| Academic procrastination is prevalent among students and is on the rise in this technological age. A review of the literature suggests that the prevalence of academic procrastination among college students is as high as 75-90%. Therefore, empirical and clinical studies that focus on the understanding of academic procrastination and the development of effective treatment for this dilatory behavior are needed. This project examines the different behavioral manifestations of procrastination, the characteristics of academic procrastination according to the Big Five Personality Model, as well as the role of self-regulation, fears, and anxieties, and unique time and task perceptions procrastinators may exhibit. Additionally, this project provides an overview of the major interventions currently provided for academic procrastinators specifically focusing on behavioral therapy, cognitive-behavioral therapy, narrative therapy, and psychodynamic therapy. This doctoral project critically reviews the research literature on the topic of academic procrastination and includes a summary of findings from interviews with mental health professionals who have expertise on this issue. Finally, the information from the literature review and the interviews was integrated into the creation of a formal PowerPoint presentation that was offered to a group of practitioners to enhance their knowledge and awareness of this issue. The presentation addressed the importance of understanding the complexity of the academic procrastination phenomenon, its different etiologies, and the serious impact on the procrastinator's life. The project's limitations as well as suggestions for future research are also discussed which hope to aid in reducing the gap between research and clinical practice. |
