Exploring volitional problems in academic procrastinators

The study tested the hypothesis that focusing on details of studying (i.e., a low-action identity) would enhance performance and persistence. The data supported this hypothesis for non-procrastinators. For academic procrastinators, a low identity was found to enhance only task persistence and performance on a creative-response indicator, but to decrease performance on recall questions. Academic procrastinators seem to have difficulty maintaining a volitional mind-set. To maintain their study behavior, they have to rely on the self-control strategy of focusing on higher action identities. Further, we tested the extent to which academic procrastinators lack high-action identities when they are not studying. This hypothesis was supported for pessimistic procrastinators only.