2

First Annual Conference on Counseling the Procrastinator in Academic

Introduction Settings
Call for Toronto, Canada
Papers August 16-17, 1999
Participants
and
Abstracts

Dr. Clarry Lay (foreground), Dr. Henri Schouwenburg (background)

List of Participants and Abstracts
(In alphabetical order, converted to html from original list compiled by
Dr. Clarry Lay, York University & Dr. Henri Schouwenburg, University of Groningen.)

Eric Depreeuw
Department Psychology - KU
University of Leuven
Tiensestraat 102
B 3000 - Leuven
Belgium
Eric.Depreeuw@dsv.kuleuven.ac.be
THE ACTIE-TREATMENT OF PROCRASTINATION: A MOTIVATIONAL AND COGNITIVE
BEHAVIORAL APPROACH
Every student psychologist knows from experience that prcrastination is not easy to treat.
Analyzed on a formal basis (functionality, short and long-erm consequences, treatment
outcome etc.) the resemblance between procrastination and addictive pathology is striking.
Rash or all too simple treatment strategies seem not to result in continuous success. Last year,
we tried to combine pragmatic study counselling with a motivational and cognitive approach.
This treatment is summarized in the acronym ACTIE (Dutch for 'action'). The A stands for
ACTION and stresses that study is an active behaviour (at least mentally). The C draws
attention to the importance of the material and social Context or stimulus constellation. T is the
first letter of Typical or Type and relates to several rather stable characteristics of
procrastinators (e.g. time perspective, achievement motivation, test anxiety etc.). Studying (or
not studying) undergoes the Influence (the I) of reinforcement, e.g., punishment consequences.
And finally, the student has to know that changing this habit is mostly a question of Evolution
(the E). Treatment outcome will be discussed on the basis of clinical data as well as test data.

Eric Depreeuw and Willy Lens

Department Psychology - KU
University of Leuven
Tiensestraat 102
B 3000 - Leuven
Belgium
Eric.Depreeuw@dsv.kuleuven.ac.be
AN OVERVIEW OF THE PROCRASTINATION RESEARCH AT THE RESEARCH CENTER
FOR MOTIVATION AND TIME PERSPECTIVE
For a number of years the Research Center for Motivation and Time Perspective at the
University of Leuven, Belgium, has engaged in a comprehensive research program to try to
gain insight into the complex phenomenon of procrastination. The first step was to develop
reliable and valid assessment tools to measure procrastination and its hypothetical predictors.
This was done on the base of a complex motivational "Value-Expectancy model," inspired by
Heckhausen's work. The initial VaSOV-questionnaire had 182 items and was completed by
1044 freshmen students. Factor analysis resulted in a four factor solution. The characteristics of
this solution will be described. A second phase in our research was a cluster analysis, resulting
in six "student types." Three of them have rather high scores on procrastination. Two have
significantly lower scores. Differences between these types of students will be discussed in
relation to several predictor-measures (e.g., other procrastination-scores, test anxiety, future
time perspective and motives for procrastinating).

Jerry Dowis
Counseling and Psychological Services
University of Michigan
3100 Michigan Union
Ann Arbor, USA
jdowis@umich.edu
SPECIAL ISSUES IN THE TREATMENT OF PROCRASTINATION IN GRADUATE
STUDENTS
I will review the development of a semi-structured workshop for graduate students at the
University of Michigan. The group was focused on the special issues and needs facing these
students. Previous clinical work, both individual and group, had suggested that there was no
one consistent pattern for the onset and maintenance of procrastination behaviors among
graduate students. The group was designed to attempt to address this variance and be specific
enough to offer skill development and solutions for each individual.

