller, more manageable chunks. Instead of trying to tackle a large project all at once, focus on one task at a time and set specific goals for each study session. This will help you maintain a sense of accomplishment and keep you motivated.

Finally, remember to take short breaks between study sessions. These breaks can give your mind a chance to recharge and prevent burnout. Use this time to engage in activities that help you relax and destress, such as going for a walk, practicing mindfulness, or chatting with a friend.

By implementing these strategies, you can overcome distractions and stay focused on your studies, making the most out of your high school experience.

Take Breaks and Practice Self-Care

In the midst of our busy high school schedules, it’s easy to forget the importance of taking breaks and practicing self-care. However, these moments of rest and relaxation are crucial for combating procrastination and staying motivated. 

When you feel overwhelmed or burnt out, it’s essential to step away from your tasks and give yourself permission to recharge. Take short breaks during your study sessions to clear your mind and stretch your legs. Use this time to engage in activities that help you relax, such as listening to music, meditating, or practicing deep breathing exercises. 

In addition to regular breaks, it’s important to prioritize self-care in your daily routine. Make sure you’re getting enough sleep, eating nutritious meals, and engaging in activities that bring you joy and fulfillment. This could include hobbies, exercise, spending time with loved ones, or pursuing personal interests. Taking care of yourself physically and mentally will not only help combat procrastination but also improve your overall well-being. Remember, you deserve time to rest and recharge, so make self-care a priority in your high school experience.

Staying Motivated and Accountable

Maintaining motivation and accountability is crucial when it comes to fighting procrastination as a high school student. It can be easy to fall back into old habits or lose focus, but with the right strategies, you can stay on track and achieve your goals.

One effective way to stay motivated is by setting specific and achievable goals. Break down your larger tasks into smaller, more manageable ones, and give yourself deadlines to work towards. This will not only help you stay motivated but also give you a sense of accomplishment as you tick off each task.

Additionally, find ways to hold yourself accountable. Share your goals and progress with a trusted friend or family member who can provide support and keep you on track. Consider joining a study group or finding an accountability partner to keep each other motivated and accountable.

Rewarding yourself for completing tasks is another powerful way to stay motivated. After finishing a challenging assignment or reaching a milestone, treat yourself to something you enjoy, whether it’s watching your favorite TV show or indulging in a favorite snack. By incorporating rewards into your routine, you’ll have something to look forward to and an extra incentive to stay productive.

Remember, staying motivated and accountable requires effort and discipline, but the results will be worth it. Stay focused on your goals, seek support when needed, and celebrate your successes along the way. With these strategies in place, you can conquer procrastination and make the most out of your high school experience.

You Can Beat Procrastination!

In your journey to overcome procrastination as a high school student, remember that it takes time and effort to change your habits. Be patient with yourself and don’t get discouraged if you have setbacks along the way. The key is to stay committed and consistently implement the strategies outlined in this guide.

With determination, perseverance, and the strategies outlined in this guide, you have the power to conquer procrastination and make the most out of your high school experience. Embrace the challenge, believe in yourself, and take the first step towards a more focused and productive future. Don’t procrastinate discovering your career pathway – visit us today at scholarpath.com .

Alice Boyes Ph.D.

Procrastination

6 tips for overcoming anxiety-related procrastination, understand the six types of anxiety-related procrastination..

Posted March 13, 2013 | Reviewed by Devon Frye

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There are at least six kinds of anxiety -related procrastination . Here's how to understand each one—and start overcoming them.

1. Procrastination due to your working memory being overwhelmed.

For example, you get overwhelmed by all the notices that your child brings home from school. They need their swimming gear on Thursday, something for Show-and-Tell on Monday, $2 for something in two weeks on Wednesday, etc. If you're like my therapy clients, even putting things on the calendar as they come in feels overwhelming or your calendar gets too messy.

The solution to this is to find a way to be reliably reminded only at the time you need to think about something.

Some of my clients have liked an idea that comes from a book called Getting Things Done . How it works: Get 31 cardboard folders, and label them for each day of the month (1st, 2nd, 3rd, etc). I like to use "file jackets" for this purpose rather than manila folders (so that things don't fall out).

