causes of procrastination essay

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How to Stop Procrastinating

What is procrastination, what causes procrastination.

• Revenge Bedtime Procrastination
• Negative Impacts
• How to Overcome

Frequently Asked Questions

Procrastination is characterized by delaying work on a task that requires completion. While it’s not a mental health disorder, procrastination can cause psychological distress. Frequent procrastination may negatively affect your personal, school, or work lives.

This article will discuss the types of procrastination, what causes them, the negative impacts, and how to overcome procrastination.

Procrastination is when a person delays a task or puts something off until the last minute or even past the deadline. 

Procrastinators will often do other tasks in advance of starting or returning to a task or commitment they're avoiding. For example, if there’s a difficult conversation to be had at work, procrastinators may take on other tasks to avoid the anticipated discomfort.

Impending deadlines may prompt procrastinators to check out on social media until the last minute or to do menial household activities like sweeping and washing floors, or other tasks they’ve been procrastinating doing for longer, like answering emails.

One estimate from 2010 claims that 20% of U.S. adults are procrastinators. Estimates may be higher today due to the ever-present distractions of technology and social media. 

Types of Procrastination

Identifying what type of procrastinator you are is the beginning step in changing your behavior. There are six types of procrastination based on the main perceived issue causing the behavior:

• Perfectionist : Has high standards and fear of not meeting expectations and puts off work because they fear they won't do it correctly
• Dreamer : Has big goals but no plan for success
• Worrier : Fears change, has worst-case scenario thinking, and resists risk-taking
• Defier : Promise-maker with poor follow-through and many excuses or reasonings for not doing the task
• Crisis-maker : May unintentionally or intentionally create chaos at the last minute to delay work
• Over-doer : Has unrealistic expectations of what can be achieved and lacks priority-setting abilities

While everyone’s reasons for procrastinating are unique, there may be a common element of fear and perfectionism motivating procrastinating behavior. Perfectionism makes a person want to do every task flawlessly, which becomes a block to getting things done and leads to procrastination.

Procrastination is also associated with higher levels of anxiety and depression.

Anxiety and Procrastination

Anxiety is defined by symptoms like intrusive thoughts, excessive fear and worry, and physical symptoms. All of these can impact a person’s ability to follow through with impending tasks and meet deadlines.

What Is Revenge Bedtime Procrastination?

Revenge bedtime procrastination is when a person sacrifices sleep for staying up later and doing whatever they didn’t have time to do during the day. This may include scrolling through social media, watching television past bedtime, or so close to bedtime that it disrupts your total sleep.

This isn’t the same as truly unwinding or relaxing because this type of procrastination quickly adds to sleep deprivation, which is directly associated with mental distress and disorder, including depression.

What Is the Negative Impact of Procrastination?

Procrastination doesn’t do anyone any favors. It can create problems beginning in your school years, when you may delay deadlines, project management, and follow-through. Studies have shown that the earlier an assignment is submitted (indicating less procrastination), the higher the academic achievement.

Other negative impacts of procrastination are:

• Increased risk for anxiety and depression
• Low self-esteem
• Increased stress
• Poor impulse control

Putting things off you eventually do anyway also takes energy and time. Avoiding tasks doesn’t make you stop thinking about them or worrying about them. 

How to Overcome Procrastination

Procrastination is a learned behavior, and it can be unlearned. A good place to start is to acknowledge that you’re procrastinating. Once you recognize this behavior in yourself, you can figure out what's causing you to procrastinate and change it.

Ways to overcome procrastination include:

• Identifying the role of procrastination in your life
• Making time for time management
• Breaking up large projects into smaller tasks
• Finding productive reasons to keep working on tasks and commitments
• Keeping your goals realistic and reassessing goals and strategies as needed

Procrastination may stem from many factors, including an underlying mental illness or perfectionism. People who want to stop procrastinating can do so by assessing from where the problem arises and working to develop new coping methods.

A Word From Verywell

Everyone procrastinates from time to time. If constant procrastination is disrupting your life, it may be time to look at what's causing you to procrastinate. Whether it's being caused by perfectionism or an underlying mental health issue, there are plenty of ways to stop procrastinating and live a better life.

No. However, mental disorders such as anxiety disorders, OCD, ADHD, or eating disorders may include procrastination as a symptom. Knowing where the behavior stems from is important in helping you change these patterns. 

Procrastination looks like avoiding a task, doing other tasks to distract from the current task, or making excuses. If you keep avoiding a task at all costs, you're procrastinating.

No. Procrastinators may try to justify their behavior by suggesting the act of putting things off somehow makes them more efficient or that they work better under pressure, but research suggests no one benefits from procrastination. It’s best to avoid procrastinating.

Steinert C, Heim N, Leichsenring F. Procrastination, perfectionism, and other work-related mental problems: Prevalence, types, assessment, and treatment—a scoping review . Frontiers in Psychiatry . 2021. doi:10.3389/fpsyt.2021.736776

American Psychological Association.  The psychology of procrastination: Why people put off important tasks until the last minute . April 5, 2010.

Indiana State University. Types of procrastination . 

Limburg K, Watson HJ, Hagger MS, & Egan SJ. The relationship between perfectionism and psychopathology: A meta-analysis . Journal of Clinical Psychology . 2016; 3 (10):1301–1326. doi: 10.1002/jclp.22435

Steinert C, Heim N, Leichsenring F. Procrastination, perfectionism, and other work-related mental problems: prevalence, types, assessment, and treatment—a scoping review .  Front Psychiatry . 2021;0. doi:10.3389/fpsyt.2021.736776

American Psychological Association. Anxiety .

The Sleep Foundation. What is revenge bedtime procrastination?  

Jones I, Blankenship D. Year two: Effect of procrastination on academic performance of undergraduate online students . Research in Higher Education . 2021;39(1-11).

McClean Hospital. Why you put off things until the last minute .

Princeton University’s McGraw Center for Teaching and Learning. Understanding and overcoming procrastination . 

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What Is Procrastination?

Putting off tasks we don't enjoy is common, despite the consequences

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Why Do You Procrastinate?

Types of procrastination.

• The Negative Impact
• Strategies to Stop

Procrastination is the act of delaying or putting off tasks until the last minute, or past their deadline. Some researchers define procrastination as a "form of self-regulation failure characterized by the irrational delay of tasks despite potentially negative consequences."

According to Joseph Ferrari, a professor of psychology at DePaul University in Chicago and author of "Still Procrastinating: The No Regret Guide to Getting It Done," around 20% of U.S. adults are chronic procrastinators.

No matter how well-organized and committed you are, chances are that you have found yourself frittering away hours on trivial pursuits (watching TV, updating your Facebook status, shopping online) when you should have been spending that time on work or school-related projects.

Whether you're putting off finishing a project for work, avoiding homework assignments, or ignoring household chores, procrastination can have a major impact on your job, your grades, and your life.

In most cases, procrastination is not a sign of a serious problem. It's a common tendency that most people give in to at some point or another.

Remember that time that you thought you had a week left to finish a project that was really due the next day? How about the time you decided not to clean up your apartment because you "didn't feel like doing it right now?"

We often assume that projects won't take as long to finish as they really will, which can lead to a false sense of security when we believe that we still have plenty of time to complete these tasks.

One of the biggest factors contributing to procrastination is the notion that we have to feel inspired or motivated to work on a task at a particular moment.

The reality is that if you wait until you're in the right frame of mind to do certain tasks (especially undesirable ones), you will probably find that the right time simply never comes along and the task never gets completed.

The following are a few other factors that cause procrastination.

Researchers suggest that procrastination can be particularly pronounced among students. A 2007 meta analysis published in the Psychological Bulletin found that a whopping 80% to 95% of college students procrastinated on a regular basis, particularly when it came to completing assignments and coursework.  

According to researchers, there are some major cognitive distortions that lead to academic procrastination.   Students tend to:

• Overestimate how much time they have left to perform tasks
• Overestimate how motivated they will be in the future
• Underestimate how long certain activities will take to complete
• Mistakenly assume that they need to be in the right frame of mind to work on a project

Present Bias

The present bias is a phenomenon observed in human behavior that may result in procrastination. The present bias means that we tend to be motivated more by immediate gratification or rewards than we are by long-term rewards. This is why it feels good in the moment to procrastinate.

For example, the immediate reward of staying in bed and watching TV is more appealing than the long-term reward of publishing a blog post, which would take much longer to accomplish.

Procrastination can also be a result of depression . Feelings of hopelessness , helplessness, and a lack of energy can make it difficult to start (and finish) the simplest task. Depression can also lead to self-doubt . When you can't figure out how to tackle a project or feel insecure about your abilities, you might find it easier to put it off.

Obsessive-Compulsive Disorder (OCD)

Procrastination is also pretty common in people with obsessive-compulsive disorder . One reason is that OCD is often linked with maladaptive perfectionism, which causes fears about making new mistakes, doubts about whether you are doing something correctly, and worry over others' expectations of you.

People with OCD also often have a propensity toward indecision, causing them to procrastinate rather than make a decision.

Many adults with attention-deficit/hyperactivity disorder (ADHD) struggle with procrastination. When you're so distracted by outside stimuli, as well as internal thoughts, it can be hard to get started on a task, especially if that task is difficult or not interesting to you.

Is Procrastination a Mental Illness?

Procrastination itself is not a mental illness. But in some cases, it may be symptomatic of an underlying mental health condition such as depression, OCD, or ADHD.

We often come up with a number of excuses or rationalizations to justify our behavior. According to researchers, there are 15 key reasons why people say they procrastinate:

• Not knowing what needs to be done
• Not knowing how to do something
• Not wanting to do something
• Not caring if it gets done or not
• Not caring when something gets done
• Not feeling in the mood to do it
• Being in the habit of waiting until the last minute
• Believing that you work better under pressure
• Thinking that you can finish it at the last minute
• Lacking the initiative to get started
• Blaming sickness or poor health
• Waiting for the right moment
• Needing time to think about the task
• Delaying one task in favor of working on another

Press Play for Advice On Completing Tasks

Hosted by therapist Amy Morin, LCSW, this episode of The Verywell Mind Podcast shares how to get tasks done with a science-backed trick known as 'temptation bundling.' Click below to listen now.

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Some researchers classify two types of procrastinators: passive and active procrastinators.

• Passive procrastinators : Delay the task because they have trouble making decisions and acting on them
• Active procrastinators : Delay the task purposefully because working under pressure allows them to "feel challenged and motivated"

Others define the types of procrastinators based on different behavioral styles of procrastination, including:

• Perfectionist : Puts off tasks out of the fear of not being able to complete a task perfectly
• Dreamer : Puts off tasks because they are not good at paying attention to detail
• Defier : Doesn't believe someone should dictate their time schedule
• Worrier : Puts off tasks out of fear of change or leaving the comfort of "the known"
• Crisis-maker : Puts off tasks because they like working under pressure
• Overdoer : Takes on too much and struggles with finding time to start and complete task

Procrastinators vs. Non-Procrastinators

"Non-procrastinators focus on the task that needs to be done. They have a stronger personal identity and are less concerned about what psychologists call 'social esteem'—how others like us—as opposed to self-esteem which is how we feel about ourselves," explained Dr. Ferrari in an interview with the American Psychological Association (APA).  

According to psychologist Piers Steel, people who don't procrastinate tend to be high in the personality trait known as conscientiousness , one of the broad dispositions identified by the Big Five theory of personality. People who are high in conscientiousness also tend to be high in other areas including self-discipline, persistence, and personal responsibility.

The Negative Impact of Procrastination

It is only in cases where procrastination becomes chronic and begins to have a serious impact on a person's daily life that it becomes a more serious issue. In such instances, it's not just a matter of having poor time management skills, it's a major part of their lifestyle.

Perhaps they pay their bills late, don't start work on big projects until the night before the deadline, delay gift shopping until the day before a birthday, and even file their income tax returns late.

Unfortunately, this procrastination can have a serious impact on a number of life areas, including a person's mental health and social, professional, and financial well-being:

• Higher levels of stress and illness
• Increased burden placed on social relationships
• Resentment from friends, family, co-workers, and fellow students
• Consequences of delinquent bills and income tax returns

How to Overcome Procrastination

You might find yourself wondering, How can I stop procrastinating?

Fortunately, there are a number of different things you can do to fight procrastination and start getting things done on time. Consider these your procrastination exercises:

• Make a to-do list : To help keep you on track, consider placing a due date next to each item.
• Take baby steps : Break down the items on your list into small, manageable steps so that your tasks don’t seem so overwhelming.
• Recognize the warning signs : Pay attention to any thoughts of procrastination and do your best to resist the urge. If you begin to think about procrastinating, force yourself to spend a few minutes working on your task.
• Eliminate distraction : Ask yourself what pulls your attention away the most—whether it's Instagram, Facebook updates, or the local news—and turn off those sources of distraction.
• Pat yourself on the back : When you finish an item on your to-do list on time, congratulate yourself and reward yourself by indulging in something you find fun.    

Prem R, Scheel TE, Weigelt O, Hoffmann K, Korunka C. Procrastination in daily working life: A diary study on within-person processes that link work characteristics to workplace procrastination . Front Psychol . 2018;9:1087. doi:10.3389/fpsyg.2018.01087

American Psychological Association. The Psychology of Procrastination: Why People Put Off Important Tasks Until the Last Minute . 2010.

Bisin A, Hyndman K. Present-bias, procrastination and deadlines in a field experiment . Games and Economic Behavior. 2020;119:339-357. doi:10.1016/j.geb.2019.11.010

Steel P. The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure . Psychol Bull . 2007;133(1):65-94. doi:10.1037/0033-2909.133.1.65 

Ferrari, Joseph & Johnson, Judith & McCown, William. (1995). Procrastination and Task Avoidance - Theory, Research and Treatment . doi: 10.1007/978-1-4899-0227-6

Beutel ME, Klein EM, Aufenanger S, et al. Procrastination, distress and life satisfaction across the age range - A German representative community study .  PLoS One . 2016;11(2):e0148054. doi:10.1371/journal.pone.0148054

Limburg K, Watson HJ, Hagger MS, Egan SJ.  The relationship between perfectionism and psychopathology: A meta-analysis .  J Clin Psychol.  2017;73(10):1301-1326. doi:10.1002/jclp.22435

Altgassen M, Scheres A, Edel MA.  Prospective memory (partially) mediates the link between ADHD symptoms and procrastination .  Atten Defic Hyperact Disord . 2019;11(1):59-71. doi:10.1007/s12402-018-0273-x

Tuckman BW, Abry DA, Smith DR. (2008). Learning and Motivation Strategies: Your Guide to Success (2nd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

Zohar AH, Shimone LP, Hen M. Active and passive procrastination in terms of temperament and character .  PeerJ . 2019;7:e6988. doi:10.7717/peerj.6988

American Psychological Association. The first step to overcoming procrastination: Know thyself .

Svartdal F, Nemtcan E. Past negative consequences of unnecessary delay as a marker of procrastination . Front Psychol. 2022;13. doi:10.3389/fpsyg.2022.787337

Schrager S, Sadowski E. Getting more done: Strategies to increase scholarly productivity .  J Grad Med Educ . 2016;8(1):10-13. doi:10.4300/JGME-D-15-00165.1

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

• Procrastination Psychology: Understanding Effects, Causes, And Solutions

Procrastination Psychology: Understanding Effects, Causes, and Solutions

What is procrastination?

The word procrastination comes from the Latin procrastinare:  “deferred until tomorrow” and the Greek akrasia:  “acting against one’s better judgment.” The word itself suggests that procrastination is an active process: you choose to do something other than the task at hand, despite knowing that its delay will cause you to suffer in the future. 

Procrastination can vary from chronic (perpetual problems finishing tasks) to situational (the delaying of tasks that may seem unattractive or boring). At some point in our lives, nearly everyone has delayed completing a task, with a number of studies showing that “procrastination appears to go hand-in-hand with the human condition.” Numbers are particularly high among students, with 80-95% of this group being estimated to engage in procrastination. 

Dr. Joseph Ferrari , professor of psychology at DePaul University and a leading voice in the study of procrastination, says that a true procrastinator “has twelve things to do, maybe does one or two of them, then rewrites the list, shuffles it around, then makes an extra copy of it. That’s procrastinating.” 

Procrastinators often seek “ephemeral pleasures” such as watching a TV show or spending time with friends instead of working on an important task. This type of procrastination is easy to identify. However, procrastination may take a more subtle form, disguised as the pursuit of “ephemeral chores.” If you have ever convinced yourself that organizing your spice cabinet or color-coding your agenda is more important than starting a task, you may employ this form of procrastination disguised as productivity. 

The harmful effects of procrastination 

Contrary to popular belief, procrastination is not caused by poor time management or a fear of failure. Rather, studies show that procrastination is due to self-regulation failure and a poor ability to manage emotions. Procrastinators recognize the harmful effects of putting tasks off, but can’t overcome the emotional urge of a diversion. 

When discussing procrastination, Roman emperor Marcus Aurelius reminded himself to “stop letting your emotions override what your mind tells you,” suggesting that the Romans had insight into the causes of procrastination that psychologists are studying today. According to  Dr. Timothy Pychyl , author of  Solving the Procrastination Puzzle , “emotional regulation is the real story around procrastination because, to the extent that I can deal with my emotions, I can stay on task.” 

The link between procrastination and struggles with self-regulation can play a role in substance abuse disorders or impulse control, suggesting that missing a deadline or rushing to finish a task can have more severe consequences than a bad grade or poor performance at work. The poor emotional regulation that comes with a tendency to procrastinate can also lead to a higher likelihood of developing mood disorders such as depression, anxiety, and even bipolar disorder. 

Choosing short-term rewards over long-term benefits

Several studies have linked procrastination to depression, anxiety, low self-esteem, and overall poor mental health. One of the  earliest studies to investigate the negative effects of procrastination followed a group of students throughout the course of a semester in 1997. Students who engaged in procrastination experienced less stress at the beginning of the semester, but their bliss was short-lived. By the end of the semester, the procrastinators not only earned lower grades than other students but also reported significantly higher stress levels and cases of illness, suggesting that procrastination had an influence not only on their performance but on their overall well-being. 

When it comes to the link between procrastination and mental health conditions, it can be hard to identify which came first. The decreased energy, negative thoughts, and low self-esteem that come with depression can lead us to believe we cannot carry out the task at hand. In turn, putting off important tasks can increase our stress levels, decrease our self-worth and lead to elevated levels of anxiety and a higher likelihood of depression. A 2017 study found that the way participants felt influenced how and when they approached a task. Similarly, in research settings, people who procrastinate have higher levels of stress and lower well-being.

Don’t delay: take care of your mental health today

Due to the complicated underlying causes that lead us to procrastinate, telling a procrastinator to “just do it” can be as counterproductive as telling a person who suffers from depression to “cheer up.” 