Joseph R. Ferrari
Department of Psychology
2219 N. Kenmore Avenue
DePaul University, Chicago, USA 60614-3504
jferrari@wppost.depaul.edu
GETTING IT DONE: CONQUERING PROCRASTINATION DEPENDS ON THE DELAY
PATTERN
Rates of procrastination have been reported to be 70-90% among students, and 1 in 5 (20%)
among older adults. These differences may be based on assessments of different
categories/types of procrastination -- situational and dispositional (chronic), respectively. An
overview of the origin of the term procrastination, prevalence, and types of delays will be
presented. Subsequently, based on clinical studies reported in the treatment of procrastination,
an overview of four general principles, behavioral techniques to treat situational procrastination,
and cognitive-behavioral techniques for reducing chronic procrastination will be briefly outlined.
Despite the similarities in a number of intervention strategies, it is important to focus treatment
on the pattern of delay.

Gordon Flett
Department of Psychology
York University
4700 Keele Street
Toronto, Canada M3J 1P3
gflett@yorku.ca
DESCRIPTION, ASSESSMENT, AND COUNSELING OF THE PERFECTIONISTIC
PROCRASTINATOR
Anecdotal reports have often emphasized an association between procrastination and
perfectionism. We will provide an overview of research findings that point to a link between
procrastination and certain aspects of perfectionism. Specifically, some procrastinators are
characterized by elevated levels of socially prescribed perfectionism and a desire to minimize
mistakes made in public. We will discuss recent research that links procrastination and
perfectionism in terms of such variables as negative automatic thoughts, stress, low self-
efficacy, and maladaptive learning orientations. We present the argument that the defensive
and fearful orientation of the perfectionistic procrastinator has important implications for the
counseling process. Specifically, it is suggested that the perfectionistic procrastinator has a
maladaptive orientation toward help-seeking and an unwillingness to disclose negative aspects
of the self to others. We conclude with a discussion of specific difficulties associated with the
counseling of perfectionistic procrastinators.

Clarry Lay
Department of Psychology
York University
4700 Keele Street
Toronto, Canada M3J 1P3
Clay@Yorku.ca
TRAIT CHARACTERISTICS OF UNIVERSITY STUDENTS WHO SEEK COUNSELING FOR
PROCRASTINATION
The study focused on a criterion group of 78 female and 69 male university students who had
chosen to participate in my group counseling sessions on procrastination. This group was
compared on a number of personality characteristics with each of two subgroups of a general
sample of students from the same university. The first subgroup (105 female and 70 male non-
procrastinators) scored at or below the median on a trait procrastination scale; the second
subgroup (92 female and 74 male procrastinators who had not sought counseling) scored
above the medium. Logistic regression analysis, with an 86% overall correct classification,
indicated that the criterion group of procrastinators who had sought counseling scored lower on
measures of self-control, energy level, and organization, and higher on neurotic
disorganization, public and private self-consciousness, and optimism, compared to the general
sample of non-procrastinators. The criterion group differed from trait procrastinators who had
not participated in the counseling sessions (74% correct overall classification) in obtaining lower
scores on self-control and energy level and higher scores on breadth of interest, organization,
neurotic disorganization, private self-consciousness, and optimism. Implications for the
interpretation of trait procrastination and for counseling procrastinators in academic settings will
be considered.

Clarry Lay
Department of Psychology
York University
4700 Keele Street
Toronto, Canada M3J 1P3
Clay@Yorku.ca
SOME BASICS IN COUNSELING PROCRASTINATORS IN UNIVERSITY
For almost 10 years now I have held group sessions with university students who identify
themselves as trait procrastinators. Most often, students who attend these sessions are
procrastinators across all aspects of their lives. The students are asked to complete a
personality inventory. At the next session, one week later, each student is given a summary of
his/her personality scores. In this second meeting, we discuss the personality traits by relating
them to trait procrastination and to the tendency to engage in dilatory behavior. At this point, I
introduce the bottom-line of the program, and it is a very obvious one. WE MUST SPEND
MORE TIME WORKING ON TASKS THAT ARE MORE IMPORTANT. This is the goal of the
program. The corollary to this is also considered -- WE MUST BE PREPARED TO GIVE UP
SPENDING A LOT OF TIME ON SOMETHING THAT IS LESS IMPORTANT. Students are
asked to identify what they should and are willing to give up. The rest of the time we spend
dealing with ways to reach this goal. Throughout, we stress the payoff of change -- and it is not
higher grades or more courses completed. It is: YOU WILL FEEL BETTER ABOUT
YOURSELF. I also emphasize that there are not enough "oughts" prominent in the everyday
lives of procrastinators. There are many thoughts about the "ideal self," but not about the "ought
self." Intentions for procrastinators, in contrast to non-procrastinators, are often wishes or
indications of the ideal self, and procrastinators must learn to view their intentions as
obligations to self.