When something comes in that you need to add to your to-do list, file it in the correct folder based on the day you need to think about it. Reuse the folders the next month. Reducing the need to make decisions about what to do with new information will free up your willpower for other things.

2. Procrastination due to intolerance of uncertainty.

Intolerance of uncertainty is an important cause of anxiety problems. These are some signs intolerance of uncertainty is causing your procrastination:

  • You have a general tendency to stay stuck on pause whenever you feel uncertain about doing something (i.e., you avoid situations and tasks that involve feeling unsure).
  • You overcomplicate the issue of where to start. You don't know how to do all the steps in a task so you avoid doing the first logical step.
  • You like to mentally work through every possible scenario before you take the plunge. You get caught up in thinking about the details rather than the big picture.
  • You try to do too much yourself rather than delegate/outsource to others, because you can only be 100 percent confident in yourself.

3. Procrastination due to overestimating the number of tasks you can get done in the time available.

Sometimes people are surprised to realize they're prone to both positive and negative cognitive biases. An example of a positive bias is overestimating how much you can realistically get done in a particular window of available time. Biting off more than you can realistically chew is a common cause of anxiety and avoidance.

Try a self-experiment where you track how much you actually get done from your to-do list each day. Record this each evening for a week. The following week, write a shorter to-do list that reflects the average number of tasks you were able to complete per day.

Overestimating how many tasks you can get done may or not be anxiety-related. When it is anxiety-related, it tends to be because on some level, you're worried that it'll be a catastrophe if you don't get everything done.

4. Procrastination due to all-or-nothing thinking or unrelenting standards.

All-or-nothing thinking is a hallmark of anxiety. Could you save yourself some stress by doing a task you've been avoiding in a more moderate way?

For example, if reading 25 articles for your essay is something you're avoiding doing, would you still feel the need to avoid the task if you set yourself a more moderate goal—say, reading five articles?

Would you procrastinate less about cleaning the shower if you just gave it a quick spray and wipe and pulled the hair out of the drain hole, rather than spending 30 minutes on it?

Try: Identify one task that you'd be less likely to avoid if you reduced your standards (and where you're willing to try this).

5. Procrastination due to predicting a negative outcome.

Often when people drag their heels on a task, it's because they're predicting a negative outcome. For example

  • expecting someone will react badly to you raising an issue
  • expecting to struggle with a task
  • expecting a task to not go smoothly.

Tip: Half the battle is noticing that you're making a negative prediction. Recognize that a negative outcome is only one of the possible outcomes. Try the three questions technique (worst, best, most realistic).

assignments for procrastination

6. Procrastination due to an uneven cognitive profile.

It's possible to be very smart and successful but to still have some difficulties with particular cognitive skills such as initiating, planning, or sequencing (putting together a string of steps in a logical order to complete a complex task).

These difficulties may not show up on familiar tasks. They're likely to be most obvious when a task is new, you have to make decisions about how to go about the task, and the task is in an arena you feel anxious about (such as computers) and your anxiety is sucking up some of your cognitive processing capacity.

If you find initiating, planning, or sequencing difficult compared to your general cognitive capacity, try factoring this in. Find a way to have other people give you a hand up with the things you find difficult (e.g., help you plan the steps) and be kinder to yourself.

Recognize that some of your anxiety about starting or planning complex self-driven tasks may be because you find it difficult on a cognitive level. In other words, don't misattribute your behavior to laziness or poor motivation —it will just make you feel bad about yourself and more likely to procrastinate.

Alice Boyes Ph.D.

Alice Boyes, Ph.D., translates principles from Cognitive Behavioral Therapy and social psychology into tips people can use in their everyday lives.

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Solving Procrastination

Procrastinator

Procrastinator: A Guide for People Who Procrastinate

Many procrastinators struggle to overcome their procrastination, even when it causes them many issues. The following article can help with this, by explaining what it means to be a procrastinator, why people procrastinate , and how to stop doing it .

What is a procrastinator

A procrastinator is someone who repeatedly and unnecessarily postpones decisions or actions. For example, if a person repeatedly delays working on assignments until right before their deadline for no reason, even though they know that it would be better for them to start earlier, that person is a procrastinator.