Training your mind and body to prioritize important tasks may be difficult, but the long-term benefits can not only improve your professional and academic performance but also improve your mental health and overall well-being. 

3 tips to help you procrastinate less

Change the narrative.

Due to the reciprocal nature of the link between mental health and procrastination, approaching tasks with a more positive outlook can trick your brain into prioritizing them instead of dreading them. Instead of seeing tasks as something you have to do, reframe them from a more positive point of view. 

Instead, try:  

“I can’t wait to show off my writing skills in this paper”

“Studying this topic is going to set me up for success in my career”

“This project is a great chance to showcase my analytical skills to my manager”

Practice self-compassion

A  2012 study that looked at the links between procrastination, stress, and self-compassion found that lower levels of self-compassion can lead to higher stress levels and a greater tendency to procrastinate. Lower self-esteem reduces our confidence in completing a task, leading our bodies and minds to opt for the short-lived pleasure of avoidance, instead of the long-term reward of overcoming a task. 

Ways to increase self-esteem and practice self-compassion can include the following: 

Forgive yourself for your mistakes

Take care of your body and mind with a healthy diet and exercise

Be kind to yourself

Acknowledge your strengths 

Recognize your weaknesses not as shortcomings, but as opportunities for improvement

Create a reward system

Our tendency to procrastinate is intrinsically connected with the regulation of our emotions. When we procrastinate, we often choose immediate pleasure over long-term reward. By creating a reward system, you can train your mind to associate accomplishing difficult tasks with positive emotions. 

Try rewarding yourself with a refreshing walk after completing half of the day’s tasks (just remember to get back on track) or spend time with friends getting coffee once you complete a hard assignment. 

The Psychological Origins of Procrastination—and How We Can Stop Putting Things Off

The psychology behind procrastination involves how we perceive of value, 

“I love deadlines,” English author Douglas Adams once wrote. “I love the whooshing noise they make as they go by.”

We’ve all had the experience of wanting to get a project done but putting it off for later. Sometimes we wait because we just don’t care enough about the project, but other times we care a lot – and still end up doing something else. I, for one, end up cleaning my house when I have a lot of papers to grade, even though I know I need to grade them.

So why do we procrastinate? Are we built to operate this way at some times? Or is there something wrong with the way we’re approaching work?

These questions are central to my research on goal pursuit , which could offer some clues from neuroscience about why we procrastinate – and how to overcome this tendency.

To do, or not to do

It all starts with a simple choice between working now on a given project and doing anything else: working on a different project, doing something fun or doing nothing at all.

The decision to work on something is driven by how much we value accomplishing the project in that moment – what psychologists call its subjective value. And procrastination, in psychological terms, is what happens when the value of doing something else outweighs the value of working now.

This way of thinking suggests a simple trick to defeat procrastination: find a way to boost the subjective value of working now, relative to the value of other things. You could increase the value of the project, decrease the value of the distraction, or some combination of the two.

For example, instead of cleaning my house, I might try to focus on why grading is personally important to me. Or I could think about how unpleasant cleaning can actually be – especially when sharing a house with a toddler.

It’s simple advice, but adhering to this strategy can be quite difficult, mainly because there are so many forces that diminish the value of working in the present.

The distant deadline

People are not entirely rational in the way they value things. For example, a dollar bill is worth exactly the same today as it is a week from now, but its subjective value – roughly how good it would feel to own a dollar – depends on other factors besides its face value, such as when we receive it.

The tendency for people to devalue money and other goods based on time is called delay discounting . For example, one study showed that, on average, receiving $100 three months from now is worth the same to people as receiving $83 right now. People would rather lose $17 than wait a few months to get a larger reward.

Other factors also influence subjective value, such as how much money someone has recently gained or lost . The key point is that there is not a perfect match between objective value and subjective value.

Delay discounting is a factor in procrastination because the completion of the project happens in the future. Getting something done is a delayed reward, so its value in the present is reduced: the further away the deadline is, the less attractive it seems to work on the project right now.

Studies have repeatedly shown that the tendency to procrastinate closely follows economic models of delay discounting. Furthermore, people who characterize themselves as procrastinators show an exaggerated effect . They discount the value of getting something done ahead of time even more than other people.

One way to increase the value of completing a task is to make the finish line seem closer . For example, vividly imagining a future reward reduces delay discounting .

No work is ‘effortless’

Not only can completing a project be devalued because it happens in the future, but working on a project can also be unattractive due to the simple fact that work takes effort.

New research supports the idea that mental effort is intrinsically costly ; for this reason, people generally choose to work on an easier task rather than a harder task. Furthermore, there are greater subjective costs for work that feels harder (though these costs can be offset by experience with the task at hand).

This leads to the interesting prediction that people would procrastinate more the harder they expect the work to be. That’s because the more effort a task requires, the more someone stands to gain by putting the same amount of effort into something else (a phenomenon economists call opportunity costs ). Opportunity costs make working on something that seems hard feels like a loss.

Sure enough, a group of studies shows that people procrastinate more on unpleasant tasks. These results suggest that reducing the pain of working on a project, for example by breaking it down into more familiar and manageable pieces, would be an effective way to reduce procrastination.

Your work, your identity

When we write that procrastination is a side effect of the way we value things, it frames task completion as a product of motivation, rather than ability.

In other words, you can be really good at something, whether it’s cooking a gourmet meal or writing a story, but if you don’t possess the motivation, or sense of importance, to complete the task, it’ll likely be put off.

It was for this reason that the writer Robert Hanks, in a recent essay for the London Review of Books, described procrastination as “a failure of appetites.”

The source of this “appetite” can be a bit tricky. But one could argue that, like our (real) appetite for food, it’s something that’s closely intertwined with our daily lives, our culture and our sense of who we are.

So how does one increase the subjective value of a project? A powerful way – one that my graduate students and I have written about in detail – is to connect the project to your self-concept. Our hypothesis is that projects seen as important to a person’s self-concept will hold more subjective value for that person.

It’s for this reason that Hanks also wrote that procrastination seems to stem from a failure to “identify sufficiently with your future self” – in other words, the self for whom the goal is most relevant.

Because people are motivated to maintain a positive self-concept , goals connected closely to one’s sense of self or identity take on much more value.

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Procrastination

The art of writing is the art of applying the seat of the pants to the seat of the chair. —Mary Heaton Vorse

What this handout is about

This handout will help you understand why you procrastinate and offer strategies to combat this common writer’s ailment.

Introduction

Everyone procrastinates. We put things off because we don’t want to do them, or because we have too many other things on our plates. Putting things off—big or small—is part of being human. If you are reading this handout, however, it is likely that your procrastination is troubling you. You suspect that you could be a much better writer if only you didn’t put off writing projects until the last minute. You find that just when you have really gotten going on a paper, it’s time to turn it in; so, you never really have time to revise or proofread carefully. You love the rush of adrenaline you get when you finish a paper ten minutes before it’s due, but you (and your body) are getting tired of pulling all-nighters. You feel okay about procrastinating while in college, but you worry that this habit will follow you into your working life.

You can tell whether or not you need to do something about your procrastination by examining its consequences. Procrastination can have external consequences (you get a zero on the paper because you never turned it in) or internal consequences (you feel anxious much of the time, even when you are doing something that you enjoy). If you put off washing the dishes, but the dishes don’t bother you, who cares? When your procrastination leaves you feeling discouraged and overburdened, however, it is time to take action.

Is there hope?

If you think you are a hopeless procrastinator, take heart! No one is beyond help. The fact that you procrastinate does not mean that you are inherently lazy or inefficient. Your procrastination is not an untamable beast. It is a habit that has some specific origin, and it is a habit that you can overcome. This handout will help you begin to understand why you procrastinate and give you some strategies for turning things around. For most procrastinators, however, there are no quick fixes. You aren’t going to wake up tomorrow and never procrastinate again. But you might wake up tomorrow and do one or two simple things that will help you finish that draft a little earlier or with less stress.

You may not be surprised to learn that procrastinators tend to be self-critical. So, as you consider your procrastination and struggle to develop different work habits, try to be gentle with yourself. Punishing yourself every time you realize you have put something off won’t help you change. Rewarding yourself when you make progress will.

If you don’t care why you procrastinate—you just want to know what to do about it—then you might as well skip the next section of this handout and go right to the section labeled “What to do about it.” If you skip to the strategies, however, you may only end up more frustrated. Taking the time to learn about why you procrastinate may help you avoid the cycle whereby you swear up and down that you will never procrastinate again, only to find that the next time you have a paper due, you are up until 3 a.m. trying to complete the first (and only) draft—without knowing why or how you got there.

Why we do it

In order to stop putting off your writing assignments, it is important to understand why you tend to do so in the first place. Some of the reasons that people procrastinate include the following:

Because we are afraid

• Fear of failure: If you are scared that a particular piece of writing isn’t going to turn out well, then you may avoid working on it in order to avoid feeling the fear.
• Fear of success: Some procrastinators (the author of this handout included) fear that if they start working at their full capacity, they will turn into workaholics. Since we procrastinate compulsively, we assume that we will also write compulsively; we envision ourselves locked in a library carrel, hunched over the computer, barely eating and sleeping and never seeing friends or going out. The procrastinator who fears success may also assume that if they work too hard, they will become mean and cold to the people around them, thus losing their capacity to be friendly and to have fun. Finally, this type of procrastinator may think that if they stop procrastinating, then they will start writing better, which will increase other people’s expectations, thus ultimately increasing the amount of pressure they experience.
• Fear of losing autonomy: Some people delay writing projects as a way of maintaining their independence. When they receive a writing assignment, they procrastinate as a way of saying, “You can’t make me do this. I am my own person.” Procrastinating helps them feel more in control of situations (such as college) in which they believe that other people have authority.
• Fear of being alone: Other writers procrastinate because they want to feel constantly connected to other people. For instance, you may procrastinate until you are in such a bind that someone has to come and rescue you. Procrastination therefore ensures that other people will be involved in your life. You may also put off writing because you don’t want to be alone, and writing is oftentimes a solitary activity. In its worst form, procrastination itself can become a companion, constantly reminding you of all that you have to do.
• Fear of attachment: Rather than fearing separation, some people procrastinate in order to create a barrier between themselves and others. They may delay in order to create chaos in their lives, believing that the chaos will keep other people away.

Whether these fears appear in our conscious or subconscious minds, they paralyze us and keep us from taking action, until discomfort and anxiety overwhelms us and forces us to either a) get the piece of writing done or b) give up. (The preceding is a summary of Chapters 2-4 of Jane B. Burka and Lenora M. Yuen’s Procrastination: Why You Do It, What to Do About It.)

Because we expect ourselves to be perfect

Procrastination and perfectionism often go hand in hand. Perfectionists tend to procrastinate because they expect so much of themselves, and they are scared about whether or not they can meet those high standards. Perfectionists sometimes think that it is better to give a half-hearted effort and maintain the belief that they could have written a great paper, than to give a full effort and risk writing a mediocre paper. Procrastinating guarantees failure, but it helps perfectionists maintain their belief that they could have excelled if they had tried harder. Another pitfall for perfectionists is that they tend to ignore progress toward a goal. As long as the writing project is incomplete, they feel as though they aren’t getting anywhere, rather than recognizing that each paragraph moves them closer to a finished product.

Because we don’t like our writing

You may procrastinate on writing because you don’t like to re-read what you have written; you hate writing a first draft and then being forced to evaluate it, in all its imperfection. By procrastinating, you ensure that you don’t have time to read over your work, thus avoiding that uncomfortable moment.

Because we’re too busy

Practical concerns: jobs, other classes, etc.

Because it works

Unfortunately, procrastination helps reinforce itself. When we avoid doing something we dread (like writing) by doing something we enjoy (such as watching TV, hanging out with friends, etc.), we escape the dreaded task. Given such a choice, it’s no wonder that many of us choose to procrastinate. When we write a paper at the last minute and still manage to get a good grade, we feel all the more compelled to procrastinate next time around.

What to do about it

Now that you know a little bit about why you may have procrastinated in the past, let’s explore some of the strategies you might use to combat your procrastination tendencies, now and in the future. Experiment with whichever of these strategies appeals to you; if you try something and it doesn’t work, try something else! Be patient; improvement will come with practice.

Take an inventory

Figuring out exactly when and how you procrastinate can help you stop the behavior. It can be difficult to tell when you are procrastinating. Think about the clues that tell you that’s what you’re doing: for example, a nagging voice in your head, a visual image of what you are avoiding or the consequences of not doing it, physical ailments (stomach tightness, headaches, muscle tension), inability to concentrate, inability to enjoy what you are doing.

How do you procrastinate?

• Try to ignore the task, hoping against hope that it will go away?
• Over- or under-estimate the degree of difficulty that the task involves?
• Minimize the impact that your performance now may have on your future?
• Substitute something important for something really important? (For example, cleaning instead of writing your paper.)
• Let a short break become a long one, or an evening in which you do no work at all? (For example, claiming that you are going to watch TV for ½ hour, then watching it all night.)
• Focus on one part of the task, at the expense of the rest? (For example, keep working on the introduction, while putting off writing the body and conclusion).
• Spend too much time researching or choosing a topic

Once you better understand how you procrastinate, you will be better able to catch yourself doing it. Too often, we don’t even realize that we are procrastinating—until it’s too late.

Create a productive environment

If you have made the decision to stop delaying on a particular writing project, it is critical that you find a place to work where you have at least half a chance of actually getting some writing done. Your dorm room may not be the place where you are most productive. Ditto the computer lab. If you have a laptop computer, try going someplace where you can’t connect to the Internet (e-mail and the Web are the bane of the procrastinator’s existence—as you probably already know). If you are a procrastinator, then chances are you are already pretty exasperated; don’t risk frustrating yourself even more by trying to write in an environment that doesn’t meet your needs.

CAUTION: The most skilled procrastinators will be tempted to take this suggestion too far, spending an inordinate amount of time “creating a productive environment” (cleaning, filing, etc.) and not nearly enough time actually writing. Don’t fall into that trap! While cleaning and filing are indeed worthy and necessary activities, if you only do this when you have an approaching writing deadline, then you are procrastinating.

While you are thinking about where to write, consider also when you will write. When are you most alert? Is it at 8 a.m., mid-morning, mid-afternoon, early evening, or late at night? Try to schedule writing time when you know you will be at your best. Don’t worry about when you “should” be able to write; just focus on when you are able to write.

Challenge your myths

In order to break the procrastination habit, we need to get past the idea that in order to write, we must have all the information pertaining to the topic, and we must have optimal writing conditions. In reality, writers never have all the information, and conditions are never optimal.

Think of a writing project that you are currently putting off. On one side of a piece of paper, write down all the reasons for your delay. On the other side, argue (as convincingly as possible!) against the delay.

Myth #1: “I can’t function in a messy environment. I can’t possibly write this paper until I have cleaned my apartment.”

Challenge: There are no conditions that are necessary in order for you to write, save two: 1) You must have a writing implement (e.g., a keyboard or a pen) and 2) you must have someplace for writing to go, such as into a computer or onto a piece of paper. If, when faced with a writing project, you start piling up prerequisites for all the things you must do before you can possibly start writing, consider whether you might in fact be making excuses—in other words, procrastinating.

Myth #2: “I know it’s time for me to start writing, but I just haven’t done enough research yet. I’ll spend one more night at the library, and then I’ll start writing my paper.”

Challenge: Truth be told, you will never collect all the information you possibly could for your paper. Better to write a tightly-crafted argument with the information you have NOW, AT THIS VERY MOMENT, than to keep doing research and risk throwing your paper together at the last minute.

Myth #3: “I do my best work under pressure.”

Challenge: There are lots of other ways to create pressure for yourself, besides waiting until the night before the paper is due to start writing it. You can set a time limit for yourself—for example, “I will write this paragraph in ½ hour”—or you can pretend that the paper is a timed essay exam. If you do this a week or two before the paper is due, you’ll have a draft in plenty of time to revise and edit it.

Myth #4: “In order to work on my paper, I must have six uninterrupted hours.”

Challenge: You can and should work on a paper in one hour blocks (or shorter). This will help you break the writing task down into smaller pieces, thereby making it seem more manageable. If you know that you can work on one part of the paper for one hour, then it won’t seem so daunting, and you will be less likely to procrastinate.

Some writers find, however, that they do need longer blocks of time in order to really produce anything. Therefore, like all of the strategies outlined here, if this one doesn’t work for you, throw it out and try something else. You might still find, however, that you are more productive when you plan to write “all morning” rather than “all day.”

Myth #5 : “What I write has to be perfect, ” AND/OR “I can’t write anything until I have a perfect thesis statement/intro.”

Challenge: A first draft (or a second, or a third, or even—egad!—the final product) does not have to be perfect. When we write an early draft, we need to turn off our internal critic and just get some words down on the page. The great thing about starting early on a writing project is that it leaves us plenty of time for revision, editing, and proofreading; so, we can set ourselves free to just let our writing flow, without worrying about sentence-level concerns such as grammar, punctuation, and style. You’ll find some other thoughts on editing in our video on proofreading and our handout on revision .

Break it down

The day you get the paper assignment (ideally), or shortly thereafter, break the writing assignment up into the smallest possible chunks. By doing this, the paper never has a chance to take on gargantuan proportions in your mind. You can say to yourself, “Right now, I’m going to write the introduction. That’s all, just the introduction!” And you may be more likely to sit down and do that, than you will to sit down and “write the paper.”

Get a new attitude

We shoot ourselves in the foot, to begin with, by telling ourselves how horrible a particular writing assignment is. Changing our attitude toward the task, when possible, may go a long way toward keeping us from procrastinating. Tell yourself that the task isn’t so bad or difficult, that you either know how to do it, or that you can learn how while you’re doing it. You may find, too, that if you start early on a particular assignment, your attitude never has a chance to get very negative in the first place! Simply starting to write can often help us feel more positive about writing.

Ask for help

• Get an anti-procrastination coach. If you are really determined not to procrastinate, then get help from the supportive people in your life. Tell someone about your writing goal and timeline, and ask them to help you determine whether or not your plan is realistic. Once or twice a week, email with a friend, relative, or mentor, in order to report (admit?) on your progress, and declare your promise for the next week (or few days). If, despite your very good intentions, you start procrastinating again, do not think, “All is lost!” Instead, talk to someone about it. They may be able to help you put your slip into perspective and get back on track.
• Get a buddy. See if you can find a friend to work alongside you. They don’t have to be writing a paper; in fact, they can be playing Solitaire, for all you care. What matters is that you arrange to meet them at the library (or wherever you have decided to write) at a particular time and stay there for a specific period of time, thus creating accountability.
• Get help with your writing. If you are procrastinating because you think you are a weak writer, then ask someone (a Writing Center writing coach, a current or former professor or teaching assistant, a friend) to help you improve.
• Form a writing group. A writing group is a great way for undergraduate and more advanced writers alike to create accountability, get feedback, and simply get reminded that you are not alone in the struggle to produce and to improve your writing. See our writing group packet at for more information on how to form and sustain a writing group. Dissertation writers may benefit not only from joining a writing group but also from reading our handout on the dissertation . This handout was written by a former Writing Center staff member who eventually completed her dissertation.