Harvey Mandel
Department of Psychology
York University
4700 Keele Street
Toronto, Canada M3J 1P3
hmandel@Yorku.ca
PUTTING THINGS OFF: AN UNDERACHIEVERÕS GUIDE TO THE FUTURE
I will describe a type of adolescent procrastinator who is NOT suffering from any mental or
emotional problems which would drive theprocrastination (e.g., perfectionism, oppositionality,
etc.). This type of student is usually described as lazy and unmotivated, easy-going, with
constructive peer relationships, a supportive family, and caring teachers. Yet, he/she continues
to procrastinate on both school and home responsibilities, in spite of adequate intellect and
academic skills. Information about sex ratio, age of onset, developmental course, and an
effective cognitively-oriented confrontive treatment approach will be presented. Excerpts from
videotaped sessions will highlight theoretical issues.

William McCown
Department of Psychology
Northeast Louisiana University
Monroe, Louisiana, USA
Psmccown@alpha.NLU.edu
PROCRASTINATION; RESULTS OF 318 TREATMENT CASES
Since 1983, the author has treated, supervised the treatment of, or consulted regarding the
treatment of 318 procrastinators, for whom some follow up data are available. These represent
people in individual, group, psychoeducation and consultation modalities. Degrees of
procrastination ranged from mild to severe. Treatments administered included behavioral,
cognitive behavioral, structured package, psychodynamic and medical. The following trends are
observable in the data: (1) Thesis and dissertation procrastination responds equally well to any
number of modalities, (2) Trait procrastination responds best to an eclectic behavioral/cognitive
behavioral set of interventions, (3) Trait procrastination is associated with a high degree of
comorbidity, especially with addictive behaviors, (4) Despite significant treatment effects,
procrastination returns to previous levels once treatment is ceased, (5) Antidepressants and
antianxiety drugs do not seem effective in treating procrastination, (6) The nootropics drugs
may be helpful in reducing procrastination, although data are limited to a few cases, and (7)
Procrastination is a significant behavioral problem that is chronic, pervasive, and perhaps
should be afforded the status of a personality disorder.

William McCown and Wendy Dulaney (Louisiana Tech University, Ruston, USA)
Department of Psychology
Northeast Louisiana University
Monroe, Louisiana, USA
Psmccown@alpha.NLU.edu
EXPERIMENTAL RESEARCH REGARDING THE ORTHOGONAL RELATIONSHIP
BETWEEN AVOIDANCE AND LOW CONSCIENTIOUSNESS AS CAUSES OF
PROCRASTINATION
In 1987, Lay suggested that there are two profiles of procrastinators. Additional research has
suggested that two principal components of procrastination may involve anxiety, on the one
hand, and a lack of conscientiousness, on the other. Based on these findings, a series of
experiments regarding procrastination were performed. This study highlights five of the findings
that suggest that two orthogonal dimensions are responsible for procrastination. Empahsis is
placed on low conscientiousness as a deficit in incremental self-reward for incomplete tasks.
Laboratory-based procrastination behavior can be modified temporarily by strategies designed
to increase rewarding self-statements for portions of a completed task. The implications for this
finding in the area of addiction treatment are also highlighted.

