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Eliminating Avoidance
Published in Melissa G. Hunt, Aaron T. Beck, Reclaim Your Life From IBS, 2022
Melissa G. Hunt, Aaron T. Beck
Procrastination. People often avoid doing things because they are anxious about them. They think things like “I hate this. It’s overwhelming. It will be too hard or too unpleasant. I won’t be able to do it. It’ll feel awful. I’ll be bad at it. Even if I do it, it’ll turn out badly.” Sound familiar? Everyone procrastinates sometimes. The problem with procrastination, of course, is that it actually makes you feel worse. Now you still have the task to do, and you feel guilty and even more anxious on top of it because you let it go too long. Most of the time, once we actually sit ourselves down to do the task, it turns out to be much easier and less painful than we were anticipating. One useful trick is to make a deal with yourself – sit down and work on it for 5 minutes. If it really feels awful, you can stop. In the vast majority of cases, you find it’s really not that bad, and you just keep working!
Adapt and survive
Published in Amar Rughani, Joanna Bircher, The Leadership Hike, 2020
Many people find that procrastination is an issue. However, this may not be because of laziness or fear but because of a lack of impetus. It can help to plan, because plans generate impetus. Planning can help us to prioritise the goals we should be devoting our time to, the order in which we should be doing things and the time we should be spending on each. The overall effect is to give us a sense of control and therefore of greater confidence, and to stop us putting things off.
The Picoeconomics of Addiction
Published in Hanna Pickard, Serge H. Ahmed, The Routledge Handbook of Philosophy and Science of Addiction, 2019
Such dualism is intuitively appealing, but it has limitations. For instance, there is sometimes an urge that is impulsive with respect to another impulsive urge, e.g. laziness in executing a plan that is itself short-sighted (see Ainslie 2009). There are also familiar instances where we give in to short-sighted goals that do not arouse visceral or hot thinking, such as simple procrastination. Sometimes the short-sighted goal is too distant to be based on arousal, as when we knowingly save too little for retirement over months or years. Furthermore, the oft-reported individuals who prefer a hypothetical $50 now to $100 in three years, but do not prefer $50 in six years to $100 in nine years, meet the definition of myopia but are unlikely to have been emotionally aroused by the immediate option—as demonstrated by the persistence of the pattern when a month is added to both earlier and later delivery times (Green et al. 2005). Appetites and emotions are certainly arousable, and increase the reward value of their objects when aroused; but many short-term preferences cannot be attributed to such arousal. There is evidence that a more general mechanism promotes addictive behavior, and that this behavior may be more widespread than is usually recognized.
Promoting academic success in college students with ADHD and LD: A systematic literature review to identify intervention targets
Published in Journal of American College Health, 2022
Anne E. Stevens, Tamara M. Abu-Ramadan, Cynthia M. Hartung
Often, college students with ADHD and/or LD use medication and/or university support services (e.g., academic accommodations). However, when included as potential predictors in the studies in the current review, the use of these interventions have not been related to GPA.41,44 By identifying factors that are related to critical markers of college success (i.e., GPA and retention), more targeted interventions that include these factors may improve academic performance. Cognitive behavioral interventions that emphasize teaching study skills, time management, and organization skills have shown to reduce ADHD symptoms and impairment yet have had minimal impact on GPA.63,65 The current systematic review has provided additional evidence that the particular components should be considered when tailoring interventions. Based on the robust methodological rigor of the longitudinal studies included, academic self-regulation, academic integration, emotional regulation, and ADHD symptom management emerged as strong predictors of GPA and retention. More specifically, interventions may target: learning and implementing study skills, overcoming procrastination and enhancing motivation to complete aversive tasks, self-monitoring of academic tasks, building confidence in academic abilities, learning and implementing emotional regulation strategies, and encouraging the development of a social support system in college.
The Explanations People Give for Going to Bed Late: A Qualitative Study of the Varieties of Bedtime Procrastination
Published in Behavioral Sleep Medicine, 2019
Sanne Nauts, Bart A. Kamphorst, Wim Stut, Denise T. D. De Ridder, Joel H. Anderson
Of course, is it not always self-evident what someone genuinely believes. In cases of confabulation or self-deception, one’s public reports and even subjectively felt conviction belie a suppressed acknowledgement that one’s justifications for delaying are a sham. In some cases, clearly, people are truly procrastinating but confabulate reasons to explain their lack of goal-directed behavior (cf. on self-licensing, De Witt Huberts et al., 2014; on “self-indulgent reconstruals,” Anderson, 2016). In many cases, however, it will be difficult to determine how to apply the conceptually clear distinction between procrastination and mere delay, and we make no claims to assign participants’ responses in the present study to one category or the other, since this would require obtaining independent confirmation of the veracity and sincerity of people’s claims about the reasons they had for bedtime delay. This highlights important methodological and epistemological challenges both for clinical and research uses of the concept of procrastination.
Pilot study of a Web-based acceptance and commitment therapy intervention for university students to reduce academic procrastination
Published in Journal of American College Health, 2019
Joel Gagnon, Frédérick Dionne, Guillaume Raymond, Simon Grégoire
Academic procrastination is defined as the voluntary delay of an intended course of study-related action despite expecting negative consequences that outweigh the positive consequences of the delay.1,2 Procrastination is seen as a regulation strategy where short-term mood repair takes priority over long-term goals,3 and is associated with greater impulsive behaviors.4 Prevalence of academic procrastination varies from 70% to 95%; with 50% of students admitting procrastinating consistently and problematically.5 Academic procrastination negatively affects students’ academic achievement and their subjective well-being.2 Moreover, procrastination has been shown to lead to lower grades,6 to health-related problems such as stress, sleep-related troubles, exhaustion and illness, and to affective consequences including anxiety, anger, shame, dissatisfaction, and feeling of guilt.4,7