Get unblocked

Sometimes, we procrastinate because we feel stuck on a particular essay or section of an essay. If this happens, you have several options:

• Turn off the screen. Type with a dark screen, so you can’t see what you’ve written, decide you don’t like it, and delete it immediately. Sometimes procrastination stems from insecurity about what to say, or whether we have anything to say. The important thing, in that case, is to get started and KEEP GOING. Turning off the screen may help lessen your fear and turn off your internal critic. When you turn it back on (or print out what you’ve written), you may find that you do have something to say, after all.
• Write about writing. Take 15 minutes and write a letter to yourself about why you don’t want to write this. This lets you vent your frustrations and anxieties. Then, Take 15 minutes and write about what you could do to get unstuck. You can also try writing about what you’re going to write, making an initial assessment of the assignment. You won’t have the pressure of writing an actual draft, but you will be able to get something down on paper.
• Write the easiest part first. You don’t have to start at the beginning. Whatever section you can do, do it! If you think that’s wimpy, and you would rather do the hardest part first so that you can get it out of the way, that’s fine—whatever works for you. If you start writing and you get stuck, write about why you’re stuck.
• Talk it out. Try tape-recording yourself speaking the ideas you want to include in the paper, and then transcribe the tape.

Make yourself accountable

Set a writing deadline (other than the paper’s due date) for yourself by making an appointment at the Writing Center or telling your TA (or a former TA) that you’re going to give them a draft on such-and-such a date. If you make your Writing Center appointment for several days before the paper is due, then you may be motivated to have a draft finished. Or set an earlier appointment at the Writing Center to have a conversation about your plans for the draft. Talking out your ideas with someone will help you get them organized for subsequent writing.

Leave your work out

Keeping your work (books, notes, articles, etc.) physically out, in full view, gives you a reminder that you are in the middle of the paper, or that you need to start. Also, if you write in more than one shift, it can be helpful to leave off in the middle of a paragraph and leave your ‘tools’ where they are. When you return to the paper, you’ll be able to “warm up” by finishing that paragraph. Starting a new section cold may be more difficult.

Work on improving your writing when you don’t have a deadline

Investigate your writing process. First of all, you may not think you have a thing called a “writing process.” But you do—everyone does. Describe your writing process in detail.

Ask yourself:

• When do I usually start on a paper?
• What tools do I need (or think I need) in order to write?
• Where do I write?
• Do I like quiet or noise when I write?
• How long a block of time do I need?
• What do I do before I start?
• What do I do at the end?
• How do I feel at the end (after I have turned it in)?

Then ask yourself:

• What do I like about my writing process?
• What do I want to change?

Once you can see your writing process, then you can make a decision to change it. But take it easy with this—only work on one part at a time. Otherwise, you’ll get overwhelmed and frustrated—and we all know where that leads, straight down the procrastination road.

Evaluate your writing’s strengths and weaknesses

If you aren’t ready to evaluate your writing process completely (and it’s okay if you aren’t), then you could try just listing your strengths and weaknesses as a writer. For instance, perhaps you are great at creating thesis statements, but you have trouble developing arguments. Or, your papers are very well-organized, but your thesis and argument tend to fall a little flat. Identifying these issues will help you do two things: 1) When you write, you can play to your strength; and 2) You can choose one weakness and do something about it when you DON’T have a deadline.

Now, doing anything when you don’t have a deadline may sound strange to a procrastinator, but bear with me. Let’s say you’ve decided that your writing is too wordy, and you want to work on being more concise. So, some time when you don’t have a paper—but you do have a free hour—you waltz into the Writing Center and tell your tutor, “Hey, I want learn to how to write more clearly.” You confer, and you come away with some simple strategies for eliminating wordiness.

Here is why this may make a difference the next time you write a paper, regardless of whether or not you have procrastinated (again!): You print out your draft. It’s 1 a.m. You go to bed. The next morning, you read over your paper (it’s due at noon). You say to yourself, “Hmmm, I notice I’m being too wordy.” BUT, rather than concluding, “Oh, well, it’s too late, there isn’t anything I can do about that,” (as you may have in the past), you can choose to employ some of what you learned (previously, when you weren’t under the gun) to make your writing more concise. You edit the paper accordingly. You turn it in.

When your instructor hands the papers back the following week, there are far fewer instances of “awkward,” “unclear,” etc. in the margins. Voila! You’ve made a positive change in your writing process!

What does this have to do with procrastination? Well, making one small change in your writing process creates momentum. You begin to feel more positive about your writing. You begin to be less intimidated by writing assignments. And—eventually—you start them earlier, because they just aren’t as big a deal as they used to be.

Evaluating the strengths and weaknesses in your writing gives you a sense of control. Your writing problems are solvable problems. Working on your writing when you don’t have a deadline helps you gain insight and momentum. Soon, writing becomes something that, while you may not look forward to it, you don’t dread quite as much. Thus, you don’t procrastinate quite as much.

This strategy also accounts for the fact that if you perceive procrastination as having been successful for you in the past, you aren’t going to give it up right away

Hone your proofreading and editing skills

If you procrastinate on writing because you don’t like to re-read what you have written, the good news is this: you can learn specific proofreading , revising , and editing strategies. If you finish your paper ahead of time, and you re-read it, and you don’t like it, you have options. Writing a first draft that you don’t like doesn’t mean you’re a terrible writer. Many writers—in fact, I would venture to say most—hate their first drafts. Neither Leo Tolstoy nor Toni Morrison produce(d) brilliant prose the first time around. In fact, Morrison (a big fan of revision) said recently that you don’t have to love your writing just because you wrote it! If you practice some revision and editing strategies, you may feel more comfortable with the idea of re-reading your papers. You’ll know that if you find weaknesses in the draft (and you will), you can do something to improve those areas.

Learn how to tell time

One of the best ways to combat procrastination is to develop a more realistic understanding of time. Procrastinators’ views of time tend to be fairly unrealistic. “This paper is only going to take me about five hours to write,” you think. “Therefore, I don’t need to start on it until the night before.” What you may be forgetting, however, is that our time is often filled with more activities than we realize. On the night in question, for instance, let’s say you go to the gym at 4:45 p.m. You work out (1 hour), take a shower and dress (30 minutes), eat dinner (45 minutes), and go to a sorority meeting (1 hour). By the time you get back to your dorm room to begin work on the paper, it is already 8:00 p.m. But now you need to check your email and return a couple of phone calls. It’s 8:30 p.m. before you finally sit down to write the paper. If the paper does indeed take five hours to write, you will be up until 1:30 in the morning—and that doesn’t include the time that you will inevitably spend watching TV.

And, as it turns out, it takes about five hours to write a first draft of the essay. You have forgotten to allow time for revision, editing, and proofreading. You get the paper done and turn it in the next morning. But you know it isn’t your best work, and you are pretty tired from the late night, and so you make yourself a promise: “Next time, I’ll start early!”

Make an unschedule

The next time you have a writing deadline, try using an unschedule to outline a realistic plan for when you will write. An unschedule is a weekly calendar of all the ways in which your time is already accounted for. When you make an unschedule, you consider not only your timed commitments such as classes and meetings, but also your untimed activities such as meals, exercise, errands, laundry, time with friends and family, and the like. It is not a list of what you should do in a given week; rather it is an outline of the time that you will necessarily spend doing other things besides writing.

Once you have made your unschedule, take a look at the blank spaces. These represent the maximum number of hours that you could potentially spend writing. By starting with these blank spaces as a guide, you will be able to more accurately predict how much time you will be able to write on any given day. You may be able to see, for instance, that you really don’t have five hours to spend writing on the night before the paper is due. By planning accordingly, you will not only get a better night’s sleep, you may also end up with a better paper!

The unschedule might also be a good way to get started on a larger writing project, such as a term paper or an honors thesis. You may think that you have “all semester” to get the writing done, but if you really sit down and map out how much time you have available to write on a daily and weekly basis, you will see that you need to get started sooner, rather than later. In addition, the unschedule may reveal especially busy weeks or months, which will help you budget time for long-term projects.

Perhaps most importantly, the unschedule can help you examine how you spend your time. You may be surprised at how much (or how little) time you spend watching television, and decide to make a change. It’s especially important that you build time for fun activities into your unschedule. Otherwise, you will procrastinate in order to steal time for relaxation.

You can also use the unschedule to record your progress towards your goal. Each time you work on your paper, for example, mark it on the unschedule. One of the most important things you can do to kick the procrastination habit is to reward yourself when you write something, even if (especially if) that writing is only a little piece of the whole. Seeing your success on paper will help reinforce the productive behavior, and you will feel more motivated to write later in the day or week.

Set a time limit

Okay, so maybe one of the reasons you procrastinate on writing projects is that you just plain hate writing! You would rather be at the dentist than sitting in front of your computer with a blank Microsoft Word document staring you in the face. In that case, it may be helpful to set limits on how much time you will spend writing before you do something else. While the notation “Must work on Hemingway essay all weekend” may not inspire you to sit down and write, “Worked on Hemingway essay for ½ hour” just might. Or, if you tell yourself that you will write “all weekend,” for instance, the sheer agony of the thought may keep you from doing any writing at all. If, however, you say that you will write for two hours on Saturday afternoon, you may actually accomplish something. The important thing here is to keep your commitment to yourself. Even if, at the end of the two hours, you think you could keep going, stop. Go outside and enjoy the weather. Your procrastinating self needs to be able to trust your new non-procrastinating self the next time you say you will only write for a certain amount of time. If you go overboard this time, then the next time you say, “I’ll write for two hours and then stop,” the procrastinator within will respond, “Yeah, right! I’m going rollerblading!”

On the other hand, it may work better for you to trick yourself into working on your paper by telling yourself you’re only going to write for two hours, but then continuing to work if you’re feeling inspired. Experiment with both approaches and see which one seems to work best for you.

Be realistic about how long it takes you to write

Procrastinators tend to be heroic about time; they estimate that it will take them two hours to complete a task that would take most people four. Once you have determined that procrastination is hurting your writing, begin taking notice of how long it actually takes you to write. Many students have a “page an hour” rule. Perhaps you can write a page in an hour if you are totally rested, fed, and focused, your roommate isn’t home, and the wind is blowing just right. But what if the phone rings, what if you are tired, and what if you have to go to the bathroom? When you estimate how long it will take you to write something, expect that there will be interruptions along the way.

Parting thoughts

As you explore why you procrastinate and experiment with strategies for working differently, don’t expect overnight transformation. You developed the procrastination habit over a long period of time; you aren’t going to stop magically. But you can change the behavior, bit by bit. If you stop punishing yourself when you procrastinate and start rewarding yourself for your small successes, you will eventually develop new writing habits. And you will get a lot more sleep.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Burka, Jane M., and Lenora M. Yuen. 1983. Procrastination: Why You Do It, What to Do About It Now . Boston: Addison-Wesley Publishing.

Ellis, Albert, and William J. Knaus. 1977. Overcoming Procrastination . New York: Signet.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Procrastination Essay for Students and Children

500+ words on procrastination essay.

Have you ever put off your homework till the last minute? Or perhaps studied for the test only a day before? Maybe delayed writing an essay till the last possible hour? All of us are guilty of delaying tasks and putting off important work until a later date.  This is essentially procrastinating. It is the action of purposefully delaying any task or activity. In this procrastination essay, we will see the reasons and the solutions to this problem.

As we will see in this procrastination essay, this is not a rare phenomenon. Almost everyone is guilty of it at some point in their lives. So we ask ourselves this question – why do people procrastinate even when they are so busy most of the time? We live in the 21st century, where time is our most precious commodity. And yet, we waste this precious resource procrastinating our time away.

Why do we Procrastinate?

The reasons for a person procrastinating can be varied. It depends on person-to-person and situation-to-situation. However, there are some universal reasons that cause people to delay their tasks and actions. One of the most important ones is the fear of failure. When a person delays doing an important task or is disinterested in finishing it, the cause could be a deep-rooted fear of failure. It is in human nature to avoid and fear failure. So by choosing to never finish the task, we can avoid the consequences as well.

Get the huge list of more than 500 Essay Topics and Ideas

Another reason is the lack of focus and determination. Feeling directionless and unfocused can often cause people to lose their wills to do their jobs. This leads to procrastination. Sometimes the lack of goals and objectives is also the reason a person loses their focus. Since they do not have an end-goal in mind, they end up wasting energy in other useless tasks.

There are other reasons a person may procrastinate. Sometimes, a person may be too much of a perfectionist. This distracts them from other tasks. And then there are other reasons like laziness, low energy levels, easy distractions, etc.

Read 10 Ways to Stop Procrastinating here.

How to Stop Procrastinating?

While procrastinating is a very natural fault we all share, if it gets out of hand it can get quite troublesome. Excessive procrastination can disrupt your life and cause you to lose control of your schedules and deadlines. So when the procrastination gets out of hand, you need to reign it in and get back in control.

One way to stop procrastinating is to break down the dreaded task into little steps. If the work or the task is too overwhelming, we tend to procrastinate about it. But if the job is broken down, then we can tackle one step at a time without being overwhelmed. You can also create a detailed timetable or a timeline of some sort to help you with the steps.

At other times changing your work environment may be beneficial. It can provide you with the boost necessary to stop procrastinating and finish the task. If possible get a friend or a parent to keep a check on your progress. It helps keep the motivation levels up and encourages you to finish the task on time.

The main concern is not to over-focus or blame yourself for procrastinating sometimes. We are all a victim to procrastination from time-to-time. As long as it does not derail your entire schedule, give yourself a break and just get back to work!

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Home — Essay Samples — Psychology — Social Psychology — The Impact of Procrastination in College: Causes and Strategies

The Impact of Procrastination in College: Causes and Strategies

• Categories: Social Psychology

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Words: 455 |

Published: Mar 8, 2024

Words: 455 | Page: 1 | 3 min read

Table of contents

Defining procrastination, causes of procrastination in college, consequences of procrastination, strategies for overcoming procrastination.

• Create a schedule: Developing a schedule can help create structure and provide a sense of direction towards academic and personal tasks. Make sure to include ample time for study sessions as well as leisure activities.
• Break tasks into smaller chunks: Break up long-term projects into smaller and more manageable tasks. This way, students can avoid feeling overwhelmed, make consistent progress, and remain motivated.
• Set goals: Specific and achievable goals can help track progress and maintain productivity. Goals should be measurable, attainable, and time-bound.
• Remove distractions: Minimize or eliminate the distractions that may be causing procrastination, such as social media applications and games.
• Utilize the Pomodoro technique: This technique involves working for a specific period, usually 25 minutes, followed by a short break. This method encourages focus and productivity while allowing for a necessary break to recharge.

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Procrastination

Reviewed by Psychology Today Staff

Everyone puts things off sometimes, but procrastinators chronically avoid difficult tasks and may deliberately look for distractions. Procrastination tends to reflect a person’s struggles with self-control . For habitual procrastinators, who represent approximately 20 percent of the population, "I don't feel like it" comes to take precedence over their goals or responsibilities, and can set them on a downward spiral of negative emotions that further deter future effort.

Procrastination also involves a degree of self-deception : At some level, procrastinators are aware of their actions and the consequences, but changing their habits requires even greater effort than completing the task in front of them.

• Understanding Procrastination
• The Consequences of Procrastination
• How to Beat Procrastination

Procrastinators are often perfectionists , for whom it may be psychologically more acceptable to never tackle a job than to face the possibility of not doing it well. They may be so highly concerned about what others will think of them that they put their futures at risk to avoid judgment.

Some procrastinators contend that they perform better under pressure, but while they may be able to convince themselves of that, research shows it is generally not the case; instead, they may make a habit of last-minute work to experience the rush of euphoria at seemingly having overcome the odds.

Procrastination is driven by a variety of thoughts and habits but fundamentally, we avoid tasks or put them off because we do not believe we’ll enjoy doing them , and want to avoid making ourselves unhappy, or we fear that we won’t do them well. People may also procrastinate when they are confused by the complexity of a task (such as filing one’s taxes) or when they’re overly distracted or fatigued.

Psychologists have identified various drivers of procrastination, from low self-confidence to anxiety , a lack of structure, and, simply, an inability to motivate oneself to complete unpleasant tasks. Research has also shown that procrastination is closely linked to rumination , or becoming fixated on negative thoughts.

Procrastination is a self-defeating behavior pattern, but it can be seen as serving a psychological purpose, especially for people with perfectionist tendencies , by protecting the individual against fear of failure, judgment by others, and self-condemnation. Avoiding unpleasant work by devoting energy to other tasks, like organizing or cleaning, also helps procrastinators avoid feeling unproductive, although they will have to pay the price for it later.

Predicting how we’ll feel in the future is known as affective forecasting , and people tend be fairly bad at it. For example, procrastinators may feel bad about not having exercised today, but they may raise their mood by predicting they will do it tomorrow . Thus, they avoid feeling negative emotions in the moment, but make the cycle more likely to repeat.

People who procrastinate, research finds, may hold different values than people who do not. In studies, procrastinators report valuing personal enjoyment more highly than others do, and valuing a strong work ethic less, and are more likely to complete tasks they feel are important to them personally than those that are assigned to them.

It’s somewhat developmentally appropriate for teens to procrastinate. The passive resistance of delay is one way adolescents may pull away from parental authority. But increased independence and decreased supervision also bring less structure and greater opportunity for distraction. And like adults who procrastinate, teens may come to overestimate their ability to work under pressure and their need to feel pressure to do their best work.

Procrastination may relieve pressure in the moment, but it can have steep emotional, physical, and practical costs. Students who routinely procrastinate tend to get lower grades, workers who procrastinate produce lower-quality work, and in general, habitual procrastinators can experience reduced well-being in the form of insomnia or immune system and gastrointestinal disturbance. Procrastination can also jeopardize both personal and professional relationships.

Procrastinating when it comes to one’s health—putting off exercise and checkups, and failing to commit to healthy eating—can lead to a higher risk of hypertension and cardiovascular disease . Procrastinators are also more likely to engage in self-blame and disengage from wellness advice, suggesting that cultivating greater self-compassion could help such individuals begin taking better care of themselves.

Procrastination, avoidance, and rumination are all common symptoms of depression. People with depression may struggle to plan ahead, lose confidence in their ability to follow through, and adopt “what’s the point” thinking . The treatment approach known as behavioral activation, in which one schedules enjoyable activities that provide a sense of mastery or accomplishment, may help alleviate some of these effects.

