Meirav Hen

Academic Procrastination, Emotional Intelligence, Academic Self-Efficacy, and GPA A Comparison Between Students With and Without Learning Disabilities

Academic procrastination has been seen as an impediment to students’ academic success. Research findings suggest that it is related to lower levels of self-regulated learning and academic self-efficacy and associated with higher levels of anxiety, stress, and illness. Emotional intelligence (EI) is the ability to assess, regulate, and utilize emotions and has been found to be associated with academic self-efficacy and a variety of better outcomes, including academic performance. Students with learning disabilities (LD) are well acquainted with academic difficulty and maladaptive academic behavior. In comparison to students without LD, they exhibit high levels of learned helplessness, including diminished persistence, lower academic expectations, and negative affect. This study examined the relationships among academic procrastination, EI, and academic performance as mediated by academic self-efficacy in 287 LD and non-LD students. Results indicated that the indirect effect of EI on academic procrastination and GPA was stronger in LD students than in non-LD students. In addition, results indicated that LD students scored lower than non-LD students on both EI and academic self-efficacy and higher on academic procrastination. No difference was found in GPA.

Emotional Competencies in the Education of Mental Health Professionals

The results of empirical research suggest that the ability to assess, regulate, and utilize emotions is important to the performance of health professionals. Nevertheless, few professional programs adequately address this matter in their curricula. The main objective of the present research was to examine whether emotional intelligence and empathy could be improved in the traditional classroom, employing experiential teaching modes. Pre- and post-questionnaires were used to assess the emotional competencies of 165 social work undergraduate students. The results indicated an increase in emotional intelligence at the end of a course for advanced-year students. Overall empathy had not increased for both first- and advanced-year students. Further findings indicated significant correlation between empathy and emotional intelligence at the end of a course for advanced-year students compared with an insignificant correlation at the beginning of the course, whereas for first-year students, findings were in the opposite direction. Future research should focus on strategies for the teaching and professional training of social workers that promote emotional competencies.

Teaching the teachers: emotional intelligence training for teachers

A growing body of research in recent years has supported the value of emotional intelligence in both effective teaching and student achievement. This paper presents a pre–post, quasi-experimental design study conducted to evaluate the contributions of a 56-h “Emotional Intelligence” training model. The model has been developed and studied in an attempt to address educators’ growing needs to practice and implement “emotionally intelligent” learning environments. One hundred eighty-six teachers from ten elementary schools in Israel participated in this study. Findings indicated an increase in emotional intelligence and empathic concern from the beginning to the end of the course. Further regression indicated that both expression and regulation of emotions predicted empathy at the end of the course. Participants’ reflective assignments indicated an increase in self introspection, emotional awareness, emotional regulation and understanding others.

Social–emotional competencies among teachers: An examination of interrelationships

Abstract Teachers’ social–emotional competence is crucial for promoting a positive learning environment to the students. However, the research on teachers’ social–emotional abilities is very limited. This study examined the relationship between emotional abilities and self-efficacies and empathy among teachers, hypothesizing that teachers’ self-efficacy belief mediates the relationship between the other two variables. We found a strong positive association between the three social–emotional competencies, and direct and indirect (via teachers’ self-efficacy) effects of emotional self-efficacy on empathy. These results suggest that teachers’ belief in the ability to regulate their emotions contributes to teachers’ empathy in both ways.

Prevention and intervention for academic procrastination in academic communities

This special issue is one of the unique outcomes of the 9th biennial Procrastination research conference held at the Bielefeld University in Germany in July 2015. The growing prevalence of procrastination in almost all life domains and the negative consequences of this behavior for the individual and for society were raised and discussed in the conference. In light of this, the immediate needs to further the actions of prevention and intervention in the community have come to the forefront of our attention. Higher education is a well-studied community in terms of procrastination. It is indicated that over 70% of college students report delaying their learning tasks on a regular basis, despite expecting to be worse off for the delay (Steel & Klingsieck, 2016). This irrational delay seems to be an epidemic in most academic settings and several theoretical frameworks were suggested to better understand the causes and consequences of this act (Rebetez, Rochat, & Van der Linden, 2015). Recent research has suggested that both internal and external (situational) factors are involved in the engagement of students in academic procrastination and that students report that consequences are mostly negative (Grunschel, Patrzek, & Fries, 2013a, 2013b; Klingsieck, 2013a, 2013b; Klingsieck, Grund, Schmid, & Fries, 2013). In addition, these studies emphasize the lack of self-regulation skills as a major contributor to academic procrastination as well as task characteristics, teacher’s characteristics, institutional conditions, and social aspects (Steel & Klingsieck, 2016). Finally some of these studies conclude that to reduce and prevent procrastination tendencies among college students, the academic community must act in a supportive manner that will benefit the individual as well as society (Perrin et al., 2011; Pychyl & Flett, 2012). Following this lead all contributors to this special issue are presenters from the Bielefeld conference who kindly supported our attempt to modify the knowledge and experience in this area. Most contributors are full-time faculty none defined

