Shira Pollack1, Joanna Herres1. 1. Psychology Department, The College of New Jersey, Ewing, New Jersey, USA.
Abstract
Background and objectives: Procrastination is a common problem among college students. Negative affect associated with stress and anxiety is linked to higher levels of procrastination. Although there is a relationship between procrastination and affect, little is known about the direction of this relationship. The current study explored whether changes in daily negative affect (NA) or positive affect (PA) preceded procrastination or whether procrastination preceded changes in affect. Method and design: The current study is a secondary data analysis of a larger study. After completing an initial survey assessing students' emotional well-being, students were asked to participate in a follow-up daily diary survey. Participants in the daily diary (N = 53) completed a brief survey each weekday evening for two weeks that assessed daily affect and events. Multilevel regression tested whether NA and PA predicted next-day procrastination and vice versa. Results: Cross-lag panel analysis demonstrated that students reported more procrastination following days they experienced higher levels of NA. However, procrastination did not predict changes in NA. PA was not associated with prior day or next day procrastination experiences when controlling for NA. Conclusions: These findings demonstrate that negative emotions motivate procrastination behavior. Implications for helping students cope with and regulate NA are discussed.
Background and objectives: Procrastination is a common problem among college students. Negative affect associated with stress and anxiety is linked to higher levels of procrastination. Although there is a relationship between procrastination and affect, little is known about the direction of this relationship. The current study explored whether changes in daily negative affect (NA) or positive affect (PA) preceded procrastination or whether procrastination preceded changes in affect. Method and design: The current study is a secondary data analysis of a larger study. After completing an initial survey assessing students' emotional well-being, students were asked to participate in a follow-up daily diary survey. Participants in the daily diary (N = 53) completed a brief survey each weekday evening for two weeks that assessed daily affect and events. Multilevel regression tested whether NA and PA predicted next-day procrastination and vice versa. Results: Cross-lag panel analysis demonstrated that students reported more procrastination following days they experienced higher levels of NA. However, procrastination did not predict changes in NA. PA was not associated with prior day or next day procrastination experiences when controlling for NA. Conclusions: These findings demonstrate that negative emotions motivate procrastination behavior. Implications for helping students cope with and regulate NA are discussed.
Entities:
Keywords:
Procrastination; avoidance; college students; emotion regulation; negative affect