When a procrastinator enters a relationship with a non-procrastinator, conflict is almost inevitable : Each places a very different value on their time, believes their approach is superior, and struggles to understand the other’s motivations. As with any other conflict, though, stepping back, considering the other’s perspective, and finding a way to accept it, and one’s own reaction to it, can help keep a couple together.

It's possible to overcome procrastination but it takes considerable effort. Changing a habitual behavior consumes a lot of psychic energy, but engaging in highly structured regimen of cognitive behavioral therapy is one approach that has worked for many. In the short term, some cognitive tricks can help people complete discrete tasks.

Studies based on The Procrastination at Work Scale, which identifies 12 common forms of workplace procrastination, have highlighted some potential solutions, such as adopting timelines that build in time for delay, but not too much ; making a personal challenge out of mundane tasks; breaking large jobs into achievable chunks you can celebrate completing; and limiting your access to online news and social media .

When people procrastinate, their present self benefits by avoiding unpleasant work, but their future self pays the price in stress or punishment . Developing empathy for one’s future self as one would for a close friend, then, can be an important first step to ending the habit, because we’re less willing to put a good friend in such a disadvantaged position.

Many procrastinators struggle to make important decisions, in part because not making a choice absolves them of responsibility for the outcome. But sometimes people simply become so exhausted from making decisions that it seems impossible to make even relatively unimportant ones. Research suggests that sticking to a personal set of decision-making rules, or outsourcing some decisions to a partner, friend, or co-worker may help overcome decision fatigue.

Avoidance is a short-term solution that has long-term effects. Acceptance, however, can grow our zone of tolerance and improve our quality of life.

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Short-term solutions, however beguiling and near-at-hand, can just as easily get in the way of resolving problems as facilitate their resolution.

The 3 Ps can cause us to grind to a halt and fail to accomplish our goals. However, there are steps we can take to avoid this vicious cycle.

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We’ve all avoided things because we were “too busy” or “too tired.” But have our excuses become too convenient?

Sometimes when you can't concentrate it's because something else really needs your attention.

There are good reasons to procrastinate, at least when it comes to our brains. We can use those mental defaults to our advantage to check off your to-do list faster every day.

Mindfulness and self-exploration through a humanistic lens can help us overcome some of the hurdles that procrastination throws in our way, leading us to a more fulfilling life.

Time is an invaluable resource. Here's how to make the most of it.

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• Procrastination Essay

Essay on Procrastination

Have you ever postponed your homework until the last minute? Or maybe you studied for a test the day before? 

Maybe it's too late to write a story until the last hour? We are all guilty of delaying jobs and postponing important work until the latest date. This is actually procrastination. It is the act of deliberately delaying any task or activity. In this case, we will look at the causes and solutions to this problem.

About Procrastination

As we shall see in this article, this is not a coincidence. Almost everyone is guilty of it at some point in their lives. So we ask ourselves this question - why do people procrastinate or are so busy all the time? 

We live in the 21st century when time is of the essence. However, we are wasting our precious resources by wasting our time.

Saint Kabir had advised: what you have to do tomorrow, do today; what you have to do today, do it now. Procrastination is the habit of delaying a task or an activity until a later date. The habit of procrastinating the doing things is one of the worst habits of a person. People tend to be slothful to put off the finishing of a piece of work, implementation of a plan till another time. Life is not certain and it is possible that circumstances may change and one may not be able to do the work at all. It is good to procrastinate on things that are bad, but we are right and what we have decided to do, we must do in time.

Reasons for Procrastinating

One of the major reasons for procrastinating on a task is slothfulness. When a person is indulged in luxuries and slothfulness, it will blunt his edge of urge for action. When a person starts fearing the outcome of the task, he tends to procrastinate the task for a later date. Other factors for procrastinating work for a later date are low self-esteem, weak determination, less focus and distraction and also high impulsiveness. 

Procrastination is Harmful

Procrastination is harmful in various ways. It maintains tension in mind. It will relieve you of this tension if you do the work right now. Putting off work till another time more often may keep us deprived of the benefits, which might have accrued to us from its having been done. Opportunity knocks at the door once. Opportunity lost once is lost forever. There is no guarantee that the circumstances will remain the same. They may change and you may have to repent later on over the fact that you missed the opportunity. Sometimes it may prove tragic and change the good side of your career to a bad one. 

A successful man is one who strikes the iron while it is hot. When procrastination becomes a habit, all cheerfulness and carefree living go out of life and we live a life of perpetual tension, which indeed is not a life worth living at all. While procrastination is harmful to individuals, it may be more harmful to groups, communities and nations. 

We must ask ourselves whether we do actually realise the dangers emanating from procrastination and, therefore, shun it. We will perhaps find the answer in the affirmative as well as in the negative. We are still procrastinating steps for development in certain sectors of our life. For example, we have been sadly procrastinating in the educational sector. Even after more than five decades of economic planning, we find half of our population illiterate. We have taken steps to eradicate illiteracy, but our steps are not fast enough. 

We have been procrastinating developing certain geographical regions of the country with the result that there are evident regional imbalances in terms of development. We have not yet been able to connect every village of India with a link road. This was the task of utmost importance, a task that ought to have been given priority in any scheme of development. Our pace of development could have been faster if proper planning and implementation had been done at the right time. 

While procrastination is regarded as a bad habit, undue hurry or haste is equally a bad tendency. Promptness of action is advisable, but an impulsive decision is fraught with undesirable consequences. One must not delay or procrastinate in arriving at a decision in crucial matters, but unless a well-thought-out decision has been taken, it is more often than not risky to convert into action. Decisions taken in a hurry or haste without cool and calculated deliberation are likely to lead one into blind alleys or unfathomed troughs which it is difficult to get out from. The golden rule is first to get satisfied with the correct decision. Action should immediately follow the correct decision. Action should immediately follow the correct decision. Evil actions contemplated as a consequence of anger, revenge, greed, larceny, lust should be put off as indefinitely as possible till they die their natural death. 

How to Avoid Procrastinating?

There are a few tips to curb the habit of procrastination. 

Slothfulness: 

We must shake off slothfulness altogether. One must be up and doing. Avoid indulgence in luxuries because this makes one blunt. 

Value of Time: 

Understanding the value of time is very important. Nothing great can be expected from one who does not understand the value of a minute, for seconds and minutes make an hour, a day, a month, a year and the whole life itself. If the value of a minute is descended deep into our mind and heart, sloth will disappear. 

Idleness: 

Idleness is fatiguing. One must, therefore oneself engage in some useful work like some household chores other than one's main occupation. 

To ward off procrastination, one must plan one's work. Detailed planning is necessary. The entire gamut of work may be divided into fragments and time fixed for completing each fragment will facilitate satisfaction and invigorating. What we must have to do right from the time we get up from bed down to the time we go to bed must be clear to us and we must stick to it religiously.

Prioritization:

One may arrange the array of work in order of priorities. How many things are to be done and in what order of priority they must be taken — once this is planned in advance, then most of the battle is won and we can get out of the habit of procrastinating tasks.

Why Do We Procrastinate?

Reasons for postponing a person may vary. It depends on the individual and the situation-to-situation. However, there are international reasons why people delay their activities and actions. 

One of the most important things is the fear of failure. When a person is slow to perform an important task or is not interested in completing it, the cause may be a deep fear of failure. It is human nature to avoid and fear failure. So by choosing not to complete the task, we can also avoid the consequences.

Another reason is a lack of focus and determination. Feelings of indifference and insecurity can often cause people to lose their will to do their jobs. 

This leads to self-control. Sometimes a lack of goals and objectives is also a reason for a person to lose focus. With no goal in mind, they end up wasting energy on other useless activities.

There are other reasons a person may tolerate it. At times, a person may be a perfectionist. This distracts them from other activities. And then there are other reasons like laziness, low energy levels, easy distractions, etc.

How Can You Stop Procrastination?

Although procrastination is a normal part of life for us, it can be extremely difficult to do so. Procrastination can ruin your life and cause you to lose control of your schedules and deadlines. So when procrastination fades, you need to be in control and in control.

One way to stop procrastinating is to turn a dreadful task into smaller steps. If a task or task is too difficult, we often put it off. But if the work is depleted, then we can deal with it one step at a time without frustration. You can also create a detailed timetable or timeline of some sort to help you with the steps.

Sometimes a change in the work environment can be beneficial. It can give you the energy you need to stop procrastinating and complete the task. If possible, get a friend or parent to check your progress. It helps keep motivation levels up and encourages you to complete the task on time.

The key is not to become too preoccupied with the mundane things of life. We are all victims of procrastination. As long as it doesn't interfere with your entire system, take a break and go back to work!

Short Essay on Procrastination

Procrastination is not a rare thing; nine out of ten people, mostly students, nowadays procrastinate their work until the very last moment and it is also realised that they often feel guilty due to continuous postposing of their important work. The reasons for procrastination vary from person to person and situation to situation.

However, some causes are universal and some may have a particular reason to delay their important actions or tasks. The fear of failure stands on the top and another reason why most people procrastinate is lack of motivation. 

Everyone needs motivation while starting a new task or action, but due to lack of motivation most, people procrastinate due to the hesitation of performing a new activity plus lack of motivation, while some procrastinate due to laziness, lack of interest and unwillingness to perform any work. 

However, the end product of procrastination is always negative, like people start feeling much guilty, less focused, worried about upcoming projects or actions etc. 

In conclusion, it should be stated that procrastination is rooted in many causes, such as numerous distractions, lack of motivation, fear of uncertainty and failure, and perfectionism. At the same time, the result stands the same with infinite consequences such as concern for career, studies, health, and personal qualities. Thus, procrastination prevents a person from rising through the ranks, succeeding in training, and developing a personality.

The major difference between a successful person and an unsuccessful person is that while the former put his decisions promptly into action and reaps the fruits, the latter procrastinates, thereby depriving himself of the fruit.

FAQs on Procrastination Essay

1. What is Procrastination really about?

Postponing or procrastination is the act of delaying or postponing activities until the last minute or beyond the deadline. Some researchers describe procrastination as "a form of self-indulgence that is characterised by unreasonable delays in performance despite negative consequences.

2. Why Are We Here?

We postpone activities that we find "difficult, unpleasant, contradictory or just boring or oppressive." If a task seems overwhelming or raises serious concerns, it is usually very easy to avoid it. Another reason people put things off, says Sirois, is lack of confidence.

3. What Are The 4 Types of Retreat?

They say that there are four main types of archetypes to avoid or procrastinate: the perpetrator, the negligent, the excessive, and the person who seeks new things.

4. Is procrastination a mental illness?

Some people spend a lot of time in the monastery until they can finish important daily tasks. They may have a strong desire to stop procrastination but may feel that they will not be able to do so. Delaying yourself is not a diagnosis of mental health. But yes, less control over your mind is a sign of mental illness.

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Student Struggles: Battling with Procrastination

The word “procrastination” was derived from Latin's "procrastinare ", that translates into: the prefix pro-, 'forward', and the suffix - crastinus , meaning 'till next day'.

So, procrastination etymologically means putting off something until tomorrow, a tomorrow that is usually less defined. Every student one time or another has been a victim of procrastination, that urge to eschew studying and postpone writing those essays for another day.

An American study in 2004 claims that no less than 70% of college students are chronic procrastinators. At such times, I prefer to do the laundry, some cleaning or cooking, or any other thing apart from putting a pen on paper! This is called trivialisation: pretending that procrastinatory behaviour is not actually procrastinating, but rather a task which is more important than the avoided one.

Since procrastination has been denounced a student’s worst enemy, it is therefore important to know some of its causes and how to manage them:

Distractions Distractions have been identified as one of the major causes of procrastination among students. The internet which remains one of man’s greatest inventions has also become one of man’s biggest distractions. Social media pervades our daily lives and often robs us of that precious study time. Videos games, TV and even bantering with friends can lead to us postponing school work.

Draw up a study schedule and develop the will to stick to it. You can switch off your Wifi, television and other potential sources of distraction for some time with the strong resolve to get some academic work done. It's high time we left Facebook for a few hours and faced our books. Sorry Zuckerberg!

Perfectionism and Fear of Failure

The fear of failure and not doing well in an assignment can paralyse some students and can put them off their work. Having no clue how to start writing an essay is often a good excuse to put it off until some kind of inspiration comes or until “the time is right”.

Instead of just waiting for the Muses to inspire us, we can break down our assignments into smaller steps; for a journey of a thousand miles begins with a single step. Take the first step - consult your professor and classmates about your difficulties. They can help you onto the right track. There is no such thing as a perfect essay, but beginning in time gives you the opportunity to revaluate your work and make it stronger. The last-minute rush won't help much.

Lack of motivation is among the greatest causes of procrastination. At times, the reason we choose to do something else or do nothing at all instead of studying is because we lack interest in it. It is therefore important to revive this interest.

It’s a good idea to listen to motivational talks and stories of great people throughout history, especially our personal heroes and mentors. It is also useful to recount those moments to overcome obstacles and challenges. Reflecting on our academic journey so far can fill us with a sense of achievement and the hunger to do more.

Remember the big things you plan to achieve with this degree and the sacrifices you have made so far. Emphasise your strengths and surround yourself with those who encourage you to work hard. Join study groups and discuss academic subjects with friends. Be your greatest fan and cheer yourself to victory. And remember that the best time to begin that assignment is now.

Photo and words by LSE Social Media Ambassador Victor Agboga.

Understanding procrastination: A case of a study skills course

• Open access
• Published: 22 March 2021
• Volume 24 , pages 589–606, ( 2021 )

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Procrastination is consistently viewed as problematic to academic success and students’ general well-being. There are prevailing questions regarding the underlying and maintaining mechanisms of procrastination which are yet to be learnt. The aim of the present study was to combine different ways to explain procrastination and explore how students’ time and effort management skills, psychological flexibility and academic self-efficacy are connected to procrastination as they have been commonly addressed separately in previous studies. The data were collected from 135 students who participated in a voluntary time management and well-being course in autumn 2019. The results showed that students’ ability to organize their time and effort has the strongest association with procrastination out of the variables included in the study. Psychological flexibility also has a strong individual role in explaining procrastination along with time and effort management skills. Surprisingly, academic self-efficacy did not have a direct association with procrastination. Interestingly, our findings further suggest that time and effort management and psychological flexibility are closely related and appear to go hand in hand and, thus, both need to be considered when the aim is to reduce procrastination. The implications of the findings are further discussed.

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1 Introduction

Academic procrastination is very common among university students: almost all occasionally procrastinate in one or another domain of their studies, and approximately every second student regularly procrastinates (Rothblum et al., 1986 ; Steel, 2007 ). Considerable attention has been given to procrastination in university setting (Klassen et al., 2008 ). The student population is especially prone to procrastination, with an estimated prevalence of 50–95% (Steel, 2007 ). Procrastination may be defined as ‘the voluntary delay of an intended and necessary and/or [personally] important activity, despite expecting potential negative consequences that outweigh the positive consequences of the delay’ (Klingsieck, 2013 , 26). Typical for procrastination is that it is irrational and not imposed by external matters and it is often accompanied by subjective discomfort and negative consequences (Klingsieck, 2013 ). Procrastination is often associated with several negative factors, such as lower academic performance (Steel et al., 2001 ), increased stress (Sirois et al., 2003 ) and poorer mental health (Stead et al., 2010 ). Therefore, it is necessary to understand the causes and the factors that maintain procrastination in order to be able to reduce it. The challenge is that research in the area of procrastination often lacks a coherent, theoretical explanation of the behaviour (Glick et al., 2014 ) which has made it difficult to understand the phenomenon and to follow the research (e.g., Klingsieck, 2013 ; Schraw et al., 2007 ; Steel, 2007 ). Therefore, there are prevailing questions regarding the underlying and maintaining mechanisms of procrastination which are yet to be learnt (Katz et al., 2014 ; Visser et al., 2018 ).

The core characteristic of procrastination is the intention-action gap suggesting that the procrastinators often have good intentions, but the challenge lies in the implementation of these intentions (Dewitte and Lens, 2000 ). Thus, procrastination has traditionally been understood as a self-regulation or time management problem (Wolters et al., 2017 ). There is a strong body of evidence suggesting that lower levels of self-regulating behaviours are related to higher levels of procrastination, and thus self-regulation is one of the keys to understanding procrastination (Ferrari, 2001 ). However, Visser et al. ( 2018 ) suggest that procrastination is complex behaviour that involves both cognitive and emotional elements as well as evaluations of one’s own competence. Recent research suggests that instead of being purely a self-regulation or time management problem, procrastination is also strongly influenced by psychological factors, such as the low confidence in one’s own abilities to perform (Steel, 2007 ) and inability to cope with negative emotions that arise in challenging situations referring to the centrality of psychological flexibility in understanding procrastination (Dionne, 2016 ; Gagnon et al., 2016 ). In this article, we aim to bring together these central constructs that have usually been addressed separately in previous studies in order to understand the phenomenon of procrastination and its underlying mechanisms better.

1.1 Factors explaining academic procrastination

There are several theoretical perspectives that have been used when exploring procrastination: the differential psychology perspective; the motivational and volitional psychology perspective; the clinical psychology perspective; and the situational perspective (Klingsieck, 2013 ). In the context of higher education, the motivational-volitional psychology and situational perspectives may be regarded as the most relevant because they provide tangible tools and theories for educational developers to try to influence students’ procrastination tendencies whereas the other perspectives focus more on aspects that are not so easily influenced, such as personality traits, depression or personality disorders. The motivational-volitional perspective is focused on the relationship between different motivational and volitional variables such as motivation, self-regulation, time management and learning strategies which are central in successful studying in higher education (Lindblom-Ylänne et al., 2015 ; Klingsieck, 2013 ). The situational perspective, on the other hand, focuses on procrastination evoked by situational features, such as the perceived difficulty of the task (Klingsieck, 2013 ). This situational perspective can be further extended to include the person’s reactions to the challenges posed by the situation.

From the motivational-volitional perspective, academic procrastination has been found to be related to lower levels of self-regulation and academic self-efficacy and is associated with higher levels of stress and anxiety (e.g., Ferrari et al., 2005 ; Howell et al., 2006 ; Schraw et al., 2007 ; Wolters, 2003 ). Klassen et al. ( 2008 ) state that among all the variables that have been investigated in relation to academic procrastination, self-regulation, self-efficacy, and self-esteem have received the most attention (see e.g., Cassady and Johnson, 2002 ; Chun Chu and Choi, 2005 ; Ferrari, 2001 ; Howell et al., 2006 ; Steel, 2007 ; Wolters, 2003 ). Procrastination has traditionally been considered to be a form of self-regulation failure, as a weakness of will and low ability to organise own studying (e.g., Ferrari, 2001 ; Senecal et al., 1995 ; Steel, 2007 ) and, thus, one common theory is that procrastination results from a person’s inability to manage time (Burka and Yuen, 1982 ; Glick and Orsillo, 2015 ).

