Toward a Holistic Approach to Reducing Academic Procrastination With Classroom Interventions

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Michael J. Kane, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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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.

Additional Information

Current Directions in Psychology, 31(4)
Language: English
Date: 2022
academic procrastination, classroom intervention, holistic approach, self-control, emotion regulation, open science

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