Causes for procrastination in a unique educational workplace

Abstract Teachers in hospitals are a unique phenomenon. Their students are sick, hospitalized children with a range of physical, emotional, and cognitive needs. Teachers are expected to be dynamic, flexible, creative, open-minded, and efficient to function in the most appropriate manner. However, a recent study showed that these teachers tend to procrastinate on some of the most common tasks that teachers perform on a daily basis in the regular school system. The present study was an initial investigation into the reasons for procrastination in teachers who work in two hospitals in Israel. Thirty-two teachers were interviewed. The findings indicated that the primary reason for procrastination among teachers in the hospital was professional role ambiguity, with emotional factors and situational determinants which were identified. Future research should further explore reasons for procrastination in the workplace, in general, and its association with professional role ambiguity specifically.

Decisional, general and online procrastination: Understanding the moderating role of negative affect in the case of computer professionals

Abstract Following the development of the internet as an essential tool for communication at home and at work, the concept of online procrastination was introduced to the literature. The present study examined the relationships between online procrastination and two well-established forms of procrastination, namely decisional and general procrastination; as well as the moderating effect of negative affect on these relationships. The sample consisted of 236 computer professionals from Israel who filled self-reported questionnaires on procrastination and negative feelings. To examine the relationships between our variables, we used multiple linear regression and moderation analyses. The findings indicated that higher levels of general and decisional procrastination were associated with higher levels of online procrastination. Higher levels of negative affect were also associated with online procrastination. Moreover, negative affect moderated the effect of general and decisional procrastination on online procrastination, and for participants with higher levels of negative affect, this effect was stronger. These findings suggest that both a personality-based tendency to procrastinate and the tendency to delay decision making may affect online behavior and that negative affect strengthens these tendencies. Future studies will need to further explore online procrastination and examine the personality and situational variables that contribute to it.

Academic interventions for academic procrastination: A review of the literature

ABSTRACT Procrastination is a widespread phenomenon in academic settings. It has been studied from many different theoretical angles, and a variety of causes and consequences have been suggested. Recent studies support the notion that academic procrastination can be seen from a situational perspective and as a failure in learning self-regulation. It suggests that interventions should address situational as well as deficits in self-regulation to help students overcome their procrastinating tendencies. The present review examined the recent literature on causes and consequences of academic procrastination and the limited number of studies of academic interventions for academic procrastination. Findings of this review strengthen the need to further study the topic of academic interventions for academic procrastination and to develop effective interventions. At the end of this review, several suggestions for the development of academic interventions are outlined.

Academic procrastination and feelings toward procrastination in LD and non-LD students: Preliminary insights for future intervention

ABSTRACT Academic procrastination is a prevalent behavior that negatively influences students’ performance and well-being. The growing number of students with learning disabilities (LD) in higher education communities leads to the need to study and address academic procrastination in this unique population of students and to develop ways to prevent and intervene. The present study examined the difference in academic procrastination between LD, non-LD, and supported LD college students in Israel. Findings indicated a significant difference between the three groups, both in academic procrastination and in the desire to change this behavior. Interestingly, supported LD students were similar to non-LD students in all parameters of academic procrastination; however, they expressed less desire to change this behavior than unsupported LD students. These findings highlight the effect of general academic support on academic procrastination in LD students. Future studies will need to further explore the specific elements of support that most contribute to the reduction of academic procrastination in LD students. Specific support programs for academic procrastination in LD students who take into account the findings of these future studies can then be developed and studied.

General and Life-Domain Procrastination in Highly Educated Adults in Israel

Procrastination is usually perceived as a general behavioral tendency, and was studied mostly in college students in academic settings. Recently there is a growing body of literature to support the study of procrastination in older adults and in different life-domains. Based on these advances in the literature, the present study examined procrastination in 430 highly educated adults in Israel. Findings showed that respondents reported significantly higher procrastination in maintaining health behaviors and spending leisure time rather in other life-domains. Forty percent of participants reported high procrastination in health behaviors, while only 9.5% reported this level of procrastination in parenting and 1% in the general tendency to procrastinate. Further findings suggested that 25% of respondents reported high procrastination in four or more life-domains, and 40%—in one to three life-domains. The general tendency to procrastinate was moderately associated with procrastination in finance, education, and career life-domains and weekly with other life-domains. Fourteen percent of participants reported that procrastination influenced their life the most in health behaviors, 12% in career and education and 11% in romance and family life. These initial findings contribute to the overall perspective of life-domain specificity of procrastination in adults, and emphasize the importance to further study and develop a life-span perspective.