1.2 Time and effort management skills behind procrastination

Research focusing on exploring university students’ study progress has consistently shown that time and effort management skills are among the most crucial factors (e.g., Ariely and Wertenbroch, 2002 ; Entwistle, 2009 ; Haarala-Muhonen et al., 2011 ; Häfner et al., 2015 ; Pintrich, 2004 ). In the higher education context, time and effort management skills refer to students’ ability to set goals for themselves and to study according to their goals, to manage their time usage and to prioritise the tasks to be conducted (Entwistle et al., 2001 ). It has further been suggested that time and effort management skills provide a foundation for cognitive engagement and student achievement as they refer to how much the students are willing to invest in their learning (Appleton et al., 2008; Fredricks et al., 2004). Previous studies indicate that many higher education students struggle with time and effort management skills (Parpala et al., 2010 ) and that these skills remain constant throughout the studies and are hard to change (Parpala et al., 2017a ). Many students study without study schedules and thus fail to pass the courses because they run out of preparation time, such as for exams (Asikainen et al., 2013 ). Thus, many interventions to reduce procrastination have focused on improving time management skills (e.g., Ariely and Wertenbroch, 2002 ; Häfner et al., 2015 ; Levrini and Prevatt, 2012 ).

There are also critical voices claiming that time and effort management skills, or lack thereof, are not enough to explain the phenomena and that research focusing on the role of time and effort management skills in procrastination does not take the persons’ internal experiences enough into account (Glick and Orsillo, 2015 ). It has been suggested that when exploring factors that maintain and cause procrastination, we have to widen the perspective to include a broader theory of regulation of inner experiences, namely, psychological flexibility (Hayes, 2004 ; Hayes et al., 2012 ). Recent studies concerning procrastination have brought up the importance of psychological flexibility in decreasing procrastination and suggest that procrastination may also result from person’s psychological inflexibility (Eisenbeck et al., 2019 ; Gagnon et al., 2016 ; Glick et al., 2014 ; Scent and Boes, 2014 ).

1.3 Psychological flexibility and academic self-efficacy beliefs

Psychological flexibility refers to one’s ability to be consciously present, confronting and accepting the negative experiences, emotions and thoughts one might have, and being able to take action about achieving one’s own goals despite unpleasant feelings and thoughts, and further, being able to react to negative feelings and thoughts from a new perspective (Chawla and Ostafin, 2007 ; Hayes et al., 2006 ). Thus, it is a central factor influencing the way students react in a stressful and challenging situation. Procrastinators often fail to regulate their actions in situations that are challenging and involve high levels of stress and cognitive workload and avoiding the unpleasant feelings generated by the situation (Ferrari, 2001 ). This experiential avoidance, or an unwillingness to encounter unpleasant experiences, such as anxiety, is a key component of psychological inflexibility (Sutcliff et al., 2019 ). Tasks that are considered to be difficult and challenging and do not provide instant rewards tend to be delayed and avoided (Blunt and Pychyl, 2000 ; Sirois and Pychyl, 2013 ; Steel, 2007 ). Escaping from stressful and aversive situations might relieve stress and are thus rewarding. As an example, students are always faced with a trade-off when choosing between procrastinating or studying (Kirby et al., 2005 ; Olsen et al., 2018 ) . One alternative is to complete the challenging academic tasks on time which leads to delayed rewards in the form of achieving academic and career goals (see e.g., Sutcliff et al., 2019 ). These goals often strongly align with students' values. However, students always have an alternative to choose an immediate, positive reinforcers in the form of avoidance or escape from negative internal experiences elicited by challenging tasks, such as engaging in social or leisure activities that are not related to the task at hand. Consequently, a number of recent studies have suggested that procrastination is strongly characterised by avoidant tendencies and aversive experiences and is thus mainly involved with the person’s ability to deal with negative emotions, in addition to their time and effort management skills (Sirois, 2014 ; Ticeand Bratslavsky, 2000 ; Hailikari et al., submitted).

Psychological flexibility is thought to be constructed of six core psychological processes, which are cognitive defusion, self-as-context, being present, acceptance, values and committed actions (Hayes et al., 2012 ). These processes include the ability to observe and recognise ones’ own thoughts and seeing them just as thoughts rather than truths; keeping a flexible perspective-taking attitude on one’s thinking and feeling; the ability to remain in the present moment and be mindful of thoughts, feelings, and sensations without judging them; confronting negative thoughts and emotions without attempting to change them; clarifying one’s hopes, values and goals in life and finally, doing and taking actions which are consistent with one’s hopes, values and goals (Flaxman et al., 2013 ; Hayes et al., 2012 ). Each of these processes is a psychological skill that can be enhanced in different life domains.

Previous research has clearly shown a link between high levels of procrastination and psychological inflexibility. Eisenbeck et al. ( 2019 ) found that procrastination and psychological distress were associated with psychological inflexibility and further, psychological inflexibility mediated the relationship between general psychological distress and procrastination. The role of psychological flexibility’s sub-processes in procrastination among university students has also been studied, and it was found that committed actions were moderately negatively correlated with procrastination suggesting that committed action could be a promising variable in the study of procrastination (Gagnon et al. 2016 ). Another study showed that procrastination was negatively and moderately related to lower levels of acceptance, adding support to the negative link between psychological flexibility and procrastination (Glick et al., 2014 ). The significance of psychological flexibility in the university context has been studied less, but recent research in this context showed that psychological flexibility has a strong relationship with student engagement and study progression (Asikainen, 2018 ; Asikainen et al., 2018 ).

A recent study by Jeffords et al. ( 2018 ), showed that psychological flexibility is closely related to self-efficacy. Self-efficacy has often been studied previously, focusing on procrastination with results showing an inverse relationship with procrastination (Howell and Watson, 2007; Steel, 2007 ; Wolters, 2003 ). Academic Self-efficacy beliefs describe students’ beliefs in their own capabilities to learn new things and to complete given tasks successfully (Bandura, 1997 ). According to the study by Jeffords et al. ( 2018 ) students who reported greater psychological flexibility felt more efficacious in their ability to complete their studies, whereas students who reported greater inflexibility also reported feeling less efficacious. Similar findings have been reported in relation to students’ time and effort management skills. Bembenutty ( 2009 ) showed that college students who have greater academic self-efficacy also tend to show increased management of their time and study environment (see also Burlison et al., 2009 ; Park and Sperling, 2012 ). Academic Self-efficacy beliefs have been proposed as a possible explanation for procrastination in the academic context, indicating that low academic self-efficacy beliefs are associated with an increased tendency to procrastinate (Judge and Bono, 2001 ). If one’s academic self-efficacy beliefs are low, the motivation to initiate work or to commit to required action should also be low, resulting in avoidance behaviour and consequently procrastination (Grunschel et al. 2013 ). On the other hand, students who believe that they can and will do well are more likely to be motivated to self-regulate, persist and engage in studying (Pintrich and Schunk, 2002 ; Zimmerman, 2000 ). Academic Self-efficacy beliefs have been found to be among the strongest predictive factors of performance in various domains (e.g., Lane and Lane, 2001 ; Pajares, 1996 ). Thus, when exploring the maintaining factors of procrastination, it is important to include academic self-efficacy.

1.4 Aim of the study

Taken together, previous research suggests that time and effort management skills, psychological flexibility and self-efficacy are all closely related to procrastination. Although the studies in this area support a tentative connection between these factors, it is far from conclusive. To our knowledge, no previous study has brought together these central constructs in explaining procrastination. They have been explored separately as they represent different research traditions. The aim of the present study is to include all these variables and explore their interrelations and how they together predict procrastination among students that experiences challenges with their study skills. There is a need to understand the underlying mechanisms of procrastination and which constructs are especially important if the aim is to reduce procrastination among higher education students. This research focuses on answering the following research question: How are university students’ time and effort management skills, psychological flexibility and self-efficacy associated with (a) each other and (b) to their reported level of procrastination.

2 Methodology

2.1 participants.

The data were collected from students studying arts and humanities at a Finnish university. Prolonged study times are a great challenge at the Faculty of Arts and Humanities (Kurri, 2006 ). Recent research also suggests that students procrastinate more in the field of arts and humanities compared to other academic fields (Nordby et al., 2017 ). The data came from the students who participated in a voluntary time management and well-being course, and who were willing/eager to improve their study skills. This course was advertised for students who have challenges with their time-management and well-being. A total of 149 students voluntarily participated in the study and answered the questionnaire in autumn 2019. Students responded to the questionnaires at the beginning of the course as a part of their pre-assignment. Of these students, 14 were excluded because their answers had many missing values concerning the measured dimensions (> 50%). Thus, a total of 135 students provided the data. In the questionnaire, the students were asked to evaluate their own time and effort management skills, academic self-efficacy, tendency to procrastinate and psychological flexibility. Of these students, 22 were male students and 110 female students. Two students identified as ‘other gender’, and one did not answer this question. Approximately a quarter of the students in the Faculty of Arts are male and, thus, the sample distribution is similar to the population. The average age of the participants was 28.1 years (SD = 7.62).

2.2 Instruments

We used two scales, focusing on time and effort management skills and academic self-efficacy, from the HowULearn questionnaire (Parpala and Lindblom-Ylänen, 2012 ). HowULearn -questionnaire and its scales are widely used and validated in Finnish and international contexts (e.g., Cheung et al., 2020; Parpala et al., 2010 ; Postareff et al., 2018; Ruohoniemi et al., 2017 ; Rytkönen et al., 2012). The HowULearn questionnaire has also been translated in the context of Danish higher education (Herrmann et al., 2017 ). Time and effort management skills are measured with four items on a Likert-scale from 1 to 5 (e.g. 'I am generally systematic and organised in my studies’). Concerning students’ academic self-efficacy, we used a scale from HowULearn questionnaire which has been constructed based on (Pintrich and Garcia ( 1991 ) Motivated Strategies for Learning Questionnaire (MSLQ). Five items, using a Likert scale from 1 to 5, were modified to suit the academic self-efficacy. As it is applied here, academic self-efficacy refers to students’ appraisal of their ability to master academic tasks including their judgements about their ability to accomplish a task as well as their confidence in their skill to perform that task. Based on these items, an academic self-efficacy scale for constructed (5 items, e.g., ‘I believe I will do well in my studies as long as I make an effort’). Psychological flexibility was measured according to the work-related acceptance and action questionnaire (WAAQ) (Bond et al., 2013) which was recently developed to fit the higher education context in Finland (7 items, e.g., ‘My worries do not prevent me from succeeding in my studies’ (Asikainen, 2018 ). The items used a 7-point Likert scale (1 = totally disagree, 7 = totally agree). Procrastination was measured with a short version of the Pure procrastination scale (PPS) (Svartdahl and Steel, 2017 ) using a 5-point Likert scale (5 items, e.g.,’ In preparation for some deadlines, I often waste time by doing other things’). This short version of the original pure procrastination scale has been proven to be a robust instrument to measure academic procrastination (Svartdahl et al., 2017; see also Klein et al., 2019 ).

2.3 Statistical analysis

Missing value analysis was conducted on the items measuring the scales. There were only four separate missing values concerning different items and, thus, these were replaced with means. The relationships between the scales were analysed with Pearson’s correlation analysis. In addition, linear regression analysis was conducted on the scales measuring academic self-efficacy, time and effort management (= organised studying) and psychological flexibility explaining procrastination. In addition, the students were then divided into three score groups (low/medium/high) based on their scores measuring time and effort management and psychological flexibility where the middle group was formed using the mean + − a half standard deviation. The groups were combined and thus, six score groups were conducted. The differences in these groups in procrastination was analysed with One-way ANOVA and Tukey’s test.

According to the Cronbach alpha analysis, the scales measuring psychological flexibility, procrastination and academic self-efficacy had very good reliability (α = 0.83–0.90). The reliability for the scale measuring time and effort management can be regarded as acceptable (see Table 1 ). Adding more items to measure the same dimension, would most probably have increased the alpha on Organised studying (Taber 2018). However, as the scale has been used in many previous studies with good reliability (Herrmann et al., 2017 ; Parpala et al., 2010 ; Ruohoniemi et al., 2017 ) its use can be considered to be acceptable.

The correlational analysis showed that there was a clear relationship between procrastination, psychological flexibility, academic self-efficacy and time and effort management skills. Procrastination was statistically significantly and negatively correlated with time and effort management skills (r =  − 0.584, p  < 0.001), academic self-efficacy ( p  =  − 0.358, p  < 0.001) and psychological flexibility (r =  − 0.461, p  < 0.001). In addition, academic self-efficacy was positively related to psychological flexibility ( p  = 0.322, p  < 0,001) and time and effort management skills ( p  = 0.357, p  < 0.001). In addition, time and effort management skills and psychological flexibility correlated positively with each other (r = 0.332, p  < 0.001). The correlations can be seen in Table 2 .

3.1 Regression analysis

A linear regression model was conducted with psychological flexibility, time and effort management and academic self-efficacy as predictors of procrastination. As presented in Table 3 , time and effort management skills, psychological flexibility and academic self-efficacy explained a significant level of variance in procrastination (Adjusted R Square = 0.382). Both time and effort management (t =  − 5.63, p  < 0.001) and psychological flexibility (t =  − 3.06, p  = 0.003) explained the variance in procrastination statistically significantly meaning that students who reported greater use of time and effort management strategies and higher psychological flexibility reported less tendency to procrastinate. Academic self-efficacy failed to emerge as an individual predictor of procrastination t =  − 1.04, p  = 0.301). The results of the regression analysis can be seen in Table 3 .

3.2 Differences in score groups

The One-way ANOVA of the score groups showed that there were differences in experiences of procrastination according to the score groups. According to the Tukey’s test, the group with a high score on time and effort management as well as psychological flexibility scored statistically significantly lower on procrastination than the other score groups (see Table 4 ). In addition, the group with a low score in time and effort management as well as on psychological flexibility scored higher in procrastination than the group scoring average on time and effort management and high on psychological flexibility as well as the group scoring high on time and effort management and average on psychological flexibility. The group scoring average on time and effort management and low on psychological flexibility also scored statistically significantly higher on procrastination than the group scoring high on time and effort management and average on psychological flexibility.

4 Discussion

Procrastination is consistently viewed as problematic to academic success and students’ general well-being (Steel, 2007 ). Students’ time management skills as well as ability to manage their own actions despite the negative feelings have been identified as central factors associated with procrastination along with students’ academic self-efficacy beliefs. To this point, however, only a few studies have included all these measures and compared their impact on procrastination. Thus, an aim with the present study was to explore how students’ time and effort management skills, psychological flexibility and academic self-efficacy are interrelated and associated with procrastination as they have been commonly addressed separately in previous studies.

Designed to address this limitation, our findings support three noteworthy findings regarding academic procrastination among students who experience problems in their time management skills. Firstly, our findings show that students’ ability to organise their time and effort had the strongest association with procrastination out of the variables included in the study. Secondly, our findings indicate that psychological flexibility has a strong individual role in explaining procrastination along with time and effort management skills, although to a slightly smaller degree. And thirdly, our findings suggest that these two constructs appear to be closely related and clearly go hand in hand and, thus, both need to be considered. In the remainder of this section, we review the findings that support these points, identify implications for research and practice, and discuss some limitations to these conclusions.

Time management has been repeatedly identified in previous studies as a major factor contributing to procrastination (Ferrari, 2001 ; Senécal et al., 1995 ; Steel, 2007 ; Wolters, 2003 ). Our findings add to this work by showing that in our study time and effort management skills were strongly related to self-reported level of procrastination and explained the largest variance of procrastination in the regression. This finding implies that students’ time and effort management skills can be used to understand their self-reported levels of academic procrastination. However, it appears that time and effort management skills alone are not enough to explain the phenomenon of procrastination as we assumed. In our study, psychological flexibility also had a strong individual role in explaining large variation of procrastination. This is in line with the recent research suggesting that psychological flexibility is also a central construct explaining procrastination (Dionne, 2016 ; Gagnon et al. 2016 ). These two factors were also strongly correlated with each other as well as with academic self-efficacy beliefs which suggests that they share common variance. Their central role was further explained by regression analysis which showed that together they explained almost 40% of the variance in procrastination. Interestingly, in the present study academic self-efficacy beliefs did not have a direct association with procrastination. This finding is in contrast with previous studies showing that lower self-efficacy beliefs are associated with an increased tendency to procrastinate (Judge and Bono, 2001 ; Wolters, 2003 ). However, some studies have similarly reported a non-significant association between self-efficacy and procrastination. For example, Klassen et al. ( 2010 ) showed with Canadian and Singaporean students that although procrastination negatively and significantly correlated with academic self-efficacy, in the regression model there was no association between academic self-efficacy and procrastination. Only self-efficacy for self-regulation and self-esteem had a significant relationship with procrastination (Klassen et al., 2010 ). This finding is very similar to our result. The most likely explanation for the result is that time and effort management skills and psychological flexibility have a more direct and stronger relationship with procrastination than academic self-efficacy even though it is closely related to all these constructs. It might be that if one is committed to value-based actions which are at the core of psychological flexibility, the negative thoughts one might have about oneself may not be hindering one’s goal-based actions (Hayes et al., 2006 ). This is an interesting finding, and it would be useful to study it in more detail in subsequent studies.

As a third noteworthy finding, our findings provide insight into the relations between time and effort management and psychological flexibility as factors contributing to procrastination. Psychological flexibility and time and effort management skills appear to go hand in hand. When the students were divided to three groups based on their scores on psychological flexibility and time and effort management, the largest groups were the ones in which both time and effort managements skills and psychological flexibility were either low or high. The groups where one of these measures would be high and the other would be low were the smallest in implicating their close relationship. Therefore, it seems that if a person rates his/her time and effort management skills highly, he/she rates his/her psychological flexibility high as well. Also, significant correlations between these measures support this notion. A significant positive correlation between time and effort management and psychological flexibility has also been found in previous study (Asikainen et al., 2019 ). Interestingly, the group that rated both time and effort management and psychological flexibility highly rated their tendency to procrastinate as markedly low compared to other groups. The opposite phenomenon was true for the group that rated their time and effort management skills and psychological flexibility low. This group rated their tendency to procrastinate very highly. Interestingly, if the rating on one of these measures, especially on time and effort management studying was lower, the tendency to procrastinate increased drastically. Although this conclusion fits with common-sense expectations regarding these constructs and their relationship, our findings are the first to establish this relationship empirically.

