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Toward a Holistic Approach to Reducing Academic Procrastination With Classroom Interventions
| Content Provider | SAGE Publishing |
|---|---|
| Author | Miyake, Akira Kane, Michael J. |
| Copyright Year | 2022 |
| Abstract | Although academic procrastination is prevalent, few interventions targeting it have been rigorously tested. We propose a novel approach to developing effective classroom interventions for academic procrastination, based on the ideas that changing complex behaviors requires a holistic, multipronged approach and that intervention research must embrace objective measures of procrastination behavior. We illustrate what such intervention efforts may look like by deriving some easily implementable techniques from a simple process model of self-control, which characterizes procrastination as a goal-management failure resulting from a need to repair negative emotion triggered by impending academic tasks. |
| Related Links | https://journals.sagepub.com/doi/pdf/10.1177/09637214211070814?download=true |
| Starting Page | 291 |
| Ending Page | 304 |
| Page Count | 14 |
| ISSN | 09637214 |
| Issue Number | 4 |
| Volume Number | 31 |
| Journal | Current Directions in Psychological Science (CDP) |
| e-ISSN | 14678721 |
| DOI | 10.1177/09637214211070814 |
| Language | English |
| Publisher | Sage Publications CA |
| Publisher Date | 2022-06-30 |
| Publisher Place | Los Angeles |
| Access Restriction | Open |
| Rights Holder | © The Author(s) 2022 |
| Subject Keyword | self-control holistic approach emotion regulation classroom intervention academic procrastination open science |
| Content Type | Text |
| Resource Type | Article |
| Subject | Developmental and Educational Psychology Psychology |
