Procrastination, Deadlines, and Performance: Self-Control by Precommitment

2002 ◽  
Vol 13 (3) ◽  
pp. 219-224 ◽  
Author(s):  
Dan Ariely ◽  
Klaus Wertenbroch

Procrastination is all too familiar to most people. People delay writing up their research (so we hear!), repeatedly declare they will start their diets tomorrow, or postpone until next week doing odd jobs around the house. Yet people also sometimes attempt to control their procrastination by setting deadlines for themselves. In this article, we pose three questions: (a) Are people willing to self-impose meaningful (i.e., costly) deadlines to overcome procrastination? (b) Are self-imposed deadlines effective in improving task performance? (c) When self-imposing deadlines, do people set them optimally, for maximum performance enhancement? A set of studies examined these issues experimentally, showing that the answer is “yes” to the first two questions, and “nO'’ to the third. People have self-control problems, they recognize them, and they try to control them by self-imposing costly deadlines. These deadlines help people control procrastination, but they are not as effective as some externally imposed deadlines in improving task performance.

2001 ◽  
Vol 20 (4) ◽  
pp. 347-354 ◽  
Author(s):  
Nicola S. Schutte ◽  
Edward Schuettpelz ◽  
John M. Malouff

Theory and some empirical research suggest that there is a relationship between emotions and performance on cognitive tasks. The construct of emotional intelligence may provide a vehicle for exploring the connection between emotions and cognitive task performance. The present study tested the hypotheses that: a) individuals with higher emotional intelligence would perform better on cognitive tasks; and b) they would be better able to deal with the frustration or helplessness that may result from encountering very difficult tasks. Participants recruited from community and university settings participated in a study in which their emotional intelligence was assessed and they worked on three sets of anagrams. The first set of anagrams was moderately difficult, the second set was very difficult, and the third set was again moderately difficult. The first hypothesis was supported in that participants higher in emotional intelligence solved more problems on the first set of moderately difficult anagrams. The second hypothesis was supported in that the participants higher in emotional intelligence solved more problems after encountering a very difficult and frustrating set of problems, even when initial performance was held constant. The results suggest that study of the emotional intelligence construct holds promise for better understanding and perhaps in the future enhancing cognitive task performance.


2011 ◽  
Author(s):  
Kevin M. King ◽  
Charles B. Fleming ◽  
Kathryn C. Monahan ◽  
Richard F. Catalano

Human Affairs ◽  
2020 ◽  
Vol 30 (3) ◽  
pp. 328-342
Author(s):  
László Bernáth ◽  
János Tőzsér

AbstractOur paper consists of four parts. In the first part, we describe the challenge of the pervasive and permanent philosophical disagreement over philosophers’ epistemic self-esteem. In the second part, we investigate the attitude of philosophers who have high epistemic self-esteem even in the face of philosophical disagreement and who believe they have well-grounded philosophical knowledge. In the third section, we focus on the attitude of philosophers who maintain a moderate level of epistemic self-esteem because they do not attribute substantive philosophical knowledge to themselves but still believe that they have epistemic right to defend substantive philosophical beliefs. In the fourth section, we analyse the attitude of philosophers who have a low level of epistemic self-esteem in relation to substantive philosophical beliefs and make no attempt to defend those beliefs. We argue that when faced with philosophical disagreement philosophers either have to deny that the dissenting philosophers are their epistemic peers or have to admit that doing philosophy is less meaningful than it seemed before. In this second case, philosophical activity and performance should not contribute to the philosophers’ overall epistemic self-esteem to any significant extent.


Author(s):  
Jorge L. Villacís ◽  
Jesús de la Fuente ◽  
Concepción Naval

A renewed interest in the study of character and virtue has recently emerged in the fields of Education and Psychology. The latest research has confirmed the association between virtuous consistent behaviours and academic positive outcomes. However, the motivational dimension of character (the intentions underlying the patterns of observed behaviours) has received little attention. This research aims to extend the knowledge on this topic by examining the predictive relationships between the behavioural and motivational dimensions of character, with reference to academic engagement, career self-doubt and performance of Spanish university students. A total of 183 undergraduates aged 18–30 (142 of whom were women) from the north of Spain completed specific parts of self-report questionnaires, including the Values in Action VIA-72, a Spanish translated and validated version of the Moral Self-Relevance Measure MSR, and the Utrecht Work Engagement Student Scale UWES-S9. The collected data were analysed using Structural Equation Modelling. The behavioural dimension of character (character strength factors of caring, self-control and inquisitiveness) showed positive associations with academic engagement and performance. The motivational dimension of character (phronesis motivation), was negatively related to career self-doubt. For the first time, the present study has provided support for the contribution of both dimensions of character to undergraduate academic outcomes.


Materials ◽  
2021 ◽  
Vol 14 (13) ◽  
pp. 3515
Author(s):  
Weikang Wang ◽  
Xuanchun Wei ◽  
Xinhua Cai ◽  
Hongyang Deng ◽  
Bokang Li

: The early-age carbonation curing technique is an effective way to improve the performance of cement-based materials and reduce their carbon footprint. This work investigates the early mechanical properties and microstructure of calcium sulfoaluminate (CSA) cement specimens under early-age carbonation curing, considering five factors: briquetting pressure, water–binder (w/b) ratio, starting point of carbonation curing, carbonation curing time, and carbonation curing pressure. The carbonization process and performance enhancement mechanism of CSA cement are analyzed by mercury intrusion porosimetry (MIP), thermogravimetry and derivative thermogravimetry (TG-DTG) analysis, X-ray diffraction (XRD), and scanning electron microscope (SEM). The results show that early-age carbonation curing can accelerate the hardening speed of CSA cement paste, reduce the cumulative porosity of the cement paste, refine the pore diameter distribution, and make the pore diameter distribution more uniform, thus greatly improving the early compressive strength of the paste. The most favorable w/b ratio for the carbonization reaction of CSA cement paste is between 0.15 and 0.2; the most suitable carbonation curing starting time point is 4 h after initial hydration; the carbonation curing pressure should be between 3 and 4 bar; and the most appropriate time for carbonation curing is between 6 and 12 h.


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