| Summary: | The study of procrastination has historically been approached from a
negative bias. Often purported to be connected with other pejoratively valued
behaviours such as perfectionism, avoidance, aversiveness, learned helplessness,
and depression, procrastination is today seen as a problem that begs resolution.
Existing research has been unable to determine a sufficiently comprehensive
understanding of the phenomenon to prevent, reduce, or minimize the negative
aspects of the experience. This fact, combined with the volume of previous
research suggests that the procrastination is indeed a complicated phenomenon,
composed of more aspects than have heretofore been subject to scrutiny.
The research described in the following pages attempted to explore the
complex nature of procrastination in greater detail, from an entirely new
perspective. It sought to answer the question, "What are the positive and therefore
reinforcing elements of the experience, what keeps us at it?"
A Critical Incident methodology was used to interview 15 self-identified
procrastinators who volunteered in response to notices posted on campus at the
University of British Columbia. Eight women and seven men, who ranged in age
from 19 to 49, were interviewed about their experience of procrastination.
Transcriptions of audiotaped interviews were analyzed to identify themes from
three aspects of the experience: (a) positive themes apparent in what happened
during the experience, (b) positive themes of the reported outcomes of the
experience, and (c) positive themes of what participants reported they would miss
if they were no longer able to procrastinate.
The results identified 20 themes that are discussed in terms of their
relevance to existing literature about procrastination and to counselling psychology
in general. The presence of clearly identified positive themes indicates that
procrastination contains strong elements of reinforcement for its perpetuation. This
description may further enhance our understanding of why procrastination has so
far proven difficult to extinguish. The presence of positive themes suggests that the
behaviour may be viewed as partially beneficial to the individual procrastinator and
may call into question some demands for extinction of the behaviour.
Recommendations for further research are made and implications for counselling
are also discussed. === Education, Faculty of === Educational and Counselling Psychology, and Special Education (ECPS), Department of === Graduate
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