Timothy A. Pychyl
Department of Psychology
Carleton University
1125 Colonel By Drive
Ottawa, Ontario, Canada K1S 5B6
Tim_Pychyl@carleton.ca
IN PURSUIT OF THE PH.D: WHAT PERSONAL PROJECT INTERVIEWS REVEAL ABOUT
ACADEMIC PROCRASTINATION
Counseling academic procrastination often involves dealing with students who are in crisis over
specific projects such as major essays or theses. I present the results of 2 studies of doctoral
students (n=19 and 79, respectively). Interviews in Study 1 revealed that procrastination is a
common theme in graduate student life, and that it is related to an uncertainty of how to
proceed. Quantitative analyses in Study 2 indicate that procrastination plays a role in student
stress, and serves as a predictor of lower life satisfaction. These data are discussed in relation
to project uncertainty and the role of faculty mentors in counseling academic procrastination.

Steven J. Scher, Lori L. Nelson

Eastern Illinois University,
Joseph R. Ferrari
DePaul University
Psychology Department
Eastern Illinois University
Charleston, Illinois, USA 61920-3099
cfsjs@eiu.edu
A TASK-LEVEL ANALYSIS OF PROCRASTINATION
Research on procrastination has typically focused on differences between those who are
chronic procrastinators, and those who are not. We present results from two studies shifting the
analysis to the task-level. We examine how the tasks a person completes differ from the tasks
that s/he procrastinates. Tasks which create MASTERY were more likely to be completed;
tasks which are effortful and anxiety-provoking (TASK AVERSIVENESS) are more likely to be
put off. Ego-based goals -- goals revolving around self-image and the standards of others --
seem less important in differentiating completed and procrastinated tasks. Possible implications
for reducing procrastination will be discussed.

Henri C. Schouwenburg
Academic Assistance Center
University of Groningen
Broerstraat 5
9712 CP Groningen
The Netherlands
h.c.schouwenburg@bureau.rug.nl
CONQUERING PROCRASTINATION THROUGH TASK MANAGEMENT
This paper is about a simple treatment for a simple maladaptive coping style, namely academic
procrastination. Procrastination is seen as a firm response bias resulting from a biological
make-up (temporal myopia) in combination with a psychological trait (low conscientiousness).
Procrastination is a very strong response; trying to control it would require a combined attack
on both components of the mechanism. Therefore, targets are: (a) control of myopia by keeping
oneself to the task for very short periods, for example a week, and (b) allowing controlled habit
formation by training for a long period of time, for example a year. The treatment proposed is
introduced as a game. This game of conquering procrastination is played in self-help groups of
about ten students each. The game has four components: (1) A ritualistic setting in which study
plans are formulated and judged, (2) individual planning of study in weekly tasks, (3) use of the
SMART-rule for effective task characteristics, and (4, optional) use of a time schedule for
allocation of working hours. The game seems to be effective in dealing with academic
procrastination. Although proper quantitative data are still lacking, systematic training
evaluation seems to indicate an increased control of procrastinatory impulses, and personal
comments of group members are very positive.

Henri C. Schouwenburg and JanTjeerd Groenewoud

Academic Assistance Center
University of Groningen
Broerstraat 5
9712 CP Groningen
The Netherlands
h.c.schouwenburg@bureau.rug.nl
STUDY MOTIVATION UNDER SOCIAL TEMPTATION: EFFECTS OF TRAIT
PROCRASTINATION
The present study sought to examine the view that procrastination can be explained as a result
of the joint effect of a general discounting mechanism and a personality trait. To demonstrate
the discounting mechanism, the process of study motivation prior to an examination was
mentally simulated by 302 university students. Study motivation was operationalised in three
ways: (1) As an estimate of general motivation towards studying, (2) as a measure of
resistance to temptation averaged over five social situations, and (3) as a weekly average of
hours spent studying each day. Results indicaet that discounting of study motivation as a
function of time left until the examination closely follows the formula suggested by the self-
control litterature. Differences in rate of discounting betwee n high, moderate, and low
procrastinators were significant for actual study behaviour, but not for general motivation or
resistance to temptation. This may be similar to the general finding that procrastinators tend to
differ from non-procrastinators in behaviour rather than in intentions. The results of this study
are taken as support for the theoretical view on procrastination adopted.