Procrastinators generally suffer from various issues  due to their procrastination, like missed opportunities and increased stress . They also usually suffer from intention-action gaps , since they’re unable to bring themselves to do things on time despite intending and wanting to do so, and despite being well aware of the issues that their procrastination causes. Accordingly, many procrastinators are stuck in chronic cycles of procrastination , which they keep trying to escape.

However, there are also differences between procrastinators , in terms of why they procrastinate , how they do so , and how this behavior affects them . For example, some procrastinators might delay to avoid thinking about a task that makes them feel anxious , while others delay because they get distracted by social media .

Examples of procrastinators

An example of a procrastinator is a student who repeatedly postpones studying for tests until the night before they take place, despite wanting to start earlier and feeling bad about delaying.

Another example of a procrastinator is someone who has months to work on an important application, but waits until the day before the deadline , despite repeatedly promising themselves that they’ll do it soon.

In addition, the following are other examples of procrastinators:

  • Someone who frequently browses social media when they should be working, even though they’re frustrated with themselves for it and wish they could just get started.
  • Someone who stays up hours later than they intend to each night, doing things like watching videos , despite knowing that this makes them exhausted.
  • Someone who often does useful things , like cleaning their room, when they should be doing more important things, like finishing school assignments.
  • Someone who keeps promising themselves that they’ll get started on a passion project (like writing a book or building a business ) “one day” or “sometimes soon”, but never makes any progress, and instead just fantasizes about their future success.
  • Someone who keeps making excuses to explain why they should wait before starting positive new habits—like dieting, exercising, or saving money—even though they know it would be better for them to just start.
  • Someone who postpones dealing with unpleasant tasks—like paying bills or going to the dentist—even though the issue becomes worse the longer they wait.
  • Someone who fails to ask someone else for something they want—like a romantic date—every time they have the opportunity to do so, even though they wish they could just ask and get it over with.
  • Someone who postpones choosing between two opportunities, until this indecision means that neither opportunity is available.

Further examples of procrastinators include many famous and important people , like J. K. Rowling, Bill Clinton, Hunter S. Thompson, Frank Lloyd Wright, Margaret Atwood, Douglas Adams, and Steve Jobs.

Dangers of being a procrastinator

Being a procrastinator can cause various issues , including missed opportunities, worse academic performance ,  worse employment and financial status , increased interpersonal conflicts, worse emotional wellbeing , worse mental health , and worse physical health . Furthermore, procrastinators tend to delay seeking help for their issues, including for their procrastination.

How common are procrastinators

Around 20% of adults are chronic procrastinators . Furthermore, around 75% of college students consider themselves to be procrastinators, and 50% procrastinate consistently and problematically.

Types of procrastinators

Procrastinators can be categorized based on many criteria, including why and how they procrastinate. Based on this, common types of procrastinators include the following:

