Self-Regulation of Slippery Deadlines: The Role of Procrastination in Work Performance

We investigated the causes and impact of procrastination on “slippery deadlines,” where the due date is ill-defined and can be autonomously extended, using the unique applied setting of grievance arbitration across two studies. In Study One, using 3 years of observed performance data derived from Canadian arbitration cases and a survey of leading arbitrators, we examined the effect of individual differences, self-regulatory skills, workloads and task characteristics on time delay. Observed delay here is a critical criterion, where justice is emphasized to be swift and sure. Multilevel Modeling established trait procrastination as a substantive predictor of observed delay, equivalent to the environmental contributors of expediting the arbitration procedure or grievance complexity. Also, despite substantive negative consequence of delay for both arbitrators and their clients, arbitrators who scored one standard deviation above the mean in procrastination took approximately 83 days to write their decisions compared to the 26 days for arbitrators one standard deviation below the mean. In Study Two, we conducted a replication and extension survey with a much larger group of American arbitrators. Consistent with Temporal Motivation Theory (TMT), trait procrastination was largely explained by expectancy, value, and sensitivity to time related traits and skills, which together accounted for majority of the variance in trait procrastination, leaving little left for other explanations. For example, perfectionism connection to procrastination appears to be distal, being largely mediated by each of TMT’s core variables. Finally, procrastination was largely synonymous with a deadline pacing style, indicating that observed delay can be used as a proxy for procrastination as long as little or no prior work was done (e.g., a u-shaped pacing style is not synonymous). In all, our results indicate that procrastination is rampant in the workplace and has seriously detrimental effects.

Examining Science Achievement in Chile: A Multilevel Model Approach

This study employed data from the 2015 Chilean sample of the Programme for International Student Assessment to examine the factors that influence science achievement and factors that may reduce the gender gap in science achievement. Our research was guided by Eccles’ Expectancy-Value Theory, which focused on motivational factors that influence gender differences in students’ achievement choices and performance. Our results indicate that socioeconomic status (SES), motivation, enjoyment of science, expected occupational status, school SES, and class size are related to higher science achievement. Also, anxiety was negatively associated with science achievement. Implications for Chilean policymakers and school administrators to improve Chilean girls’ science achievement are discussed.

Guiding Attention via a Cognitive Aid During a Simulated In-Hospital Cardiac Arrest Scenario: A Salience Effort Expectancy Value Model Analysis

Objective To investigate the effect of a cognitive aid on the visual attention distribution of the operator using the Salience Effort Expectancy Value (SEEV) model. Background Cognitive aids aim to support an operator during the execution of a task. The effect of cognitive aids on performance is frequently evaluated but whether a cognitive aid improved, for example, attention distribution has not been considered. Method We built the Expectancy Value (EV) model version which can be considered to indicate optimal attention distribution for a given event. We analyzed the eye tracking data of emergency physicians while using a cognitive aid application versus no application during a simulated in-hospital cardiac arrest scenario. Results The EV model could fit the attention distribution in such a simulated emergency situation. Partially supporting our hypothesis, the cognitive aid application group showed a significantly better EV model fit than the no application group in the first phases of the event, but a worse fit in the last phase. Conclusion We demonstrated that a cognitive aid affected attention distribution and that the SEEV model provides the means of capturing these effects. We suggest that the aid supported and improved visual attention distribution in the stressful first phases of a cardiopulmonary resuscitation but may have focused attention on objects that are relevant for lower priority goals in the last phase. Application The SEEV model can provide insights into expected and unexpected effects of cognitive aids on visual attention distribution and may help to design better artifacts.

Enthusiastic but Inconsistent: Graduate Teaching Assistants’ Perceptions of Their Role in the CURE Classroom

Expectancy-value theory was used to explore how graduate teaching assistants (GTAs) value for teaching a course-based undergraduate research experience (CURE) impacts their motivation and perceptions of their role as CURE mentors. GTAs have varying perceptions of their role that do not closely correspond to their value for teaching CUREs.

Students' Choice of a Business Major and Career: A Qualitative Case Study of Motivation to Study Finance and Banking

<p>Little is known about how or why Cambodian university students choose a major and a future career. The decision regarding a major is important for a student’s life and future career. The Cambodian labour market has a shortage of graduates in science, technology, engineering, maths and agriculture and a predicted oversupply of business graduates. In recognition of the mismatch between the supply of business graduates and the demands of the labour market, the current study was designed to explore why and how Cambodian students choose a business major and a future career. This qualitative study employed a multiple case study design. The study utilized semistructured interviews to collect data from five male and five female students enrolled in finance and banking majors, who volunteered to participate in the research. Data analysis was mainly inductive with consideration given to the expectancy-value theory (Eccles, 2009) using a within-case and cross-case analysis within a thematic approach. The findings were that value beliefs were important in students’ choice of a major. Students chose a finance and banking major because they believed that this major would have good employment prospects and lead to a worthwhile career. Other reasons included the interest value related to the subject and to a career, their beliefs in their ability to earn a business degree, and usefulness to the long-term plans of business ownership. In some cases, students chose the business major over a preferred major for diverse reasons including: not wanting to move away from family; a family’s desire to provide security for female offspring; the prohibitive costs of the preferred major; and doubts about their ability to succeed in the preferred major. The extended family was influential in decisions around choice of major and career. Participants listened to the advice of older siblings. The financial support of parents was also pivotal. Farmers did not want their children to work in agriculture and saw business as offering a better life.</p>

Students' Choice of a Business Major and Career: A Qualitative Case Study of Motivation to Study Finance and Banking

<p>Little is known about how or why Cambodian university students choose a major and a future career. The decision regarding a major is important for a student’s life and future career. The Cambodian labour market has a shortage of graduates in science, technology, engineering, maths and agriculture and a predicted oversupply of business graduates. In recognition of the mismatch between the supply of business graduates and the demands of the labour market, the current study was designed to explore why and how Cambodian students choose a business major and a future career. This qualitative study employed a multiple case study design. The study utilized semistructured interviews to collect data from five male and five female students enrolled in finance and banking majors, who volunteered to participate in the research. Data analysis was mainly inductive with consideration given to the expectancy-value theory (Eccles, 2009) using a within-case and cross-case analysis within a thematic approach. The findings were that value beliefs were important in students’ choice of a major. Students chose a finance and banking major because they believed that this major would have good employment prospects and lead to a worthwhile career. Other reasons included the interest value related to the subject and to a career, their beliefs in their ability to earn a business degree, and usefulness to the long-term plans of business ownership. In some cases, students chose the business major over a preferred major for diverse reasons including: not wanting to move away from family; a family’s desire to provide security for female offspring; the prohibitive costs of the preferred major; and doubts about their ability to succeed in the preferred major. The extended family was influential in decisions around choice of major and career. Participants listened to the advice of older siblings. The financial support of parents was also pivotal. Farmers did not want their children to work in agriculture and saw business as offering a better life.</p>