POSITIVE AND NEGATIVE OUTCOMES OF ACTIVE AND PASSIVE PROCRASTINATION AMONG PAKISTANI ADOLESCENTS

Abstract

Present study intended to explore the positive and negative outcomes of procrastination among Pakistani adolescents. Procrastination has generally been viewed in negative connotations but in this study researcher followed Chu and Choi’s (2005) perspective of procrastination; active vs. passive to see if there is any positive type of procrastination and does it also exist in our cultural setting. To meet this objective, the study was carried out in three parts. Part I was completed in three phases; try out; translation, adaptation, and cross language validation; and determining psychometric properties of New Active Procrastination Scale and Passive Procrastination Scale. The results of part I indicated sound alpha reliability coefficients of the scales. In part II (i.e., pilot study) psychometric properties of all the measures likely to be used in main study were determined and correlation coefficients among study variables were also computed to have an insight into the nature of relationship among variables. As the ultimate objective of the study was to explore the phenomenon of procrastination indigenously that will add valuable findings for researchers and counselors in helping adolescents to curb procrastination tendencies so in part III (i.e., main study) data was collected in two phases. In Phase I(N =201), online mode of data collection was adopted to establish psychometric properties of procrastination measures and expand the implications of the study for online population. As today is an age of globalization and advancement in technology. Results revealed sufficient alpha coefficient of scales and revealed significant main effect of procrastination types in level of depression, anxiety, stress, and life satisfaction of nonprocrastinators, active procrastinators and passive procrastinators. Phase II of main study was conducted on a larger sample (N = 500) to test the formulated hypotheses. Findings indicated sound reliability of all the measures and confirmed the four factor structure of NAPS. Significant main effect of procrastination type was observed in differences regarding time management behavior, coping strategies, self-efficacy, personality traits, depression, anxiety, stress, life satisfaction, procrastination as a problem and academic achievement. Results revealed significant gender, grade, and academic level-wise differences in active and passive procrastination but with reference to age groups this difference was significant only on active procrastination. Moreover significant gender difference in time management, self-efficacy, emotion-focused coping, personality traits of extraversion, agreeableness, conscientiousness, and in level of anxiety, stress, life satisfaction and procrastination a problem were also noted. Findings also revealed grade wise difference in time management and life satisfaction of adolescents. Multiple Logistic Regression analysis revealed emotion-focused coping, self-efficacy, emotional stability, intellect/openness to experience and conscientiousness as significant predictors of active and passive procrastination. As regards to outcome variables category of procrastinators significantly predicted the respondents’ level of depression, anxiety, stress, life satisfaction and his/her perception of procrastination being problematic for him. Practical implications of the study are highlighted for teachers, counselors, psychologists and practitioners while dealing with adolescent procrastinators. Future recommendation and limitations of the study have also been discussed.