  • Anxious procrastinators , who are worried about things like making mistakes or being criticized, so they avoid doing what they need to do. For example, an anxious procrastinator might repeatedly postpone bringing up an important issue at work, because they’re scared to speak in social situations, especially if they’re also a people-pleaser who dislikes confrontation. Such procrastinators can also be called neurotic procrastinators , if they’re high in the neuroticism personality trait.
  • Perfectionistic procrastinators , who are concerned about being imperfect or doing things imperfectly, so they delay things like publishing their work once it’s ready. For example, a perfectionist procrastinator might repeatedly revise a research paper, even when it’s ready to be sent out for review, because they worry that it might still have some trivial typos.
  • Overplanning procrastinators , who use unnecessary planning as a way to delay doing things, especially if they’re scared of doing them. For example, an overplanning procrastinator might spend months researching a new hobby instead of just starting it, because they can’t stand the uncertainty that it involves.
  • Overwhelmed procrastinators , who feel so overwhelmed by things they need to do that they end up not doing them, especially if they’re unsure how to start. For example, an overwhelmed procrastinator might want to make a lot of positive changes to their life, but end up not doing anything because they don’t know which of many aspects of their life they should start with.
  • Pessimistic procrastinators , who are overly doubtful of their ability to do things, and therefore avoid doing those things. For example, a pessimistic procrastinator might wrongly believe that they’re unlikely to get a certain job that they’re interested in, and consequently delay applying for it.
  • Depressed procrastinators , who suffer from depression , which makes them tired and unmotivated to take action. For example, a depressed procrastinator might be unable to get out of bed or do anything for hours at a time, because they feel that there isn’t a point to any of it.
  • Introverted procrastinators , who delay due to a preference for being by themselves, especially when it comes to avoiding engaging with others. For example, an introverted procrastinator might postpone scheduling an important appointment, because they don’t want to talk on the phone.
  • Extroverted procrastinators , who delay due to their strong desire to engage in social activities . For example, an extroverted procrastinator might postpone studying for a test, because they really want to go out with friends instead.
  • Hedonistic procrastinators , who delay due to prioritization of activities that are more enjoyable in the short term. For example, a hedonistic procrastinator might continuously postpone starting to work on a project, because it’s more fun to play video games instead.
  • Laid-back procrastinators , who are generally unconcerned with tasks, goals, or consequences for missing deadlines, and who are often reluctant to put in effort toward their goals. For example, a laid-back procrastinator might continuously postpone starting to exercise, because it’s easier to sit on the couch and watch TV instead.
  • Impulsive procrastinators , who delay because they can’t manage the impulse to engage in activities other than the one they should be engaging in. For example, an impulsive procrastinator might decide to simply get up while working on an important paper, because they suddenly feel like watching TV instead. These procrastinators are often also easily distracted.
  • Thrill-seeking procrastinators , who delay getting started intentionally, because they enjoy the thrill of working under intense time pressure right before deadlines. For example, a thrill-seeking procrastinator might postpone writing a research paper until the end of the semester, at which point they’ll work hard to get it done on time. This behavior is also called   sensation seeking .
  • Rebellious procrastinators , who delay a way to get revenge against an authority figure, like a parent or a teacher. For example, a rebellious procrastinator might put off completing tasks that they were given by their boss, because they resent their boss.
  • Optimistic procrastinators , who are unconcerned about their tendency to postpone tasks, and have a “happy-go-lucky” attitude driven by high confidence in their ability to complete tasks on time. For example, an optimistic procrastinator might postpone working on an assignment until right before the deadline, because they’re unreasonably confident that they’ll be able to finish it then without any issues.
  • Full-of-excuses procrastinators , who always find excuses for why they should wait before they do what they need to do. For example, a full-of-excuses procrastinator might manage to spend a whole semester without studying properly, while constantly justifying their behavior with excuses about other things that they need to spend their time on.
  • Last-minute procrastinators , who can’t bring themselves to get started on tasks until right before the deadline , no matter how hard they try, and will usually waste time doing unrelated activities beforehand, even if they don’t really enjoy those activities. For example, a last-minute procrastinator might repeatedly put off studying for an important exam until the night before it takes place, at which point they’ll enter panic mode and finally manage to start studying.
  • Indecisive procrastinators , who struggle to make decisions in a timely manner. For example, an indecisive procrastinator might repeatedly postpone making an important decision by claiming that they need to wait until they have more information, even though they already know what they need to do.
  • Daydreaming procrastinators , who like to spend time fantasizing about things that they hope to accomplish, while procrastinating on working toward those things. For example, a daydreaming procrastinator might spend hours thinking about the interviews they’ll give once their book is successful, instead of actually working on their book.

Some of these types of procrastinators can sometimes be considered sub-types of others. For example, perfectionistic procrastinators can be considered a sub-type of anxious procrastinators, when the perfectionism is rooted in anxiety over being criticized.

In addition, a person can display the characteristics of more than one type of procrastinator. For example, a procrastinator might be both anxious and introverted, or they might be both hedonistic and impulsive.

Finally, there are other distinctions between different types of procrastinators, such as between passive and active procrastinators , productive and unproductive procrastinators , and academic and workplace procrastinators. Furthermore, procrastinators can differ in terms of other factors, like whether they usually struggle with getting started or finishing tasks.

How to tell if you’re a procrastinator

To determine if you’re a procrastinator, the key question you should ask yourself is whether you often delay when you shouldn’t. If the answer is “yes”, then that means that you’re likely a procrastinator.

