Just Do It (Later?): A Functional Behavioral Approach to Academic Procrastination

dc.contributor.author	Linfante, Caroline
dc.contributor.author	Vandermark, Marney
dc.date.accessioned	2021-01-27T21:25:47Z
dc.date.available	2021-01-27T21:25:47Z
dc.date.issued	2020-11-09
dc.description.abstract	Procrastination is a persistent barrier to academic success, limiting the trajectory of future educational goals and reducing student engagement. Data show that 70% of students engage in procrastination behaviors (Schouwenburg, Lay, Pychyl & Ferrari, 2004). Students who acquire a procrastination learning style are less successful academically and are less likely to persist to graduation (Goda, et al., 2015). How can we define these procrastination behaviors? What purpose does procrastination serve? Using a behavior analytic (ABA) approach, we will look at strategies which will help foster a strong classroom community and retain students. We will explore schedules of reinforcement, and the effect of the reinforcement delay in terms of how students deal with various stressors in everyday life (Rozental & Carlbring, 2014). By incorporating these strategies into the classroom, we can create an environment in which on-time task completion feels rewarding and builds adaptive learning behaviors for the future.	en_US
dc.identifier.uri	http://hdl.handle.net/20.500.12264/292
dc.language.iso	en_US	en_US
dc.title	Just Do It (Later?): A Functional Behavioral Approach to Academic Procrastination	en_US
dc.type	Presentation	en_US

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