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Roles of Impulsivity, Motivation, and Emotion Regulation in Procrastination - Path Analysis and Comparison Between Students and Non-students.

ABSTRACT: Procrastination - an irrational delay of intended actions despite expecting to be worse off - is a complex and non-homogenous phenomenon. Previous studies have found a number of correlates of procrastination, some of which seem to be particularly important. Impulsivity is closely connected to procrastination on behavioral, genetic, and neuronal levels. Difficulties in emotion regulation have also been shown to be strongly related to procrastination. Procrastination can also be considered as a motivation-based problem. To try to disentangle the connections of impulsivity, emotion regulation, and motivation to procrastination we collected data from over 600 subjects using multiple questionnaires (PPS - Pure Procrastination Scale; UPPSP - Impulsive Behavior Scale, ERQ - Emotion Regulation Questionnaire and MDT - Motivational Diagnostic Test). Structural equation modeling was performed to test several possible relationships between the measured variables. The effects of student status and age have also been investigated. The final path model was a directional model based on six explanatory variables and accounted for 70% of the variance in procrastination. Path analysis revealed that the strongest contributions to procrastination came from lack of value, delay discounting, and lack of perseverance, suggesting the involvement of motivation and impulsivity. The model also revealed the moderating role of expressive suppression between several aspects of impulsivity and procrastination. Close inspection of the paths' weights suggests that there may be two partly competing strategies for dealing with impulsivity and negative emotions: either to suppress emotions and impulsive reactions or to react impulsively, discarding previous plans, and to procrastinate. Path invariance analysis showed the significant moderating roles of student status and age. Both in non-students and high-age groups, the path leading from suppression to procrastination was insignificant. This suggests that caution should be used in generalizing the results of studies carried out on students. These results support previous findings that procrastination may serve as a short-term mood regulation strategy. However, as the spectrum of the emotion regulation strategies included in the study was very limited, we conclude that future studies should seek more insight into the relationship between emotion regulation, self-control, and procrastination.

SUBMITTER: Wypych M

PROVIDER: S-EPMC5996249 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature

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Roles of Impulsivity, Motivation, and Emotion Regulation in Procrastination - Path Analysis and Comparison Between Students and Non-students.

Wypych Marek M Matuszewski Jacek J Dragan Wojciech Ł WŁ

Frontiers in psychology 20180605

Procrastination - an irrational delay of intended actions despite expecting to be worse off - is a complex and non-homogenous phenomenon. Previous studies have found a number of correlates of procrastination, some of which seem to be particularly important. Impulsivity is closely connected to procrastination on behavioral, genetic, and neuronal levels. Difficulties in emotion regulation have also been shown to be strongly related to procrastination. Procrastination can also be considered as a mo ...[more]

PMID: 29922205

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Project description:BackgroundAcademic procrastination is widespread among college students. Procrastination is strongly negatively correlated with psychological well-being, thus early interventions are needed. Internet- and mobile-based cognitive behavioral therapy (iCBT) could provide a low-threshold treatment option. Human guidance seems to be a decisive mechanism of change in iCBT. Persuasive design optimization of iCBT and guidance by a digital coach might represent a resource-saving alternative. The study evaluated the non-inferiority of a digital coach in comparison to human guidance with regard to the primary outcome procrastination.MethodsThe iCBT StudiCare procrastination was optimized by principles of the Persuasive System Design (PSD). A total of 233 college students were randomly assigned to either StudiCare procrastination guided by a digital coach (intervention group, IG) or by a human eCoach (control group, CG). All participants were assessed at baseline, 4-, 8- and 12-weeks post-randomization. Symptom change and between-group differences were assessed with latent growth curve models and supported by effect size levels. The non-inferiority margin was set at Cohen's d = - 0.3.ResultsThe primary outcome procrastination measured by the Irrational Procrastination scale (IPS) significantly decreased across groups (γ = - 0.79, p < .001, Cohen's d = -0.43 to -0.89) from baseline to 12-weeks post-randomization. There were no significant differences between groups (γ = -0.03, p = .84, Cohen's d = -0.03 to 0.08). Regarding symptoms of depression, no significant time x group effect was found (γ = 0.26, p = .09; Cohen's d = -0.15 to 0.21). There was also no significant time x group effect on the improvement of symptoms of anxiety (γ = 0.25, p = .09). However, Cohen's ds were above the non-inferiority margin 8-weeks (Cohen's d = 0.51) and 12-weeks post-randomization (Cohen's d = 0.37), preferring the CG. Of the IG, 34% and of the CG, 36% completed 80% of the modules.ConclusionsThe PSD optimized version of StudiCare procrastination is effective in reducing procrastination. The digital coach was not inferior to human guidance. Guidance by a digital coach in iCBT against procrastination for college students could be a resource-saving alternative to human guidance.Trial registrationThe trial was registered at the WHO International Clinical Trials Registry Platform via the German Clinical Trial Register (ID: DRKS00025209, 30/04/2021).

Project description:Successful emotion regulation plays a key role in psychological health and well-being. This study examines (1) whether cognitive control and corresponding neural connectivity are associated with emotion regulation and (2) to what extent external instructions can improve emotion regulation in individuals with low vs. high cognitive control capacity. For this, emotion regulation capabilities and the impact of emotion regulation on a subsequent emotional Stroop task was tested in participants with low (N = 25) vs. high impulsivity (N = 32). The classification according to impulsivity is based upon the stable correlation between high impulsivity and reduced cognitive control capacity. A negative emotion inducing movie scene was presented with the instruction to either suppress or allow all emotions that arose. This was followed by an emotional Stroop task. Electromyography (EMG) over the corrugator supercilii was used to assess the effects of emotion regulation. Neurophysiological mechanisms were measured using functional near-infrared spectroscopy over frontal brain areas. While EMG activation was low in the low-impulsive group independent of instruction, high-impulsive participants showed increased EMG activity when they were not explicitly instructed to suppress arising emotions. Given the same extent of functional connectivity within frontal lobe networks, the low-impulsive participants controlled their emotions better (less EMG activation) than the high-impulsive participants. In the Stroop task, the low-impulsive subjects performed significantly better. The emotion regulation condition had no significant effect on the results. We conclude that the cognitive control network is closely associated with emotion regulation capabilities. Individuals with high cognitive control show implicit capabilities for emotion regulation. Individuals with low cognitive control require external instructions (= explicit emotion regulation) to achieve similarly low expressions of emotionality. Implications for clinical applications aiming to improve emotion regulation are discussed.

Dataset Information

Roles of Impulsivity, Motivation, and Emotion Regulation in Procrastination - Path Analysis and Comparison Between Students and Non-students.

Publications

Roles of Impulsivity, Motivation, and Emotion Regulation in Procrastination - Path Analysis and Comparison Between Students and Non-students.

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