If you’re unsure, then you can also consider the following signs of being a procrastinator :

  • Repeatedly saying things like “I’ll do it later” or “I’ll do it tomorrow”.
  • Getting stuck in neutral even though you know how important it is to get started.
  • Taking a long time to complete things that require little except sitting down and doing them.
  • Postponing things you don’t want to do (e.g., boring or frustrating tasks).
  • Struggling to get started even if you hate yourself for it.
  • Waiting until the last minute before deadlines to get started.
  • Putting off making decisions for too long.
  • Constantly postponing improving your work habits, despite intending to do it.
  • Promising yourself you’ll do something and then dragging your feet instead.
  • Finding yourself performing tasks that you intended to do days before.
  • Working on trivial things instead of what you should be doing.
  • Always having excuses for not doing things on time.
  • Delaying taking action even after you decide what to do.
  • Wasting time repeatedly and being unable to do anything about it.
  • Delaying even though you know that doing it hurts your performance or wellbeing.

The more of these signs you display, and the more frequently and seriously you do so, the more likely it is that you’re a procrastinator, and the more severe your procrastination likely is.

In addition, when assessing the severity of your procrastination, you can also consider how your procrastination hurts you , for example when it comes to productivity and wellbeing.

Why procrastinators procrastinate

Procrastinators procrastinate because their drive to delay is irrationally stronger than their drive to act . This happens when their self-control and motivation are weakened by issues like exhaustion, and are opposed by issues like fear .

Specifically, the drive to act represents how strongly procrastinators can push themselves to take action at the moment. It depends primarily on their self-control and motivation, which are influenced by various factors. For example, at any given moment, a procrastinator’s self-control can be influenced by how tired they are, while their motivation can be influenced by how long they will have to wait before being rewarded for taking action. Accordingly, issues like exhaustion and far-future outcomes can interfere with self-control and motivation, and consequently reduce procrastinators’ drive to act, as can many other issues, like depression , ADHD , and low self-efficacy .

Conversely, the drive to delay represents how strongly procrastinators feel pushed to avoid taking action at the moment. It depends primarily on the desire to feel better in the short term , by avoiding negative emotions (e.g., fear of a certain task), and by increasing positive emotions (e.g., through digital entertainment ), a behavior described as “giving in to feel good”. This drive involves various issues, like anxiety and perfectionism , which procrastinators want to avoid in order to protect their emotions in the short term.

Accordingly, although procrastination often leads to issues in managing time , it’s driven primarily by issues with regulating emotions . In addition, procrastination is associated with akrasia , which is a state of mind where people act against their better judgment, due to insufficient self-control.

Based on this psychological framework, the following are the key reasons why procrastinators procrastinate:

  • Prioritization of short-term mood (i.e., preferring to feel better right now even if this will lead to feeling worse later).
  • Task aversiveness (i.e., thinking a task is frustrating, boring, or unpleasant in another way).
  • Anxiety and fear (e.g., due to concerns over being criticized ).
  • Feeling overwhelmed (e.g., due to having so many things to do that it’s unclear where to start).
  • Perfectionism (e.g., due to refusal to publish work that has any flaws).
  • Disconnect from the future self (e.g., viewing the consequences of your delay as something that someone else will experience).
  • Delayed outcomes (e.g., due to discounting of rewards that will only be given in the far future ).
  • Low motivation (e.g., due to low-value outcomes , low expectancy of achieving outcomes , or difficulty in associating outcomes with tasks ).
  • Expected effort (e.g., due to hard tasks).
  • Inertia (i.e., the tendency to keep doing what you’re already doing).
  • Abstract goals (i.e., ones that aren’t clearly defined).
  • Cognitive biases (e.g., being unreasonably pessimistic about your odds of success).
  • Time-management issues (e.g., failure to prioritize tasks ).
  • Problematic traits (e.g., impulsivity and distractibility).
  • Underlying behaviors (e.g., self-handicapping, sensation seeking, or rebelling against an authority figure).
  • Underlying conditions (e.g., depression and ADHD ).
  • Low energy (e.g., due to lack of sleep ).
  • Low capacity for self-control (e.g., due to exhaustion).
  • Problematic environment (e.g., one that’s filled with distractions or has negative peer influence).

