Doctor of Philosophy (Ph.D.)
Degree Granting Department
Child and Family Studies
Rachel Garcia, Ph.D., BCBA-D
Kimberly Crosland, Ph.D., BCBA-D
Raymond Miltenberger, Ph.D., BCBA-D
Catia Cividini-Motta, Ph.D., BCBA-D
Diana Ginns, Ph.D., BCBA-D
Jennifer Weyman, Ph.D., BCBA-D
delay discounting, delayed reinforcement, distance education, higher education, impulsivity, procrastination
Many individuals engage in procrastination at some point in their lifetime. Although procrastination is usually not detrimental, for college students, academic procrastination is correlated with adverse health effects (e.g., anxiety, depression, sleep hygiene) and poor academic performance (Akinsola, et al., 2007; Ferrari, et al., 1995). Furthermore, the prevalence of academic procrastination is high with reports of up to 95% of college students engaging in detrimental amounts of procrastination (Hussain & Sultan, 2010). Notably, students enrolled in online courses are likely to be at greater risk to experience adverse consequences associated with procrastination (Elvers, et al, 2003). Previous studies have focused on self-report measures and correlational analysis between personality traits and procrastination (Steel, 2007). In contrast, the current series of studies aimed to evaluate a behavioral approach of assessing procrastination through measures of latency and a delay discounting framework. Potential benefits to instructors and students as well as interventions to decrease academic procrastination are discussed.
Scholar Commons Citation
Concepcion, Anthony, "Temporal Discounting and the Assessment and Treatment of Academic Procrastination" (2020). USF Tampa Graduate Theses and Dissertations.