Better Under Pressure? A Phenomenology of College Students' Active Procrastination

• In Event: Poster Session 7
  In Poster Session: College Student Learning and Development

Abstract

The present study contributed to the conceptual development of active procrastination by simultaneously exploring the appeal and limitations of this behavior. Participants in this phenomenological study were college students who procrastinated intentionally and described the behavior as beneficial. The seven participants documented and reflected on specific examples of active procrastination through study journals and interviews. The author explored the essence of active procrastination using a four-step phenomenological process. Three major themes emerged: active procrastination facilitated greater efficiency, was done systematically, and was reinforced by appealing academic and social outcomes. As a counterbalance to the positive aspects of each theme, a related negative aspect qualified the potential benefits of active procrastination. The study concludes with implications for instruction and advising.

Author

• Lauren C. Hensley, The Ohio State University