The relationship between these issues and procrastination is complicated . For example, although some types of perfectionism and fear generally increase procrastination, other types generally decrease it (by increasing people’s motivation to act).

Furthermore, many of these issues are interrelated . For example, depression can cause lack of energy, which can exacerbate anxiety, which can increase task aversiveness. Similarly, the effect of anxiety on procrastination can be reduced by factors like high self-efficacy and mindfulness .

In addition, these issues can also cause repeating procrastination cycles . For example, this can happen when someone is anxious about a task, so they procrastinate on it, which causes them to do badly, which makes them more anxious about similar tasks, which makes them likely to procrastinate again for the same reason in the future.

Finally, note that people can procrastinate for different reasons . For example, one person might procrastinate due to anxiety, while someone else might procrastinate due to a combination of perfectionism and abstract goals. Furthermore, a person can procrastinate for different reasons at different times and under different circumstances, sometimes leading to differences in how they procrastinate too.

For more information about the causes of procrastination, see the guide on why people procrastinate .

How to stop being a procrastinator

To stop being a procrastinator , you should do the following:

  • Set specific and realistic goals. For example, if you want to start exercising, a good goal might be “be able to run a full mile by the end of the month”, while bad goals might be “do some running” (unspecific) and “run a marathon by the end of the month” (unrealistic).
  • Assess your procrastination. First, identify cases in which you delay unnecessarily, to figure out what exactly you procrastinate on (e.g., studying) and  how you do it (e.g., by browsing social media ). Then, think about those situations to also figure out where and when you procrastinate (e.g., at home or the library, on starting or finishing tasks, in the morning or evening). Finally, figure out why you procrastinate (e.g., due to perfectionism , fear , anxiety , depression , ADHD , sensation seeking , or abstract goals ), potentially after reading about why people procrastinate .
  • Create an action plan.  It should involve using relevant anti-procrastination techniques, which account for the goals that you set and the nature of your procrastination problem.
  • Implement your plan. Make sure to reflect on your progress and refine your approach, primarily by figuring out which techniques work for you and how you can implement them most effectively.

The following are key anti-procrastination techniques you can use as part of your plan:

  • Break tasks into manageable steps (e.g., into sub-tasks that you can easily complete).
  • Commit to a tiny first step (e.g., to working for just 2 minutes).
  • Give yourself permission to make mistakes (e.g., by accepting that your work won’t be perfect).
  • Make it easier to do things (e.g., by preparing everything you need in advance).
  • Make tasks more enjoyable (e.g., by listening to music while you do them).
  • Make it harder to procrastinate (e.g., by removing potential distractions).
  • Delay before indulging the impulse to procrastinate (e.g., by counting to 10 first).
  • Set deadlines (e.g., by deciding that you’ll complete a certain task by noon tomorrow).
  • Plan how you’ll handle obstacles (e.g., by deciding that if X happens, then you’ll do Y).
  • Identify and address your fears (e.g., by considering what advice you’d give to a friend).
  • Increase your motivation (e.g., by marking streaks of days on which you achieve your goals).
  • Increase your energy (e.g., by taking necessary breaks).
  • Improve your environment (e.g., by adding reminders of your goals).
  • Use social techniques (e.g., by emulating a role model).
  • Use time-management techniques (e.g., by alternating consistently between work and rest).
  • Create starting rituals (e.g., by counting down from five before taking action).
  • Start with your best or worst task (e.g., with your easiest or hardest one).
  • Develop self-efficacy (e.g., by reflecting on your successes).
  • Develop self-compassion (e.g., by reminding yourself that everyone makes mistakes).
  • Treat underlying conditions (e.g., ADHD).

For more information about these techniques and how to use them effectively, see the guide on how to stop procrastinating .

You can use any combination of techniques that you want, but should start by focusing on a few that seem most relevant to your situation.

Note that you’ll likely benefit from writing things down, such as your goals and plan. This can have various benefits, like helping you think more clearly and making your decisions feel more concrete.