Ward Struthers
Department of Psychology
York University
4700 Keele Street
Toronto, Canada M3J 1P3
struther@yorku.ca
THE EFFECTS OF ATTRIBUTIONAL RETRAINING ON THE BEST LAID PLANS
Goal achievement is an important aspect of everyday life. Perhaps the quintessential
achievement-oriented domain is that of education, particularly for college students whose goals
include completing degrees, passing courses, and performing well on exams. In attempting to
achieve these goals, many students will experience an array of negative outcomes. Fortunately,
most students have the capacity to successfully weather these setbacks. These students make
adaptive attributions (e.g., poor study strategy), act on their intentions, and achieve their goals.
In contrast, other students make maladaptive attributions (e.g., incapable), procrastinate, and
do not achieve their goals. A number of interventions exits that can assist these at-risk
students. One remedial intervention that is rooted in attribution theory is attributional retraining.
The purpose of this presentation is to discuss how attributional retraining can apply to
procrastinators to assist them in achieving their goals.

Robert Topman
Universiteit Leiden, ICS
Postbox 9500
2300 RA Leiden
Netherlands
R.M.Topman@BvdU.leidenuniv.nl
"THE GOLDEN TRIANGLE": A MODEL OF TREATMENT OF PROCRASTINATION
SUPPORTED BY INFORMATION TECHNOLOGY
Research with the SMART-questionnaire indicated that specific study-related cognitions
(academic and test competence) and a specific study habit (time management) are related to
academic performance. Inadequate time management and procrastination of study tasks are
important causes of study problems. Students with low grades rated feedback of their SMART
scores as useful. But in general their study results, even after following a training in study skills,
did not improve. Only students with specific high self-efficacy scores obtained significant higher
grades. This finding has implications for the design of training in study skills. On the basis of
this research results and clinical experience, a model of the treatment of procrastination was
developed. (1) self-efficacy training, (2) setting attainable sub-goals and (3) performance (and
realistic ideas on performing) are the angular points of this 'golden triangle'. Some examples of
information technology support of counselling will be shown.

Robert Topman
Universiteit Leiden, ICS
Postbox 9500
2300 RA Leiden
Netherlands
R.M.Topman@BvdU.leidenuniv.nl
INTERNET SELF-HELP TOOLS IN COUNSELING THE PROCRASTINATOR
The development of realistic "self-diagnosis," and the improvement of self-management, are
two important themes in the counseling of procrastinators. Self-help can be useful in this regard
and the distribution of self-help tools can be managed through the Internet. Two Internet-tools
will be demonstrated. The first is the Study Management & Academic Result Test (Smart). After
completing 30 questions on the internet, the questionnaire is automatically scored. Scores on
four factors are given and some interpretation is offered. A link to more elaborate information is
also available. The second self-help tool is the State-of-Mind Test. Students fill in their thoughts
on taking tests and rate the effects of their thoughts as negative, neutral or positive. A ratio
score is computed and again some interpretation is offered. Unfavorable scores are (most
likely) related to procrastination.
Lilly J. Schubert Walker
474 University Centre
University of Manitoba
Winnipeg, Canada
R3T 2N2
lwalker@Ms.UManitoba.ca
OVERCOMING THE POWERLESSNESS OF PROCRASTINATION
Procrastination, the postponement of activities which results in below expected performance
and negative emotional reactions (Milgram 1991) has been identified as a significant problem of
university students. Researchers (Briordy, 1980, Solomon and Rothblum, McCown and
Roberts, 1994) have estimated that procrastination is a serious problem adversely affecting the
academic achievement levels of between 20%- 30% of university students. Additional research
(Solomon and Rothblum, 1984. Ferrari, 1992, McKean, 1994) has attempted to identify some of
the factors associated with procrastination such as evaluation anxiety, dependency, task
aversiveness, fears of failure or negative evaluation, perfectionism, irrational beliefs, low self-
esteem, poor study habits and learned helplessness. This presentation will outline a therapeutic
model which utilizes a mastery model of personal power to overcome personal factors that
correlate with procrastination. The program is an six week, two stage, therapeutic approach
assisting individuals to overcome their personal patterns of procrastination, develop positive
self-perceptions, eliminate negative affect and change behaviors. In the awareness stage each
participant discovers their personal procrastination style and identifies the fears, frustrations
and fantasies that fuel their pattern. In the action phase, participants learn and practice
cognitive, behavioral and motivational coping strategies to assist them in developing
constructive patterns of personal management. Data on the effectiveness of this approach and
usefulness of this approach as a counselling program will be discussed.