One implication of this finding is that future efforts to remediate students’ procrastination should account for both these factors. Only when accounting for both time and effort management and psychological flexibility can students’ procrastination be understood. Instead of taking procrastination merely as a self-regulation problem, it is also strongly influenced by a person’s inability to cope with negative emotions that arise in challenging situations (Eisenbeck et al., 2019 ; Gagnon et al., 2016 ; Glick et al., 2014 ). It may be suggested that time and effort management support psychological flexibility. Some studies on time allocation suggest that psychological flexibility process includes allocating one’s time to important and value-based actions in everyday life (Kashdan and Rottenberg, 2010 ). Thus, when time is allocated to support value-based action well-being also increases (Sheldon et al., 2010 ). Thinking about your own values and setting goals can also be considered to be a central part of both time and effort management (Entwistle and McCune, 2004 ) and psychological flexibility (Hayes et al., 2006 ). Thus, we could suggest that when practising psychological flexibility, time management is a part of the process in which one needs to plan how to allocate time to support one’s own personal values. Fostering students’ psychological flexibility as well as time and effort managements skills, could be a promising tool to decrease procrastination. As procrastinators often fail to regulate their actions in challenging or stressful situations (Ferrari, 2001 ), it might be that psychological flexibility could be a central construct. More attention should be paid to encouraging students to pursue value-based committed actions, despite the negative thoughts and feelings one might have. Thus, students’ capacity to cope with their negative thoughts and emotions should be enhanced during their studying (Asikainen, 2018 ).

4.1 Limitations

There are also some limitations that should be addressed. The participants consisted of a selected sample of students which most probably influenced the results. The students took part in a time management and well-being course which was directed especially at those students who had experienced problems with their studies. Thus, the sample of the students in this study was selected and most probably consisted mostly of students who were eager and motivated to improve their time management skills and studying. That might also explain why the time and effort management skills were the strongest explanatory variable of procrastination in the present study. Thus, these results of the study are not generalisable to general student population and the selected sample most probably influenced the results. More research is still needed with a bigger and more representative population. Studies should also explore the role of time and effort management skills in procrastination with a more representative student population. The number of participants was rather low which gave limited opportunities for analysis. For example, the number of students in different score groups was rather low, and in some cases too low for the analysis. Therefore, the results should be interpreted with care. Still, we wanted to include the One Way Anova analysis in our study as it clearly showed that psychological flexibility and time and effort management skills are aligned with each other and students with high scores in both of these dimensions report much less procrastination than other students. Furthermore, one major limitation of the study is that the data are based solely on self-reports. This means that we have measured students’ experiences of these variables. However, we used validated questionnaires which have been shown to be reliable in measuring these constructs and thus, we argue that these results also bring valuable insights to research in procrastination which should be further explored. Future research should also include other measures such as accumulation of credits to see how these measures relate to students’ study progression. In addition, our data are also cross-sectional in nature and thus represents only one particular timeframe. Thus, it is not possible to draw any conclusions regarding the predictive value of the variables. In future research we should also include longitudinal data to explore more closely the relationship between these measures. Despite of the numerous limitations in our study, we argue that this paper provides a novel exploration of these predictors of procrastination together which has not been provided in previous studies.

4.2 Practical implications and conclusions

One promising way to support students’ psychological flexibility and learning processes could be to combine study skills courses, such as time and effort management intervention courses with acceptance and commitment therapy (ACT)-based intervention courses, in which students could practise tolerating stress and negative thoughts as well as developing their time and effort management. Recent studies (Asikainen et al., 2019 ) have shown that this kind of ACT-interventions including reflection of one’s own study processes and practising new ways to study, in this way practising new ways to study, can enhance students’ psychological flexibility and time and effort management and in this way, foster students’ well-being and study skills. ACT-based intervention has shown to have multiple positive effects on students’ well-being and studying (Asikainen et al., 2019 ; Levin et al. 2017 ; Räsänen et al. 2016 ). In addition, ACT-based training can help students to manage psychological inflexibility and encourage persistence behaviour, which in turn is likely to have a positive impact on students’ self-efficacy and further, to their academic performance (Jeffords et al. 2018 ). Earlier studies have found that ACT-based interventions targeted at students who suffer from procrastination can decrease experiences of procrastination (Scent and Boes, 2014 ; Wang et al., 2015 ). One study has suggested that different core processes of psychological flexibility have different effects on procrastination. That is, although all the components correlate with procrastination, acceptance and committed actions significantly predict experiences of procrastination (Gagnon et al., 2016 ). Thus, it seems that being more open and accepting of one’s emotional experiences or thoughts and being willing to engage in difficult activities to persist in the direction of important values is important in reducing procrastination.

As time and effort management in our study was the predominant factor associated with procrastination, we suggest that time management should be promoted for higher education students. It has been shown that many students have trouble with time management (Parpala et al., 2010 ). Many studies have shown that different time management strategies are beneficial for different students. These include things like setting goals and planning how to achieve these (Häfner et al., 2015 ), setting deadlines (Ariely and Wertenbroch, 2002 ) and monitoring time use (Asikainen et al., 2019 ). These skills should be enhanced during university study because it has been shown that time and effort management skills remain rather constant without a conscious effort to influence them (Lindblom-Ylänne et al., 2017 ).

To conclude, our study brings novel insights into the underlying mechanisms of procrastination. Our study showed that both psychological flexibility and time management are important factors influencing procrastination, and furthermore, they appear to be closely related factors and together influence procrastination behavior. Thus, both these factors should be considered when the focus is on reducing procrastination. Students who tend to procrastinate might benefit from trainings that focus on training both time management skills and psychological flexibility and not focusing on only either one. This might produce the best results.

Data availability

The data is available on demand.

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Hailikari, T., Katajavuori, N. & Asikainen, H. Understanding procrastination: A case of a study skills course. Soc Psychol Educ 24 , 589–606 (2021). https://doi.org/10.1007/s11218-021-09621-2

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Introduction

Procrastination.

Cause and effect, in layman’s language mean that for every reaction there is always a precedent of an action. It is a condition whereby the occurrence of one event leads to the occurrence of another event. It is important to mention that cause and effect are typically associated to response and changes or events.

The two events are normally associated with each other whereby one event is directly proportional to the other. This topic covers cause and effect pattern under the topic of procrastination. It analyzes how procrastination develops under cause and effect.

Cause and effect discussion in most western philosophical traditions goes back to Aristotle. Aristotle came up with two modes of causation: proper, which is also referred to as prior causation and accidental also referred to as chance causation. All causes in reference to proper and accidental can be said to be either particular or generic. To be able to understand cause and effect better, let us look at a topic like procrastination.

Procrastination is said to be the avoidance of starting or going through on a task that is deemed to be important and necessary. Procrastination involves postponing the occurrence of events or failing to perform an event in the name of waiting for the perfect time. There are various reasons as to why people may opt to procrastinate, and some of these may include feeling lazy, fear of the unknown, not knowing what one want to do and not wanting to seek help.

Procrastination can also be caused by having a low self esteem that causes a feeling of cowardice to take action. From such, it becomes evident that it produces an effect towards one‘s work in form of academics, professionalism and sometimes personally (Reid, 2010). One of the given reasons that cause people to opt choosing to do things at a later time is mainly because they are of the thought that they have enough time to do everything.

It is crucial to note that there is basically nothing wrong with trying to relax and really taking your time to do nothing unless the person really has very important matters to attend to. Having the assumption that there is enough time left to engage in the important things does not mostly leave enough room for unforeseen interruptions and unplanned events that may arise along the way .

It is always paramount to finish first things first that can be done in the mean time rather than waiting for the last minute and encountering various problems along the way. Again, it is necessary to mention that doing things at the last minute takes too much effort compared to doing it at a personal pace since one has to cram a lot and rush everything at once (McWhorter, 2009).

Another major cause for procrastination is fear of failure. In fact, nearly all forms of procrastination have an aspect of fear that is deep rooted. Fear of failure is quite common to all of us. Most human beings generally believe that they are not designed to fail and instead they are meant to consistently progress in the positive and also improve on the shortfalls.

The fear of failure leads to procrastination as a way of keeping one from performing the actual event to avoid failing. If you don’t act upon an opportunity, then it is difficult to get an opportunity without challenges as it is difficult to determine which opportunity is free from challenges unless one tries to seize it.

It is generally accepted that we all possess a limited mental and emotional capacity mind which is not in the form of high and low I.Q. but there is limitation in just like in physical capacity as to what one can absorb at any given time, and one only knows what that limit is.

When an individual overwork or over engages himself physically, there is usually break down in one form or another of the body system. In some cases one may be saturated mentally and emotionally, in this case the mind may step in to intervene through procrastination to keep one from experiencing a ‘mental overload’ or saturation. In this kind of procrastination, individuals avoid important tasks which must eventually be done.

Perfectionism is another form of mindset that may lead to procrastination. The belief that every task assigned must be performed perfectly is a recipe for stress. Generally one’s mind associate that stress with the task at hand and thus condition ones to avoid it. A stressed mind by a given condition will always shy away from performing a challenge.

In conclusion some of these measures stated are challenging to put into practice, but they are suitable and effective because the problem of procrastination is not going to go away on its own. One must take the initiative. Procrastination yields tremendous personal growth and to overcome it, one become determined and focused. One must keep on trying no matter the outcome of the results as this eventually leads to better performance of a given task.

McWhorter, K. (2009). Successful College Writing: Skills, Strategies, Learning Styles . New York: Bedford/St. Martin’s.

Reid, S. (2010). The Prentice Hall Guide for College Writers . London: Longman.

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Procrastination and Stress: A Conceptual Review of Why Context Matters

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Research over the past two decades has continued to highlight the robust associations between procrastination and stress across multiple populations and contexts. Despite this burgeoning evidence base and theory linking procrastination to higher levels of stress, as well as the reverse, the role of context in this potentially dynamic association has received relatively little attention. In this conceptual review I argue that from a mood regulation perspective of procrastination, stressful contexts necessarily increase risk for procrastination because they deplete coping resources and lower the threshold for tolerating negative emotions. Drawing on insights from coping and emotion regulation theory, the new stress context vulnerability model of procrastination proposes that the risk for procrastination increases in stressful contexts primarily because procrastination is a low-resource means of avoiding aversive and difficult task-related emotions. The new model is then applied to evidence on the primary and secondary sources of stress during the COVID-19 pandemic and how they may have increased vulnerability for procrastination. After discussing potential applications of the new model for understanding how and why risk for procrastination may increase in other stressful contexts, approaches that might mitigate vulnerability for procrastination in high-stress contexts are discussed. Overall, this new stress context vulnerability model underscores the need for taking a more compassionate view of the antecedents and factors that may increase the risk for procrastination.

1. Procrastination and Stress: A Conceptual Review of Why Context Matters

Whether viewed as an occasional behaviour or a chronic behavioural tendency, procrastination is a common form of self-regulation failure that is linked to negative outcomes. Procrastination is often defined as the voluntary and unnecessary delay in the start or completion of important and intended tasks despite recognising there will be harmful consequences for oneself and others for doing so [ 1 , 2 ]. Yet, the harms from procrastination are not limited to those involving productivity. Research over the past two decades has documented that procrastination can also have wide-ranging and negative consequences for health and well-being [ 3 ], especially when it becomes a chronic behavioural pattern. For example, procrastination is associated with higher stress [ 4 , 5 , 6 , 7 , 8 , 9 ], use of less adaptive coping strategies [ 10 ], poor health behaviours [ 5 , 9 , 11 , 12 , 13 ], poor quality sleep [ 14 , 15 ], poor self-rated health [ 16 ], and a greater number of physical illnesses and symptoms [ 6 , 9 , 12 , 17 ].

Theoretical accounts position stress as having a central role for understanding the implications of procrastination for health and well-being. The procrastination–health model [ 5 , 12 ] posits that procrastination, whether momentary or as a behavioural tendency, negatively impacts health through the generation of unnecessary stress. This stress can be from stress-generating thoughts about unnecessary delay [ 4 ], and from the personal and social consequences of that delay [ 18 ]. However, a temporal mood-regulation perspective on why people procrastinate proposes that the experience of negative emotional states and difficulty in regulating them underly procrastination behaviour [ 2 , 19 ]. From these perspectives, it is clear stress is a negative emotional state that can be both a cause and a consequence of procrastination.

An important and often overlooked consideration for understanding the dynamic interplay of procrastination and stress is the role of context. If negative emotional states and their management are key for understanding when people procrastinate, then it is reasonable to expect that stressful contexts will increase vulnerability for procrastination, both for those who are prone to procrastinate and those who procrastinate infrequently. The aim of the current review is to summarise current theory and research to outline a new conceptual framework for understanding the role of context in procrastination, and specifically with respect to how stressful contexts can contribute to vulnerability for procrastination, using the COVID-19 pandemic as an example. The COVID-19 pandemic is a global health crisis involving the rapid and deadly outbreak of the coronavirus caused by the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) virus starting in December 2019 [ 20 ], which caused widespread societal disruption globally.

Drawing on insights from coping and emotion regulation theory, I will also argue that this new stress context vulnerability framework is highly relevant for understanding procrastination during the COVID-19 pandemic. Moreover, it can be applied for understanding how and why risk for procrastination may increase in other stressful contexts, as well as provide insights into the approaches that might help mitigate risk.

2. Procrastination, Stress, and Emotion Regulation

Research over the past 25 years has provided evidence for the robust links between procrastination and stress. Much of this research has examined stress with the assumption it is a consequence of procrastination, whether occasional or more habitual. Procrastination is moderately and positively associated with perceived stress in samples of adolescents [ 21 ], university students [ 6 , 9 , 12 , 16 , 22 ], community-dwelling adults [ 5 , 8 , 23 ], and individuals with hypertension and cardiovascular disease [ 17 ]. This research is primarily cross-sectional, making it difficult to confirm the direction of influence. However, there are at least two studies which have documented that a tendency to procrastinate predicts higher perceived stress over time. In one longitudinal study of 379 undergraduate students, procrastination at Time 1 predicted higher stress one and two months later after accounting for the contributions of relevant Big Five personality factors and demographic variables [ 24 ]. A 9-month longitudinal study with over 3500 Swedish university students found similar results. Baseline procrastination predicted higher perceived stress at the follow-up after controlling for a set of key socio-demographic variables, as well as initial stress levels to address the issue of reverse causality [ 9 ].

Although research has not fully explored the reasons why procrastination contributes to the generation of stress, there is some evidence that intrapersonal processes which involve appraisal processes may account for this link. For example, ruminative thinking can amplify negative states and contribute to chronic stress by reactivating and sustaining an acute stressor [ 25 ]. When ruminative thinking is focused on procrastination, research has found that it increases both distress and procrastination [ 4 , 26 ]. Studies have also demonstrated that a tendency to procrastinate is associated with low mindfulness [ 16 ] and low self-compassion [ 22 ], two qualities that involve appraising challenging events in a less threatening manner and in turn reduce stress [ 27 , 28 ]. Not surprisingly, low mindfulness and self-compassion accounted for the link between procrastination and higher stress [ 10 , 22 ]. Lastly, a meta-analysis found that procrastination was associated with greater use of maladaptive coping strategies [ 10 ], and in one study, use of maladaptive coping accounted for the association between procrastination and higher stress [ 17 ].

Theory and evidence also suggest stress may be a precursor, and not just a consequence, of procrastination. A temporal mood regulation perspective posits that people procrastinate tasks which elicit negative emotional states as a means of regulating their immediate mood through task avoidance [ 2 , 19 ]. Negative states can arise from the nature of the task when it is inherently aversive or unpleasant (e.g., public speaking), or because the individuals’ interaction with the task generates difficult emotions including uncertainty, anxiety, or stress [ 29 , 30 ]. Indeed, research confirms that encountering tasks which are perceived as aversive or that generate negative emotions are a precursor to procrastination [ 26 , 31 ]. A temporal mood regulation view of procrastination takes this further. Difficult task-related emotional states are a necessary but not sufficient condition for procrastination—how one manages and regulates these emotions is also a crucial consideration. If short-term mood regulation is prioritised over long-term goals, then people will procrastinate as a means of making a positive hedonic shift by avoiding the difficult emotions associated with an aversive task [ 2 ]. In support of this perspective, randomised controlled trials and prospective research have demonstrated that interventions which improve emotion regulation skills are effective for reducing procrastination [ 32 , 33 , 34 ]. In short, procrastination can be understood as poor mood regulation in the form of avoidant coping that shifts the focus to “feeling good now” [ 35 ], but at the cost of reaching goals.

The relevance of a temporal mood regulation perspective for understanding the context dependency of procrastination also becomes clearer when we consider the approaches people use to manage negative emotional states. Stress is a particular negative emotional state in which the perceived demands and threat of a situation outweigh the resources available to manage these demands [ 36 ]. When people experience negative states such as stress this triggers efforts to make a hedonic shift from negative to less negative or more positive states [ 37 ]. People can employ a number of coping and emotion regulation strategies to accomplish this change. Adaptive strategies include changing the way they appraise the stressful situation, and approaching and taking action to change the situation, whereas less adaptive strategies focus on suppressing, avoiding, or denying the stressful situation and the emotions experienced [ 37 , 38 ]. From an emotion regulation perspective [ 37 ], whether the strategies are effective is often determined by whether the hedonic shift is maintained over time. Similarly, from a stress and coping perspective [ 36 ], adaptive coping strategies are those which reduce or remove the source of the stress. Alternatively, where this is not possible, adaptive coping strategies change the way the individual views or interacts with the stressor, such as through reappraisal. Successful coping efforts are therefore those which help reduce the experience of stress over time.

From both a practical and theoretical perspective, there are clear benefits to using adaptive rather than maladaptive emotion regulation and coping strategies to reduce stress. Such approaches reduce not only the stress in an effective and lasting manner, but also the negative psychophysiological impact it can have on immune functioning, nervous system reactivity, sleep, and well-being, if stress is not effectively managed [ 39 , 40 , 41 ]. Yet despite these benefits, people will sometimes use less adaptive strategies, such as avoidance, to manage stress.

There are several factors that determine whether individuals use adaptive or maladaptive coping strategies for managing stress. Coping choices are often based on situational factors, such as the specific demands of the situation, and the extent to which resources such as social support are available [ 36 , 38 ]. However, individual differences and personality traits can also predispose the use of certain coping strategies for better or worse [ 42 , 43 ].

As an avoidant behavioural tendency, chronic or trait procrastination is unsurprisingly associated with the use of maladaptive coping strategies, which can contribute to the dynamic and mutually reinforcing links with stress. For example, in one meta-analysis of 15 diverse samples including a total of 4357 participants, trait procrastination was positively associated with an index of maladaptive coping strategies (i.e., denial, self-blame, behavioural disengagement and substance use), and negatively associated with an index of adaptive coping strategies (i.e., active, planning, instrumental and emotional support seeking) [ 10 ]. A further analysis of four of the samples that included a measure of perceived stress found that maladaptive but not adaptive coping strategies accounted for the association between procrastination and higher stress. This evidence suggests that not only is chronic procrastination linked to the use of a range of maladaptive coping strategies to manage stress, but that the use of such strategies is another way in which procrastination can contribute to stress.