In addition, remember that imperfect action is generally better than no action, so you’ll benefit more from trying to do just some of the above, than from getting stuck doing nothing at all. Also, the longer you delay, the more likely you are to do nothing, so you should start right now, while understanding that you’ll probably get some things wrong at first, but that you’ll be able to improve your approach over time.

If you feel overwhelmed , start by just identifying the smallest possible step you can take to make progress toward your goals, and then try to start with just that tiny step, while giving yourself permission to make mistakes during the attempt. Potentially, you can also make it easier for yourself to get started, for example by preparing your tools without yet trying to start working, and make it harder to procrastinate, for example by removing distractions from your environment.

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5 time management strategies for cbse board exams 2024, procrastination prevention, goal clarity, efficient intervals, strategic timetabling, exam simulation.

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  2. Procrastination Workbook: 20 Interactive Strategies to Stop Wasting

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  3. Procrastination Worksheets for High School Students. Digital and Paper

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  4. Procrastination Essay

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  6. Procrastination Worksheets for High School Students. Digital and Paper

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VIDEO

  1. Procrastination; November 26, 2023

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  3. Episode 3: Study Guidance

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  5. Procrastination

  6. How to Stop Procrastinating

COMMENTS

  1. Psychology of Procrastination: 10 Worksheets & Games (PDF)

    Psychology of Procrastination: 10 Worksheets & Games (PDF) 31 Aug 2021 by Christina R. Wilson, Ph.D. Scientifically reviewed by Jo Nash, Ph.D. Procrastination is an interesting concept in our culture. Perceptions of procrastination range from being the topic of jokes to being associated with mental illness (Svartdal, Granmo, & Farevaag, 2018).

  2. A Simple Activity for Teaching About Procrastination

    Step 5. "All right, first — were there any questions?". Answer them; avoid teaching the key concepts at this point; you're just trying to clarify. "Now, with your partner, I want you to decide what the top three key points or concepts from Tim's talk were. Your partner group should write these down.".

  3. 11 Ways to Overcome Procrastination

    Be honest with yourself: These are excuses. Sure, it might be nice to "be in the mood," but waiting for that to happen can mean you never start your project. 7. Get a partner. Establish ...

  4. Procrastination Worksheets For Students

    This worksheet can help you identify your procrastinating behaviors and help you improve them. You will first identify the tasks and assignments that you are/have been procrastinating on and what are alternate behaviors, or activities you are involved in. You will then explore the perks and cons of your procrastinating behavior.

  5. Understanding and Overcoming Procrastination

    Staying Motivated: Be Active to be Engaged. Another key to overcoming procrastination is to stay actively engaged in your classes. If you are passive in class you're probably not "getting into" the course and its topics, and that weakens your motivation. What's more, if you are passive you are probably not making as much sense out of the course ...

  6. Procrastination: Why It Happens and How to Overcome It

    Procrastination is the act of delaying or putting off tasks until the last minute, or past their deadline. Some researchers define procrastination as a "form of self-regulation failure characterized by the irrational delay of tasks despite potentially negative consequences." According to Joseph Ferrari, a professor of psychology at DePaul ...

  7. 3 Reasons Students Procrastinate—and How to Help Them Stop

    Ferrari discovered yet another, very different, motive for procrastination in a 1992 study. Some college students delayed starting on an assignment because they enjoyed the perceived thrill of working against a deadline. Putting assignments off until the last minute was a way of "adding drama to life," giving these students a rush of ...

  8. Procrastination: Causes, Types, and How to Overcome It

    Procrastination doesn't do anyone any favors. It can create problems beginning in your school years, when you may delay deadlines, project management, and follow-through. Studies have shown that the earlier an assignment is submitted (indicating less procrastination), the higher the academic achievement.

  9. 5 Research-Based Strategies for Overcoming Procrastination

    A careful look at the science behind procrastination reveals five tips. First, figure out which of seven triggers are set off by the task you want to avoid. Is it boring, frustrating, or difficult ...

  10. How to Stop Procrastinating

    Top 5 Tips to Stop Procrastination. 1. Start small. Break large tasks into smaller chunks, and pick one that you can do now - so that you're underway almost without realizing it! 2. Make a plan. Put times or dates on the key tasks on your list, so that you know what to concentrate on and when. 3.