Peter Walsh
Centre for Student Development and Counselling
Ryerson Polytechnic University
350 Victoria Street
Toronto, ON, M5B 2K3
pwalsh@acs.ryerson.ca or peter.walsh@home.com
BRIEF TREATMENT OF SITUATIONAL PROCRASTINATION USING THE FIVE MINUTE
TECHNIQUE
The most common type of situational procrastination identified by learning skills instructors is a
form of escape conditioning. Typically students find certain learning/study tasks overwhelming,
anxiety provoking, intimidating or boring, and have learned that escape is nearby in either other
tasks (e.g.,mopping the floor, watching TV) or by daydreaming in front of their work (e.g. text
book chapter). The Five Minute Technique is a way of getting students to concretely and
substantially start an unpleasant task. This technique draws on operant conditioning theory by
deliberately introducing regular timed rewards for short stages of task completion. Approaches
to demystifying situational procrastination and explaining its treatment to students are
demonstrated. Distinguishing between procrastination and pseudo-procrastination (e.g. poor
time management) will also be addressed.
 Dr. Henri Schowenburg, Dr. Gordon Flett and Dr. Joesph Ferrari
(first three participants in foreground of photograph at conference lunch)

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Updated April 27, 2001 8:54 AM

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White Paper Pundit

Helping you understand the world's most unique business communications
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The Formula for Procrastination
January 30, 2007 by Jonathan Kantor · Leave a Comment
Filed under: Misc. Rantings

In my blog post last week, I talked about procrastination and how it can kill a white paper by minimizing its
marketability.
Well now it seems that someone has come up with a formula to measure your degree of procrastination,
which appeared in the January 11th edition of Business Week magazine, entitled “Procrastination is
getting worse“.
In the article, Professor Piers Steel (no relation to Remington), of the University of Calgary’s Haskayne
School of Business has concluded that about 95% of ous procrastinate at times, with 15% to 20% being
chronic offenders.
The reasons range from a lack of confidence about finishing the job, boredom with the task, to a human
tendency to go for immediate reward over long-term gain. Steel came up with the following equation to
measure procrastination:
Utility = E x V/A x D
In the formula, “Utility” stands for attraction to the task, which depends on a combination of one’s
expectation of finishing it (E), the value in completing it (V), the task’s immediacy (A) and one’s
distractability (D). As Steel indicates:
“Anything that offers a distant reward for immediate effort, especially if we find the effort boring, we will
put off”.
A common ploy for avoiding work at the office, he says – reading each e-mail as it comes in.
Maybe that explains what’s going on when the first draft of the white paper hits the clients’ desk. Many are
choosing to read their e-mails than critique the paper.
How about you? Are you a procrastinator? What things do you procrastinate over?
Mine: cleaning around the house.

9 I should really read that Getting Things Done book.... later. – Dan
Olson Apr 20 '09 at 20:01
1 That's one of the reasons I love TDD so much. Instead of trying to
create some large system I can start with one tiny part. Theres
something very satisfying about writing a CanCreateSomObject test
and then use resharper to create the class for me and watch the test
fail with a not implemented exception. It sounds stupid but you then
have actually STARTED and it's harder to not do anything then to
continue at that point. – Russell Troywest Jul 13 '09 at 9:06
show 2 more comments
Contact MeProcrastination Scale
Do you think you may be a procrastinator? If so,
consider taking this procrastination scale test.
Links to Other Procrastination and Depression Pages
Procrastination and Depression
Research on Procrastination
Procrastination Humor
Every one of us puts things off now and then, but there are some of us who perpetually
procrastinate at work and at home. If you think you may fall into this category, take this
procrastination scale (procrastination quiz) and find out. If you do have it, then you can at
least consider how to fight procrastination.