3. Stressful Contexts and Vulnerability for Procrastination

Despite this burgeoning evidence base and theory linking procrastination to higher levels of stress, as well as the reverse, the role of context in this potentially dynamic association has received relatively little attention. One notable exception is research examining how exposure to and availability of digital and technological distractions can exacerbate both stress and procrastination. For example, studies with large representative samples have demonstrated that unrestricted and poor control over Internet use amplifies the detrimental effects of procrastination on well-being, including stress [ 21 , 23 ]. Although the Internet is arguably not a stressful context per se, the pervasive availability of online activities and social media via smartphones, tablets, laptops, and personal computers in daily life does create a contextual backdrop of digital distractions that can provide an accessible means of procrastinating.

From the perspective of temporal mood regulation, contexts characterised by high levels of stress should be particularly relevant for understanding procrastination. If poor mood regulation in dealing with difficult task-related emotions explains why people procrastinate [ 2 , 19 ], then stressful circumstances and contexts can provide insights into when people may be more vulnerable to procrastinate. For example, relative to less stressful contexts, high-stress contexts present challenges that can contribute to ongoing and elevated levels of negative affective states, including feelings of stress and anxiety [ 44 , 45 ].

From this perspective, two key hypotheses can help explain why stressful contexts, such as the recent COVID-19 pandemic, can increase mood regulation and coping demands, and subsequently increase risk for procrastination. The ongoing stress experienced in such contexts reduces coping resources and capacities, as well as the threshold of tolerance for dealing with negative states. In short, both contextual influences promote procrastination because it is a low resource means of avoiding aversive and difficult task-related emotions. As will be detailed in the following sections, coping depletion and phenotypic vulnerability may explain the increased risk for procrastination for those prone to chronic procrastination, and for those who procrastinate infrequently. Figure 1 provides an overview of these vulnerabilities and the processes that may contribute to the dynamic linkages of procrastination and stress in high-stress contexts.

Stress context vulnerability model of procrastination. Note: High-stress contexts are proposed to increase vulnerability for procrastination via depletion of coping resources and lowering tolerance for negative states. Procrastination is used as an avoidant coping strategy to manage negative task-related emotions, and subsequently generates further stress through intrapersonal appraisal processes, thereby amplifying contextual stress in a cyclic and dynamic manner.

3.1. Coping Depletion Vulnerability

When individuals experience a single stressful event, the temporary nature of that event most often means its effects are likely to be acute, rather than lasting. After the experience of a single stressful event there is usually time for both physiological recovery (i.e., a return to physiological homeostasis) and psychosocial recovery (i.e., replenishing personal and social coping resources) from the disruptive effects of the stressor. This recovery period provides an opportunity to return to pre-event baseline levels of functioning. However, when a stressful event is ongoing, and/or there are repeated activations of the stressor [ 25 ], there is often little opportunity for immediate recovery. Ongoing use of coping resources to manage stress, including reappraising the stressor in less threatening ways or mobilising social support, may deplete these resources and/or the effort required to mobilise them.

Low-resource contexts can increase vulnerability to using coping strategies that are less adaptive for long-term management of stress and negative emotions, in part because such strategies have lower associated costs. Indeed, evidence indicates that coping strategies, such as distraction, provide immediate but temporary mood regulation, require fewer cognitive resources than strategies such as cognitive reappraisal, which is more cognitively demanding [ 46 ]. However, there is a trade-off of between resource costs and effectiveness. Strategies such as cognitive reappraisal provide more effective and longer lasting regulation of negative emotions [ 37 ].

The importance of considering low-resource contexts for how people regulate their emotions is also highlighted in the Strengths and Vulnerabilities Integration (SAVI) model [ 47 ]. Although the SAVI model addresses age-related changes in emotion regulation resources, its key tenets regarding the difficulties that individuals with fewer psychological and physiological coping resources experience when regulating high-arousal negative emotions, especially when sustained over time, are consistent with a coping resource depletion view of procrastination. Accordingly, against a backdrop of stressful and demanding circumstances, people may be more vulnerable to use procrastination as a means of emotion regulation for dealing with difficult task-related emotions due to depletion of their coping resources from ongoing stressors.

Coping depletion can also help explain why some individuals who might not normally procrastinate important tasks do so in the context of ongoing stressors. When faced the sustained demands of a stressful situation versus the occasional demands of a difficult or stressful task, limited coping resources may be directed towards the ongoing stressor rather than the difficult task. In this situation, procrastination may become an appealing choice for coping with task-related negative emotions. As an avoidant coping strategy, procrastination is less costly in terms of resource expenditure [ 46 ], and it provides immediate relief from the additional stress and negative emotions associated with the task [ 2 , 19 ]. However, as is the case with most avoidant coping strategies, the relief from procrastination is temporary, and the stress and negative emotions that were avoided not only return, but also can increase [ 9 , 26 , 48 ].

3.2. Phenotypic Expression Vulnerability

Another reason why stressful contexts might create vulnerability for procrastination is because they may lower the tolerance for stress and other negative affective states, especially among those who are prone to procrastination. This explanation is plausible if we consider chronic or habitual procrastination as a relatively stable personality trait reflecting difficulties in emotion regulation. Indeed, behaviour genetics studies with twins reared apart suggest that trait procrastination is moderately heritable (46%) at the genotypic level [ 49 ]. However, personality traits can also be expressed and observed to a greater or lesser degree depending on environmental factors that facilitate or hinder their expression [ 50 ]. Accordingly, phenotypic expression of the personality trait can vary, due in part to the influence of the situational characteristics and demands of the environment.

Stressful contexts and circumstances create a backdrop of increased negative states that require ongoing emotion regulation efforts to manage them. Such contexts can be particularly challenging for individuals prone to procrastination, who already struggle with emotion regulation. For example, in non-stressful circumstances and contexts, tasks that are associated with more intense negative emotions are more likely to be procrastinated [ 31 ], whereas when task-related negative emotions are less intense, there may be less risk for procrastination. However, in the context of ongoing background stressors, even less intense negative tasks may be perceived as more intense. This may be due in part to the cumulative effects of negative emotional experiences, and a perceived difficulty in being able to regulate emotions even in non-stressful circumstances. Indeed, research has demonstrated that negative emotional experiences can have a cumulative effect that can increase avoidance of negative states after each successive experience [ 51 ]. The threshold for tolerating negative emotions may therefore be lowered due to this cumulative effect. Accordingly, vulnerability for procrastinating tasks that might not normally be procrastinated increases, especially among individuals who are already prone to procrastination and are using task avoidance as a habitual means to regulate difficult emotions [ 19 ]. In this respect, stressful contexts create an environment that increases vulnerability for the phenotypic expression of trait procrastination.

High-stress contexts may also contribute to lowered tolerance for negative states because stress compromises behaviours that might otherwise bolster tolerance, and potentially creates a downward spiral of lower tolerance. For example, perceived stress is associated with poor sleep [ 52 ], with one population-based study finding that stress accounted for 24 percent of the variance in sleep quality [ 53 ]. Poor sleep quality in turn can increase reactivity to stress [ 54 ], and impair emotion regulation [ 55 , 56 ]. In one longitudinal study, sleep problems predicted lower tolerance for distress one year later, with becoming absorbed by negative emotions and experiencing stress as being unacceptable as two key facets of tolerance that were lowered [ 57 ]. Taken together, this research suggests that in stressful contexts that impair sleep, tolerance for negative states is reduced, thereby increasing vulnerability for using procrastination as means to cope with negative states.

Rather than being independent, it is likely that both coping depletion and phenotypic expression vulnerability interact in dynamic and mutually reinforcing ways. This proposition is reasonable if we consider that perceptions of whether or not someone can cope with the demands of a situation are influenced by subjective views of one’s own innate and/or current capacities to tolerate certain threats [ 42 , 58 ].

4. COVID-19 Stress and Vulnerability for Procrastination

The recent COVID-19 pandemic provides a real-world example of a stressful context that may have increased vulnerability to procrastination. This global public health crisis created disruption across a range of important life domains, leading to personal, societal, health-related, employment-related, and financial stressors [ 45 ]. Consistent with this proposition, a review of studies conducted during the early period of the pandemic found that procrastination increased in a number of different contexts, notably in academic settings [ 59 ]. For example, one study conducted during the COVID-19 pandemic with a sample of almost 9000 university students found that higher perceived stress increased students’ procrastination [ 60 ]. Similarly, a scoping review of procrastination during the pandemic found that procrastination was associated with higher levels of distress [ 61 ]. These findings are not surprising given the effects of the pandemic were pervasive and contributed to stressful changes that affected people’s daily lives in multiple ways.

As shown in Figure 2 , there were four key sources of stress during the COVID-19 pandemic. In addition to the looming health threats associated with the pandemic, and adjusting to new regulations for how to stay safe in public, many individuals experienced stress due to changes in their working routines, a decrease in their level of social interactions, changes in the delivery of academic work, and even threats to their financial security as a result of the pandemic [ 59 , 62 , 63 ]. For some individuals, the stress due to fears about becoming infected and from the socio-economic impacts of the pandemic became so extreme that some clinicians suggested that it reflected a new COVID stress syndrome [ 64 ]. Taken together with the looming uncertainty of not knowing when (or if) the pandemic and the associated health threats and changes to lifestyle, social relationships, financial security, or working conditions would end, it is clear that the challenges of the pandemic created ongoing background stress for many individuals. This stress created increased coping demands and potentially a situation of coping overload that subsequently contributes to coping depletion. Additionally, the cumulative negative emotional experiences from the impacts of COVID-19 across various life domains, and the deleterious effects of stress on sleep quality, are two plausible ways in which COVID stress lowered the tolerance for negative states (See Figure 2 ).

Stress context vulnerability model of procrastination applied to the COVID-19 pandemic. Note: Four main sources of stress during the COVID-19 pandemic are posited to contribute to vulnerability for procrastination through coping overload, which depletes coping resources, and by compromising sleep quality and a cumulation of negative states, which lower the tolerance for negative states. The procrastination that results further amplifies this stress in a cyclic manner.

The following sections outline the key primary (health threats) and secondary (social isolation, remote working, and financial insecurity) sources of stress during the pandemic and how they potentially contributed to procrastination via coping depletion and/or phenotypic expression vulnerability.

4.1. Health Threats

Perhaps the most ubiquitous and direct way that the COVID-19 pandemic created an ongoing context of stress was through its very real and looming threats to the health of individuals and their family members. At the time of this writing, over 758,390,546 people had been infected with COVID-19, and 6.8 million people had died due to coronavirus [ 45 ]. The swift spread of the coronavirus, associated high mortality rates, and lack of an effective treatment, created a global public health crisis that taxed the coping resources of individuals, health-care systems, and society. Not surprisingly, concerns about the threat of infection to self and others was a primary source of ongoing stress during the pandemic [ 45 , 65 ]. For those working in health-care settings or service industries that involved frequent public contact, the threat of infection was especially salient and contributed to heightened levels of stress [ 66 , 67 ]. In addition, media communications were dominated by frequent reports of rising infection and death rates, which likely amplified stress through repeated exposure to the public health crisis posed by the COVID-19 pandemic [ 68 ]. Similarly, meta-analyses of studies from around the world found that levels of fear of COVID were high across the world during the pandemic [ 69 ], and that fear of COVID was robustly linked to higher stress [ 44 ].

Although there has been little research directly examining how health threats may have impacted procrastination during the pandemic, findings from at least one study support the proposition that health-related stress may have increased vulnerability for procrastination. In a large sample of undergraduate students surveyed during the COVID-19 pandemic, high levels of fears of COVID-19 were linked to more frequent self-reported procrastination [ 70 ]. As a high-arousal negative emotional state, fear, like stress, requires coping strategies and resources to manage it. Because general rather than domain-specific procrastination was measured in this study, these findings suggests that managing COVID-related stress and fear depleted the coping resources that would be otherwise used to manage the negative emotions associated with difficult or aversive tasks, and therefore increased vulnerability for procrastination.

4.2. Social Isolation and Loneliness

One important and prevalent form of secondary stress during the COID-19 pandemic was social isolation. The social isolation and restriction of social activities resulting from public health and government recommendations and implementation of social distancing measures, lockdowns, and stay-at-home measures to limit social contact and the spread of the coronavirus, was a prominent source of pandemic-related stress [ 71 ]. Those who depended on social resources [ 72 ], and who experienced a significant increase in social isolation due to the pandemic, including university students [ 73 , 74 ], were particularly vulnerable to experiencing stress related to social isolation. Loneliness, a distinct but related concept to social isolation that involves the subjective feelings of lacking the quality of relationships that one desires [ 75 ], was also heightened for many during the pandemic [ 76 , 77 ]. Similar to social isolation, loneliness is well known to predict stress over time as well as increase reactivity to stress [ 78 , 79 ]. Social interactions are widely recognised as an important and effective coping resource that can mitigate stress [ 39 ], especially in stressful times such as during the COVID-19 pandemic [ 80 ]. Given this, a decrease in meaningful social connections and contact can be stressful because it is tantamount to having fewer coping resources to manage ongoing stressors.

There is some evidence that loneliness is linked to procrastination [ 8 , 81 ], although the direction of the relationship is not clear. For example, one longitudinal study found that a tendency to procrastinate is linked to greater loneliness over time [ 9 ]. However, in another study, an 8-week psychoeducation program that included components aimed at reducing loneliness via increasing social connection was effective for reducing academic procrastination [ 82 ]. It is likely that the links between social isolation, stress, and procrastination are complex and mutually reinforcing. Nonetheless, the proposition that the backdrop of stress from social isolation during the pandemic contributed to procrastination is supported by the findings from at least one study. In a survey of employees during the pandemic, being socially isolated from colleagues in the workplace was a source of stress that negatively impacted perceived workplace productivity [ 83 ]. If we view low productivity as a potential proxy for procrastination, this evidence is consistent with a coping depletion vulnerability explanation for procrastination during the pandemic.

4.3. Remote Working

Ostensibly, it might be expected that procrastination would increase under remote working conditions because of the increased availability of distractions. Indeed, many working environments are structured and include dedicated working space that is set up to promote focus and reduce unnecessary distractions. From a mood regulation perspective of procrastination [ 2 , 19 ], distractions provide opportunities for procrastination but are not its core cause. Instead, the lack of structure in remote working situations and uncertainty from working under new conditions are conditions that can generate stress, and in turn trigger procrastination as a means of coping with that stress, e.g., [ 31 , 84 ]. This may be especially true if coping resources are depleted due to dealing with other stressors during the pandemic.

Research examining the links between COVID-19 remote-working stress and procrastination is scant, but aligns with a coping depletion explanation of procrastination during the pandemic. In one qualitative study, employees who had to work remotely noted that procrastination was a key challenge when working from home [ 85 ]. However, in a follow-up survey, employees working remotely who had higher levels of perceived social support also procrastinated less. Given that social support is a powerful and well-established resource for reducing stress [ 39 ], this finding is consistent with the proposition that increased stress whilst working remotely may have contributed to procrastination.

4.4. Financial Insecurity

In addition to the challenges from remote working, financial insecurity was another work-related secondary source of stress during the pandemic that affected many people. Social distancing and lockdown conditions negatively impacted a number of business sectors, including retail, hospitality, travel and tourism, and beauty and grooming services, with small businesses being particularly affected [ 86 , 87 ]. Suspension of services and business closures resulted in people being laid off work or losing their jobs, and contributed to financial insecurity that increased distress, especially for working parents [ 88 ]. Not surprisingly, longitudinal research comparing pre-pandemic to during-pandemic perceived stress found that economic stressors were a key contributor to the increases in stress reported during the pandemic [ 62 ].

The financial stress that many individuals faced during the pandemic could have increased vulnerability for procrastination in several ways. For those who already were prone to procrastination, the financial stressors of the pandemic may have increased their financial procrastination. Several studies have noted that chronic procrastination is linked to unnecessarily delaying important financial behaviours. For example, people who frequently procrastinate tend to postpone saving for retirement, are less likely to save, engage in last-minute shopping, and miss bill deadlines [ 89 , 90 ]. Financial activities, such as retirement planning and saving, are heavily influenced by a range of negative emotions, including dread, worry, and anxiety, which may be difficult for some individuals to manage [ 91 , 92 ]. The financial stress of the pandemic may therefore have made it even more difficult for those prone to procrastination to engage with financial behaviours, thus increasing their financial procrastination. Additionally, the widespread implications that financial stressors have for long-term security and daily living create a pervasive backdrop of stress that may have depleted the psychological resources needed to cope with the negative emotions linked to challenging tasks that were unrelated to finances. In this respect, financial stress during the pandemic likely contributed to both phenotypic expression and coping depletion vulnerability for procrastination.

5. Applications of a Stress Context Vulnerability Model of Procrastination

The preceding sections outlined the relevance of a stress context vulnerability view of procrastination during the COVID-19 pandemic. Importantly, this framework can be applied to understand vulnerability for procrastination in other contexts involving ongoing or prolonged stressful circumstances that might deplete coping resources and/or lower tolerance for managing negative task-related emotions. One such stressful context that may increase the risk for procrastination due to depletion of coping resources is that of living with a chronic illness or health condition.

Chronic illnesses can present a number of challenges, such as managing pain, fatigue, unpredictable symptoms, and functional limitations, that can tax coping resources and create vulnerability for procrastination of general and health-specific tasks. Research provides some support for this proposition. Research indicates that people with chronic pain report higher levels of stress compared to healthy controls [ 93 , 94 ], and that they tend to use more avoidant coping strategies for managing stress [ 95 ]. Similarly, a study of people with inflammatory bowel disease found that as disease severity, a key determinant of stress, increased, so did use of avoidant coping strategies [ 96 ]. Given the theoretical links between procrastination and avoidant coping, this evidence provides some support for the notion that the stressful context of living with a chronic health condition may increase vulnerability for procrastination.

Psychosocial stressors, such as those that were prominent during the COVID-19 pandemic, can also create a backdrop of heightened stress that may increase coping depletion and/or phenotypic vulnerability for procrastination for some individuals. For example, employment and financial insecurity are well-known sources of chronic stress [ 97 , 98 ]. Similarly, social isolation and loneliness are societal challenges that can create ongoing background stress [ 78 , 79 , 99 ] that may weaken emotion regulation capacities as well as reduce perceived social coping resources.

In addition to the contexts outlined above, any circumstances that create prolonged periods of stress, and especially those which do not have a clear end point, are potential contexts that can increase vulnerability for procrastination. For example, being a caregiver for an older adult family member who is ill is well-known to be linked to chronic stress [ 100 ]. Other stressors to consider that can create a backdrop of ongoing stress include immigration, which can create acculturation stress [ 101 ], especially for international students studying abroad [ 102 ], and workplace bullying, which has been identified as a serious and often severe form of workplace stress [ 103 ].