  11. 8 Strategies to Conquer Procrastination

    4. "Just start, and you'll see it's not that bad.". Oftentimes, our emotions or fear of failing at the task or the task being scary is what stops us from even starting. But we find that ...

  12. Procrastination

    Procrastination tends to reflect a person's struggles with self-control. ... in which one schedules enjoyable activities that provide a sense of mastery or accomplishment, may help alleviate ...

  13. Procrastination

    Procrastination. Psychologists think of procrastination as a delay in beginning or completing an intended course of action. Procrastination is the voluntary delay of an intended course of action despite expecting to be worse-off for the delay. There is evidence that cognitive behavioral and metacognitive approaches are helpful when working with ...

  14. Procrastination

    Myth #3: "In order to be productive, I must have two uninterrupted hours.". Challenge: You can work on assignments in one hour blocks (or shorter), and many people benefit from working in shorter blocks. This will help you break the task down into smaller pieces, thereby making it seem more manageable.

  15. Procrastination

    Your procrastination is not an untamable beast. It is a habit that has some specific origin, and it is a habit that you can overcome. This handout will help you begin to understand why you procrastinate and give you some strategies for turning things around. For most procrastinators, however, there are no quick fixes.

  16. Procrastination

    Get started. It is the hardest part to do and will have the biggest effect on defeating procrastination. It can be simple: skim the chapter you have to read, think of a title for your paper, or schedule an hour of study time. The rest of it will be easier once you get started. Establish and rely on a process.

  17. What Research Has Been Conducted on Procrastination? Evidence From a

    Introduction. Procrastination is commonly conceptualized as an irrational tendency to delay required tasks or assignments despite the negative effects of this postponement on the individuals and organizations (Lay, 1986; Steel, 2007; Klingsieck, 2013).Poets have even written figuratively about procrastination, with such phrases as "Procrastination is the Thief of Time," and ...

  18. On the Behavioral Side of Procrastination: Exploring Behavioral Delay

    Introduction. Procrastination involves unnecessary and unwanted delay, be it decisional, implemental, or lack of timeliness (Lay, 1986; McCown et al., 1989; Mann et al., 1997; Steel, 2010).Furthermore, Steel (2007) emphasized that a core characteristic of procrastination is the realization by the actor that one will be worse off because of the delay. . Hence, procrastination can be seen as ...

  19. The High Schooler's Guide to Fighting Procrastination

    The key is to stay committed and consistently implement the strategies outlined in this guide. With determination, perseverance, and the strategies outlined in this guide, you have the power to conquer procrastination and make the most out of your high school experience. Embrace the challenge, believe in yourself, and take the first step ...

  20. How to Stop Procrastinating in College: 7 Tips

    Many college students procrastinate on studying and completing assignments. Procrastination means putting off tasks, even though doing so will negatively affect you. Students can avoid procrastinating by creating a schedule and breaking up tasks. Accountability partners, breaks, and rewards can also help you form better habits.

  21. 6 Tips for Overcoming Anxiety-Related Procrastination

    Here's how to understand each one—and start overcoming them. 1. Procrastination due to your working memory being overwhelmed. For example, you get overwhelmed by all the notices that your child ...

  22. PDF Procrastination

    Î Progressive Muscle Relaxation Strategies. Progressive muscle relaxation is a technique where the body's major muscle groups are alternately tensed and relaxed. The process can proceed from head to feet or feet to head. Tense and relax the muscles in the forehead, eyes, jaw, neck, shoulders, upper back, biceps, forearms, hands, abdomen ...

  23. Procrastinator: A Guide for People Who Procrastinate

    What is a procrastinator. A procrastinator is someone who repeatedly and unnecessarily postpones decisions or actions. For example, if a person repeatedly delays working on assignments until right before their deadline for no reason, even though they know that it would be better for them to start earlier, that person is a procrastinator.

  24. 5 time management strategies for CBSE board exams 2024

    Procrastination Prevention . Identify and eliminate distractions like social media or unrelated activities, breaking tasks into manageable steps to curb procrastination. Credit : PEXELS .