PSYC FPX 3770 Assessment 2

The Problem: Procrastination

Procrastination is a large problem for learners in completing assignments or deadlines, having a bad influence on motivation and causing low academic performance (Klingsieck, 2013). It affects many students on a regular and problematic basis (Klingsieck, 2013), demonstrating persistently indicative signs of anxiety and stress (Klingsieck, 2013).

The Solution

Applying stimulus control can combat procrastination on the premise that eliminating distractions will minimize procrastination behavior (Steel, Svartdal, Thundiyil, & Brothen, 2018). The approach also adopts an appropriate self-regulation practice method (Steel, Svartdal, Thundiyil, & Brothen, 2018). Cognitive Behavior Therapy (CBT) is another effective option, emphasizing that optimal performance stems from intrinsic or extrinsic motive, thereby satisfying basic psychological needs (Rozental et al., 2018; Cook & Artino Jr., 2016).

The Theories

Self-Determination Theory prioritizes human motivation, which is all about innate development and psychological needs such as autonomy, competence, and relatedness (Lopez-Garrido, 2021). It creates a demarcation between extrinsic and intrinsic motivation (Lopez-Garrido, 2021). The Temporal Motivation Theory, however, focuses on time as a key motivational factor and investigates expectancy/self-efficacy, value, impulsiveness, and delay (Steel, Svartdal, Thundiyil, & Brothen, 2018).

The Research

Evidence indicates that impulsive choice is exacerbated by stimuli, highlighting the need to control external cues (Steel, Svartdal, Thundiyil, & Brothen, 2018). The evidence from research suggests that avoidance of temptation or elimination reduces procrastination (Fishbach & Shah, 2006). Moreover, resisting tempting tasks by avoiding stimuli and focusing on goal-directed tasks reduces procrastination behavior (Fishbach & Shah, 2006).

PSYC FPX 3770 Assessment 2: Motivation and Performance in Education

Research (cont.)

CBT, particularly group-based, has shown reductions in academic procrastination (Rozental et al., 2018). It demonstrates effectiveness in reducing procrastination scores to a great extent (Karas & Spada, 2007). Further, evidence shows that CBT interventions, with or without contact with the therapist, exert a beneficial effect on treatment outcomes, including internet-based interventions (Rozental & Carlbring, 2013).

Applying This Information by Professionals

In a classroom, teachers can promote autonomy by introducing sets of learning materials and modes of testing (Usable Knowledge, 2016). They can facilitate relatedness by doing group tasks and reduce physical barriers to promote control (Usable Knowledge, 2016). Developing tasks that are just hard enough and giving constructive criticism also serve to boost competence and motivation (Usable Knowledge, 2016).

Summary & Conclusion

In brief, procrastination is a serious danger to learning, addressed by the Temporal Motivation Theory and the Self-Determination Theory. Stimulus control and CBT offer solutions in eradicating procrastination. Practitioners in education can utilize the theory and evidence outlined above in tackling procrastination and enhancing the motivation and performance of students.

PSYC FPX 3770 Assessment 2: Motivation and Performance in Education

Rozental, A., et al. (2018). Treating Procrastination Using Cognitive Behavioral Therapy: A Pragmatic Randomized Controlled Trial Comparing Treatment Delivered via the Internet or in Groups.

Steel, P., Svartdal, F., Thundiyil, T., & Brothen, T. (2018). Examining Procrastination Across Multiple Goal Stages: A Longitudinal Study of Temporal Motivation Theory.

Usable Knowledge (2016). Intrinsically Motivated.