title: Measuring and reducing college students' procrastination.
abstract: We examined college students' procrastination when studying for weekly in-class quizzes. Two schedules of online practice quiz delivery were compared using a multiple baseline design. When online study material was made available noncontingently, students usually procrastinated. When access to additional study material was contingent on completing previous study material, studying was more evenly distributed. Overall, the mean gain in percentage correct scores on weekly in-class quizzes relative to pretests was greater during contingent access than during noncontingent access conditions.
authors.affiliation: The Ohio State University, USA. chrisperrin@melmark.org
authors.forename: Christopher J
authors.initials: CJ
authors.lastname: Perrin
authors.forename: Neal
authors.initials: N
authors.lastname: Miller
authors.forename: Alayna T
authors.initials: AT
authors.lastname: Haberlin
authors.forename: Jonathan W
authors.initials: JW
authors.lastname: Ivy
authors.forename: James N
authors.initials: JN
authors.lastname: Meindl
authors.forename: Nancy A
authors.initials: NA
authors.lastname: Neef
mesh_terms: D004521:Educational Measurement; D005260:Female; D006801:Humans; D007389:Internal-External Control; D008297:Male; D010554:Personality Disorders / Q000175:diagnosis* / Q000534:rehabilitation*; D011594:Psychometrics; D012927:Social Control, Informal / Q000379:methods*; D013334:Students / Q000523:psychology*; D011795:Surveys and Questionnaires; D014495:Universities