Thomas Brothen

Procrastination and personality, performance, and mood

Abstract Procrastination research has generated conflicting results, partly due to the reliance on contaminated self-report measures. This study addressed this situation by creating scales based on both observed behaviors and atheoretical self-reports, and using these scales to determine procrastination’s performance, mood, and personality correlates. One-hundred and fifty-two undergraduates were measured at six time periods during an 11-week introductory psychology course. The course consisted of a computer-administered personalized system of instruction, a system noted for susceptibility to procrastination. Results show that procrastination is an excellent predictor of performance, though some final-hour catching-up is possible. Efforts to clarify its causes were mixed. Procrastination does reflect an excessive discrepancy between work intentions and work actions, as procrastinators tend to have a larger than average intention-action gap, especially at the beginning of the course. On the other hand, procrastination’s correlations with mood (i.e., state and trait affect) and personality (i.e., neuroticism, self-esteem, locus of control, extraversion, psychoticism, dominance, and self-monitoring) are uncertain as results diverge depending upon whether observed or self-report procrastination criteria are used. This dichotomy indicates that self-report procrastination likely reflects a self-assessment influenced by actual behavior but also significantly contaminated by self-concept.

Teacher self-disclosure and student classroom participation revisited

Objective observations of 22 classes across a variety of disciplines call into question Goldstein and Benassis (1994) self report data suggesting that teacher self-disclosure may increase student participation. We found no relation between teacher self-disclosure and several measures of student participation, but self-disclosure did relate to other teacher behaviors. Class structure was a much more important determinant of student participation.

The Value of Time Limits on Internet Quizzes

This study evaluated 15-min time limits on 10-item multiple-choice quizzes delivered over the Internet. Students in a computer-assisted course in human development spent less time on quizzes and performed better on exams when they had time limits on their quizzes. We conclude that time limits are associated with better learning and exam performance because they reduce the opportunity to look up answers in lieu of learning the material.

Why women perform better in college than admission scores would predict: Exploring the roles of conscientiousness and course-taking patterns.

Women typically obtain higher subsequent college GPAs than men with the same admissions test score. A common reaction is to attribute this to a flaw in the admissions test. We explore the possibility that this underprediction of womens performance reflects gender differences in conscientiousness and college course-taking patterns. In Study 1, we focus on using the ACT to predict performance in a single, large course where performance is decomposed into cognitive (exam and quiz scores) and less cognitive, discretionary components (discussion and extra credit points). The ACT does not underpredict females cognitive performance, but it does underpredict female performance on the less cognitive, discretionary components of academic performance, because it fails to measure and account for the personality trait of conscientiousness. In Study 2, we create 2 course-difficulty indices (Course Challenge and Mean Aptitude in Course) and add them to an HLM regression model to see if they reduce the degree to which SAT scores underpredict female performance. Including Course Challenge does result in a modest reduction of the gender coefficient; however, including Mean Aptitude in Course does not. Thus, differences in course-taking patterns is a partial (albeit small) explanation for the common finding of differential prediction by gender.

Using Factual Study Questions to Guide Reading and Promote Mastery Learning by Developmental Students in an Introductory Psychology Course

Skill at reading textbooks is clearly important for academic success but instead of reading their textbooks, many college students skip difficult sections and memorize surface information they think will be on tests. This study reports an evaluation of factual study questions as a component of an introductory psychology course taught to developmental students with a computer-assisted, mastery learning teaching method based on Kellers (1968) Personalized System of Instruction (PSI). Most students completed the study questions and our correlational analyses showed clearly that study question completion was associated with quiz performance. We recommend that instructors of introductory courses, especially those that serve developmental students, create and use factual study questions.

Implementing a Computer-Assisted Cooperative Learning Model for Introductory Psychology.

This article describes the process involved in creating a computer-assisted course in introductory psychology. Brief overviews of facilities and hardware acquisition, software development, and research and development issues provide a skeletal guide for instructors thinking about computer-assisted instruction for their own classes. A guiding educational model was central to successful implementation of this project.

Examining Procrastination Across Multiple Goal Stages: A Longitudinal Study of Temporal Motivation Theory

Procrastination is among the most common of motivational failures, putting off despite expecting to be worse off. We examine this dynamic phenomenon in a detailed and realistic longitudinal design (Study 1) as well as in a large correlational data set (N = 7400; Study 2). The results are largely consistent with temporal motivation theory. People’s pacing style reflects a hyperbolic curve, with the steepness of the curve predicted by self-reported procrastination. Procrastination is related to intention-action gaps, but not intentions. Procrastinators are susceptible to proximity of temptation and to the temporal separation between their intention and the planned act; the more distal, the greater the gap. Critical self-regulatory skills in explaining procrastination are attention control, energy regulation and automaticity, accounting for 74% of the variance. Future research using this design is recommended, as it provides an almost ideal blend of realism and detailed longitudinal assessment.

A Computerized Application of Psychology's Top 100

This article describes a computer-assisted study exercise for introductory psychology classes adapted from Boneaus (1990) list of the top 100 terms and concepts. We discuss alternative uses for the list, computer program development, and student use of the program in studying for the final examination. Preliminary evaluation suggests that the exercise increases student knowledge of introductory psychology.

A computer-assisted difference threshold exercise for introductory psychology

This article describes a computer-assisted active-learning exercise to help introductory psychology students understand the difference threshold concept. Students hear pairs of sounds at different pitch levels and indicate whether the sounds are the same or different. Then, they analyze the class data in groups to decide which pairs of sounds were “closest” to the difference threshold. Analysis of 1 years data from 10 classes shows the presentation software achieved its intended result: Students perceive one third of the sound pairs as below, one third above, and one third near the difference threshold. The exercise provides students a way to experience and analyze a basic concept in psychology while participating in an actual experiment.

Time Limits on Tests Updating the 1-Minute Rule

Teachers of psychology and their students have been advised to allocate 1 min for each multiple-choice item on tests. Is this a realistic and useful rule? How much time do students actually take to complete multiple-choice tests and how do individual differences and item characteristics affect it? This article reports the results of four studies involving low and high stakes multiple-choice tests delivered online in proctored and unproctored environments. I provide test taking time data so that instructors can make better choices and give better advice to students about allocating time for tests. These results also suggest that students take about the same amount of time to answer multiple-choice questions as did students nearly a century ago.