Abstract
The present paper examines the nature of procrastination-related automatic thoughts by examining the correlates of the Procrastinatory
Cognitions Inventory (PCI). The PCI was administered along with numerous other measures to three samples of students (two
undergraduate samples and one graduate student sample). Analyses confirmed that the PCI is associated with elevated levels
of neuroticism and low levels of conscientiousness but is a unique predictor of distress over and above the variance attributable
to these broad personality traits. The PCI was associated significantly with negative automatic thoughts in general as well
as automatic thoughts reflecting the need to be perfect. Tests of achievement goal orientation showed that students with high
scores on the PCI are focused on performance avoidance goals. Elevated levels of procrastinatory cognitions among graduate
students were associated with apprehension about writing, graduate student stress, low self-actualization, and feelings of
being an impostor. Overall, the findings suggest that the experience of frequent procrastination-related thoughts contributes
uniquely to increased levels of psychological distress and stress. Our findings point to the potential utility of incorporating
an emphasis on procrastination cognitions when conducting assessments and when implementing cognitive-behavioral interventions
focused on procrastination-related themes.
Cognitions Inventory (PCI). The PCI was administered along with numerous other measures to three samples of students (two
undergraduate samples and one graduate student sample). Analyses confirmed that the PCI is associated with elevated levels
of neuroticism and low levels of conscientiousness but is a unique predictor of distress over and above the variance attributable
to these broad personality traits. The PCI was associated significantly with negative automatic thoughts in general as well
as automatic thoughts reflecting the need to be perfect. Tests of achievement goal orientation showed that students with high
scores on the PCI are focused on performance avoidance goals. Elevated levels of procrastinatory cognitions among graduate
students were associated with apprehension about writing, graduate student stress, low self-actualization, and feelings of
being an impostor. Overall, the findings suggest that the experience of frequent procrastination-related thoughts contributes
uniquely to increased levels of psychological distress and stress. Our findings point to the potential utility of incorporating
an emphasis on procrastination cognitions when conducting assessments and when implementing cognitive-behavioral interventions
focused on procrastination-related themes.
- Content Type Journal Article
- Category Original Article
- Pages 1-14
- DOI 10.1007/s10942-012-0150-z
- Authors
- Gordon L. Flett, Department of Psychology, York University, 4700 Keele Street, Toronto, ON M3J 1P3, Canada
- Murray Stainton, Department of Psychology, York University, 4700 Keele Street, Toronto, ON M3J 1P3, Canada
- Paul L. Hewitt, University of British Columbia, Vancouver, BC, Canada
- Simon B. Sherry, Dalhousie University, Halifax, NS, Canada
- Clarry Lay, Department of Psychology, York University, 4700 Keele Street, Toronto, ON M3J 1P3, Canada
- Journal Journal of Rational-Emotive & Cognitive-Behavior Therapy
- Online ISSN 1573-6563
- Print ISSN 0894-9085