6. Implications and Future Directions

The stress context vulnerability model provides a novel perspective on when and who may be more vulnerable to procrastination, as well as the dynamic and reciprocal processes involved. By proposing that reductions in coping resources and/or tolerance for negative affective states are key reasons why stressful contexts can increase vulnerability for procrastination, this new model also highlights approaches for addressing procrastination in stressful circumstances. For example, bolstering coping and emotion regulation resources and skills to better manage ongoing stressors may be effective approaches for short-circuiting the stress–procrastination cycle.

Approaches that are known to both manage stress and reduce procrastination could be particularly beneficial for addressing vulnerability for procrastination during times of high stress. For example, self-compassion, taking a kind, accepting, connected, and mindful approach to personal flaws and setbacks [ 104 ], is an effective coping resource that is known to reduce stress [ 105 , 106 ], and is linked to lower procrastination [ 22 ]. Importantly, self-compassion can be cultivated through short programmes and/or self-help exercises [ 107 ], making it an attractive approach for bolstering resilience in low-resource contexts.

Mindfulness is another approach for managing negative emotions that has demonstrated effectiveness for reducing both stress and procrastination. Evidence supports the effectiveness of mindfulness and mindfulness-based practices for reducing stress in general contexts [ 108 ], and for those working in stressful contexts [ 109 ]. Not surprisingly, research has found that a tendency to procrastinate is associated with low mindfulness [ 16 ], and that higher mindfulness is linked to less procrastination over time [ 110 ]. More importantly, interventions that increase mindfulness have been found to also reduce procrastination, in part by reducing negative emotions [ 34 ]. Providing mindfulness training and resources to those who are experiencing stressful circumstances and at risk for procrastination may have dual benefits. Research examining the effects of mindfulness on procrastination during stressful circumstances would be well-placed to test this proposition.

Aside from mindfulness and self-compassion, future research could test other approaches such as the provision of emotion regulation or coping skills training. Interventions that focus on improving emotion regulation skills, which often involve the above approaches, are likely to help as well. For example, one randomised control trial found that a 2-week systematic emotion regulation skills training focused on tolerating and modifying negative emotions significantly reduced procrastination at the follow-up [ 33 ]. There is also some evidence that interventions for improving coping resources, such as increasing social support, and modifying coping styles to be more-approach-oriented and less avoidant, can be effective [ 111 ]. Such approaches could be particularly effective for reducing procrastination in high-stress contexts, as they have potential for directly addressing vulnerability due to coping depletion and due to the poor tolerance and regulation of negative emotions that characterise phenotypic expression vulnerability.

7. Conclusions

By considering the role of context in vulnerability for procrastination, this new stress context vulnerability framework underscores the need for taking a more compassionate view of the antecedents and factors that may increase the risk for procrastination. Whereas previous views of the reasons for procrastination have focused mainly on pre-existing individual differences in self-regulatory capacities, and specifically emotion regulation weaknesses, this new framework suggests that culpability for procrastination does not solely or always rest within the individual. Instead, this view of procrastination suggests that there also needs to be consideration of any ongoing stressful circumstances that might make mood regulation more challenging, and therefore increase vulnerability for procrastination. Taking such stressful contexts into account can help identify when and who might be most vulnerable to procrastinating, as well as provide insights into what support might be needed to address and prevent procrastination.

Funding Statement

This research received no external funding.

Institutional Review Board Statement

Data availability statement, conflicts of interest.

The authors declare no conflict of interest.

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How to Stop Procrastinating: 9 Practical Tips for Success

• The Speaker Lab
• May 28, 2024

Table of Contents

Whether you’re a high schooler or a white-collar office worker, you’re probably all-to-familiar with procrastination. One minute you’re ready to tackle that big project, and the next thing you know, you’re knee-deep in music videos on YouTube. But fear not! There are plenty of ways to stop procrastinating and get back on track. In this post, we’ll explore practical strategies to help you kick procrastination to the curb and boost your productivity. From simplifying tasks to designing a work environment, you’ll learn how to take control of your time and crush your goals like never before. So, let’s get started and show procrastination who’s boss!

Understanding Procrastination and Its Causes

Ever had that nefarious to-do list item that you just can’t seem to do? It’s the one that’s been staring you down for days, taunting you with its unfinished status. But when you think about completing that task, somehow, despite its importance, everything else suddenly becomes much more interesting. Rearranging your closet? Absolutely essential. Catching up on that new show everyone’s talking about? Critical. If this scenario hits a little too close to home, join the club. Procrastination is a challenge that plagues even the best of us.

But why exactly do we procrastinate? It turns out there are a variety of reasons . Sometimes it’s due to negative emotions like fear, anxiety, or self-doubt. Other times, it’s simply because the task at hand seems overwhelming or unpleasant. Regardless of the reason, procrastination can leave us feeling stuck and frustrated.

Common Reasons for Procrastination

One of the most common reasons people procrastinate is due to fear of failure. The thought of not being able to complete a task perfectly or living up to expectations can be paralyzing. As a result, perfectionism and procrastination often go hand in hand. Other common reasons include lack of motivation, poor time management skills, and difficulty concentrating. Even boredom plays a factor. When something seems unexciting, it can be easy to put off, even when you know it’s important.

Psychological Factors Behind Procrastination

Procrastination isn’t just about laziness or lack of willpower. There are often deeper psychological factors at play. Research has shown that procrastination is linked to negative feelings and low self-esteem . When we procrastinate, we often beat ourselves up and engage in negative self-talk, which only makes the problem worse.

When we’re feeling anxious or stressed, it’s tempting to put off tasks that make us uncomfortable. Procrastination provides a fleeting sense of relief from those negative emotions, but it’s a trap that leads to even more stress as deadlines loom and responsibilities pile up.

Identifying Your Personal Procrastination Triggers

We all have our own personal procrastination triggers. Maybe it’s that big project at work that feels overwhelming, or a tough conversation you need to have with someone close to you. Whatever it is, the first step to overcoming procrastination is figuring out what sets it off for you.

For instance, it’s common to procrastinate when you have unrealistic expectations for yourself. If you feel like you need to complete a task perfectly or achieve a certain outcome, you’re more likely to put it off. Recognizing triggers like these is the first step for those who want to stop procrastinating. You can then start reframing your thoughts and setting more realistic goals for yourself.

Take a moment to reflect on what drives your procrastination and the specific triggers that set it off. Armed with this self-awareness, you’ll be well on your way to conquering this everyday obstacle. Never forget that procrastination is merely a habit, and with the appropriate techniques and outlook, you can shatter its hold on you.

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Practical Strategies to Overcome Procrastination

Procrastination is a challenge many of us face daily. It’s a frustrating habit that can hold us back from reaching our full potential. Thankfully, there are practical techniques that can help you break the cycle. Let’s take a look at some strategies that will help you take control of your time and boost your productivity.

Breaking Down Large Tasks into Manageable Steps

One of the most effective strategies for tackling procrastination is simplifying tasks. When a project feels overwhelming, it’s easy to put it off. But by breaking down large tasks into smaller, more manageable steps, it suddenly becomes less daunting.

Let’s say you have a big report due at work. Rather than trying to tackle it all at once, break it down into smaller tasks. Start by creating an outline, then focus on writing one section at a time. Set small goals for yourself, like completing the introduction by the end of the day. Celebrate each small victory along the way.

Approaching tasks in smaller increments not only makes them feel more attainable but also helps generate momentum. Getting started is often the hardest part, but once you do, maintaining that rhythm becomes effortless. Before long, the project reaches completion.

Setting Realistic Goals and Deadlines

Another key strategy for overcoming procrastination is setting realistic goals and deadlines. When we set unrealistic expectations for ourselves, it’s easy to become discouraged and give up altogether. Instead, be honest with yourself about what you can realistically accomplish in a given timeframe.

One technique is the SMART goal-setting method . SMART stands for Specific, Measurable, Achievable, Relevant, and Time-bound. By setting goals that meet these criteria, you’re more likely to stay on track and avoid procrastination.

Creating a Supportive Environment for Productivity

To overcome procrastination, create a space that encourages productivity. Minimize distractions, set up a comfortable workspace, and surround yourself with positive influences that motivate you to stay on track.

For example, if you know you’re easily distracted by social media, try using a website blocker during your work hours. If you struggle to focus in a cluttered environment, take some time to tidy up your workspace. And if you find that certain people or activities drain your energy, try to limit your exposure to them.

Breaking free from procrastination is a journey, not a destination. By trying out different strategies and finding what clicks for you, you’ll start to see progress. It might not be easy at first, but keep at it. With a little self-love and a lot of determination, you’ll be crushing your goals before you know it.

Developing Effective Time Management Skills

If you’re like most people, you’ve probably struggled with time management at some point in your life. It’s easy to get caught up in the day-to-day chaos and feel like you’re constantly playing catch-up. But here’s the thing: developing strong time management skills is crucial if you want to stop procrastinating and achieve your goals. Here are some tips on how to develop these necessary skills.

Prioritizing Tasks and Creating a Schedule

If you want to cultivate time management skills, the first thing you need to do is sit down and prioritize your tasks. Make a list of everything you need to do and then rank them in order of importance. This will help you focus on the most critical items first and avoid getting sidetracked by less important tasks.

Next, you need a plan to stay on track, so map out your daily routine. Carve out dedicated chunks of time for each of your most important tasks. By committing to this schedule day in and day out, you can make every minute count and ensure dedicated time goes toward your targets.

Utilizing Productivity Tools and Techniques

Another way to stop procrastinating? Project management tools. These helpful apps and techniques keep all your tasks and deadlines straight so that you stay on top of everything without breaking a sweat. Common examples include the Pomodoro Technique and time blocking . Both methods are essential in keeping a person on task and avoiding distractions that could lead them astray.

Learning to Say No and Delegating When Necessary

When it comes to time management, one of the biggest challenges is learning to say no. As a people-pleaser, it’s all-too-easy to take on more than you can handle because you don’t want to disappoint anyone. However, this is only a recipe for burnout and procrastination.

Once you’ve set goals for yourself, you can practice saying no to requests that don’t align with your priorities. And don’t forget you can delegate tasks when necessary. That might mean hiring a virtual assistant or maybe even outsourcing certain projects.

By clarifying your own goals and having the courage to turn down the rest, you can put your full focus on what matters to you. As you pursue greater alignment and productivity, you’ll find you stop procrastinating naturally.

Building Motivation and Staying Focused

Of course, even with the best time management skills in the world, it’s still easy to fall into the trap of procrastination if you’re not motivated and focused. That’s why building motivation and focus is just as important as developing effective time management skills.

Visualizing Success and Celebrating Small Wins

One of the most powerful ways to increase motivation is to visualize success. When you have a clear picture of what you want to achieve, it’s easier to stay focused and motivated, even when things get tough.

Try starting each day by visualizing your goals and imagining how it will feel when you achieve them. This can help you stay connected to your “why” and reminds you of the bigger picture.

In addition, make a point of celebrating small wins along the way. Whether it’s finishing a difficult task or hitting a milestone in your business, taking the time to acknowledge and celebrate your progress can help you stay motivated and focused on your goals.

Finding an Accountability Partner or Support System

Picture this: You’re working hard towards your dreams, but sometimes you feel like giving up. That’s where your support system comes in. Whether it’s a trusted mentor, a tight-knit mastermind group, or an accountability partner who checks in on your progress, having people who believe in you can give you the extra push you need to keep going.

If you’re struggling with overcoming procrastination, try finding an accountability buddy. Having someone in your corner, cheering you on and making sure you’re following through on your commitments, can make all the difference in staying focused and driven.

Incorporating Rewards and Incentives into Your Routine

Incentives are like little cheerleaders for your motivation. Picture this: you’re slogging through a challenging task, but you know that once you’re done, you get to treat yourself to something special. Suddenly, that task doesn’t seem so daunting anymore. Increasing motivation can be as simple as giving yourself something to look forward to.

At the end of the day, building motivation and staying focused is all about finding what works for you. Whether it’s visualizing success, finding an accountability partner, or incorporating rewards into your routine, the key is to experiment and find the strategies that resonate with you.

By combining effective time management skills with strategies for building motivation and staying focused, you’ll be well on your way to overcoming procrastination and achieving your goals. It takes practice and persistence, but with the right mindset and tools, anything is possible.

Overcoming Procrastination in Specific Areas of Life

Procrastination can rear its ugly head in various aspects of our lives, from work and school to personal projects and relationships. It’s a sneaky habit that can leave us feeling stuck, frustrated, and overwhelmed. But here’s the thing: you don’t have to let procrastination win. With a little self-awareness and some practical strategies, you can stop procrastinating and start making progress in the areas that matter most to you.

Tackling Procrastination at Work or School

Let’s face it, we’ve all had those moments where we’d rather do anything other than start that boring task or tackle that challenging school work. Procrastination at work or school can be particularly tricky because the consequences of putting things off can be more immediate and severe. Missed deadlines, poor grades, and disappointed colleagues or professors are no joke.

When the stakes are high and procrastination creeps in, try this: break down those intimidating projects into smaller, doable steps. Give yourself realistic due dates for each part, and keep yourself honest by looping in a friend or coworker who can cheer you on as you check off each task.

Crafting a space that encourages focus is essential for keeping procrastination at bay. Discover a quiet corner to call your own, equipped with noise-canceling headphones to silence distractions. In addition, utilize website blockers to prevent the temptation of falling into the social media abyss. These seemingly minor adjustments to your environment can significantly impact your capacity to remain dedicated to your tasks and avoid the pitfalls of procrastination.

Overcoming Procrastination in Personal Projects and Hobbies

When it comes to personal projects and hobbies, procrastination can be just as frustrating as it is in work or school settings. After all, these are the things we supposedly enjoy doing, so why do we still put them off? The answer often lies in our perfectionism, fear of failure, or lack of motivation.

To overcome procrastination in your personal pursuits, start by setting clear goals and deadlines for yourself. Treat these commitments with the same level of importance as you would a work project or school assignment. Break down larger projects into smaller, achievable steps and celebrate your progress along the way.

And if you still need help? Find yourself an accountability partner or surround yourself with a community of folks who share your passions. Having regular check-ins with someone who’s got your back can give you the extra push you need to stay motivated, avoid falling back into old procrastination habits, and keep moving forward.

Dealing with Procrastination in Relationships and Social Obligations

Procrastination doesn’t just affect our work and personal projects; it can also take a toll on our relationships and social lives. Whether it’s putting off difficult conversations, flaking on plans with friends, or neglecting our responsibilities to others, procrastination can strain our connections and leave us feeling guilty and isolated.

To overcome procrastination in your relationships, start by practicing open and honest communication. If you’re struggling to follow through on commitments, be upfront about your challenges and work together to find solutions. Set clear boundaries and priorities, and learn to say no when necessary to avoid overextending yourself.

It can also be helpful to reframe social obligations as opportunities for connection and growth, rather than burdens to be avoided. By focusing on the positive aspects of your relationships and the benefits of showing up for others, you can build the motivation and resilience needed to overcome procrastination and strengthen your social bonds.

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Maintaining Progress and Preventing Relapse

Picture procrastination as a marathon, not a sprint. You might start strong, hitting your stride and checking off tasks left and right. But as the miles stretch on, fatigue sets in. To avoid hitting the wall, you need to stay aware of your tendencies, adjust your game plan when necessary, and rally your support crew to cheer you on.

Developing a Growth Mindset and Embracing Challenges

If you want to stop procrastinating for good, you’ll need to embrace a growth mindset. This means looking at challenges and setbacks as chances to learn and grow, not as threats to your ego. When you have a growth mindset, you bounce back faster from tough times and are more willing to take risks and try new things.

To develop a growth mindset, start by changing the way you talk to yourself. Don’t beat yourself up when you procrastinate or miss a goal. Instead, focus on the lessons you can learn and how to apply them moving forward. Celebrate every bit of progress, no matter how small, and treat mistakes as valuable feedback, not personal failures. Doing so will help you keep making progress and avoid falling back into old habits.

Regularly Reviewing and Adjusting Your Anti-Procrastination Strategies

As you grow and evolve over time, so should your tactics for staying productive. Don’t get too comfortable with your current anti-procrastination methods. Instead, be open to trying new things and mixing it up when necessary. Remember, what works for you today might not be the best fit tomorrow, so stay flexible and keep adapting.

Regularly reviewing your strategies can ensure you stay motivated, so consider carving out time each week or month to assess your growth and pinpoint areas that need work. This could mean experimenting with various productivity tools, requesting feedback from colleagues or friends, or diving into fresh hobbies or passions that keep your motivation high and your mind engaged.

An inquisitive outlook and willingness to experiment are essential for ongoing growth. By assessing your tactics often, you’ll continue to improve, leaving procrastination far behind.

Seeking Professional Help for Chronic Procrastination Issues

Chronic procrastination can be a real beast, and sometimes it’s a symptom of something bigger bubbling beneath the surface. If you’re dealing with anxiety, depression, or ADHD, you may find that your mental health challenges fuel the procrastination fire. When the go-to strategies just aren’t enough and procrastination is really becoming problematic, it’s time to call in the reinforcements, i.e., professional help.

Talking to a mental health professional can help you understand the underlying reasons behind your procrastination. In addition, they’ll help you craft a personalized plan to break free. And the best part? They’ll be your biggest cheerleader, offering unwavering support and guidance as you transform old habits into new, empowering ones.

Remember, seeking help is a sign of strength, not weakness. By taking proactive steps to address chronic procrastination issues, you’re investing in your long-term well-being and setting yourself up for greater success and fulfillment in all areas of your life.

FAQs on How to Stop Procrastinating

How do i stop myself from procrastinating.

Break tasks into small steps. Start with the easiest one to get moving.

How do I rewire my brain to stop procrastinating?

Reward yourself for starting tasks, not just finishing them. This trains your brain to kickstart work.

Why do I procrastinate so much?

You might be afraid of failure or have a perfectionist streak. Understanding the underlying causes can help you tackle procrastination.

How can I stop procrastinating and being lazy?

Create a schedule with clear goals each day. Avoid distractions and set up rewards for completing tasks.

Procrastination doesn’t have to control your life. By implementing these strategies, you can stop procrastinating and start achieving your goals. Remember, progress is better than perfection, so celebrate your small wins and keep pushing forward. Simplify overwhelming tasks, craft a distraction-free environment, and align yourself with a crew of supportive, motivating individuals. You’ll be blown away by how much you can get done if you just keep at it.

Seize the day and start putting these strategies to work! You’ll be astonished by the skyrocketing productivity that follows. You’ll stop procrastinating in no time as you embrace a more centered, driven, and triumphant version of yourself.

• Last Updated: May 24, 2024

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