Webster, Anita
1.64 MB of textual records (PDF)
Audience: Undergraduate. -- Dissertation: Thesis (B. A.). -- Algoma University, 1996. -- Submitted in partial fulfillment of course requirements for PSYC 4105. -- Includes figures. -- Contents: Literature review / Thesis.
The procrastination Assessment Scale for students (PASS) was administered to three university introductory psychology classes and two college abnormal psychology classes. One week later 79 volunteers from these classes were asked to complete three sets of computer tasks, each one containing easy, moderate and difficult anagrams. A 10-day period was allowed to complete all the tasks. The subjects chose the order in which to solve the differing levels of anagrams, but were required to wait 24 hours between each of the sets. twenty-seven subjects met the criteria of completing the PASS and the computer tasks. It was hypothesized that the higher subjects scored on the PASS, the more likely they were to consistently perform the difficult tasks last. It was also hypothesized that high procrastinators would perform the tasks at the last possible time more frequently than low or medium procrastinators. Contradictory results show the hypotheses were not supported.