How To Take the Procrastination Scale Test

Score each question on a scale from 1 to 5, with "1" equaling "Hardly True" and "5"
equaling "Mostly True". Circle a number from 1 to 5 for each question. Add up your score at
the end (you can choose 2, 3, or 4, depending on where you feel you land on the scale).
Using the scoring system at the end of this procrastination test, you'll be able to tell if you
really are a procrastinator.
Procrastination Scale Questions
1) I keep track of my appointments and activities using a planner or calendar. 1 2 3 4 5
2) I put off large projects until the last minute. 1 2 3 4 5
3) I find myself in front of the television or out shopping instead of working on tasks at
hand. 1 2 3 4 5
4) I'm drained of my energy when I realize I have allowed tasks on my to-do list to go for a
month. 1 2 3 4 5
5) I'll stay up all night just to get a project done (because I've waited too long!) 1 2 3 4 5
6) I'm waiting for just the "right" time to pursue my goals. 1 2 3 4 5
7) I can almost always find a good reason(s) to put off doing something I just don't enjoy
doing. 1 2 3 4 5
8) Even though I have the funds, I avoid paying bills during the month.
12345
9) I wait for a few days or more to respond to phone calls, e-mails, or other
correspondence. 1 2 3 4 5
10) I face dirty dishes and laundry on the floor just about every day.
12345
11) I rarely venture outside of my comfort zone, even if it involves completing a task for
work. 1 2 3 4 5
12) I often feel like I'm on a treadmill; running, but getting nowhere fast.
12345
13) I get cranky when I am under a deadline and don't want to tackle the task. 1 2 3 4 5
Procrastination Scale Scoring System Add up all of your points and see where you fall
within the ranges given.
52-65 It's a pretty sure thing – you're very likely a procrastinator. You allow your
responsibilities to take second place to other non-related tasks. You often complete things
late or you ignore them completely. Too much time is spent zoning out instead of setting
goals and pursuing your dreams. You would benefit greatly from spending time with a
business coach. A business coach can teach you about setting attainable goals and finding
positive ways to beat this habit of procrastinating.
38-51 You're procrastinating more than you think you'd like to, but you're on the
verge of becoming a full-fledged procrastinator. Everything that does get done is done just
under the wire. You look back at your day or your week and wonder where the time has
gone (with very little to show for it). The "every day" tasks seem to take priority over the
things that should be a priority. You could help yourself by prioritizing your responsibilities
and understanding what is truly important in your life.
24-37 You allow yourself to submit work that is not perfect, because you don't give
yourself enough time to complete the task properly. You do get quite a bit accomplished,
but your procrastination does inhibit your overall productivity. Look for clues to see how you
are procrastinating and make changes in those areas.
10-23 You may find it difficult to tackle a task that is unpleasant or daunting for you, so
you procrastinate when it comes to that task or a big project at work. Decide today that
you're going to speak positively to yourself when these things come up so you can
confidently push away the distractions and not procrastinate.
0-9 You're not a procrastinator. You're motivated, focused, and tend to be a person who
others come to depend on to get the job done. You're not big on sitting still or relaxing.
Instead of procrastinating, you're very driven and accomplish a lot in many areas of your
life, but primarily at work. Congratulations! Go put your feet up for at least a little while and
breathe easy for a change.
• • • • •

So, are you a procrastinator? Or do you have something else you'd like to work on to reach
closer to your full potential? If so, here's some page to look at:
Links You May Like to See
From Procrastination Scale to
Making Great Changes Happen
Executive Coaching

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