PROCRASTINATION

Neenan (2008) proposes that it is a mistake to consider procrastination as simple.

laziness or idleness because the latter is the resistance to undertake an action,
while procrastination involves being busy, engaging in a substitute activity
or trivial (e.g., idly browsing the internet), to avoid proceeding with the activity
a priority that requires action in the present moment (e.g., preparing a presentation
to present it in front of the group in the next class)
Behavioral psychology studies on procrastinating humans had their
background in research carried out on laboratory animals,
particularly in pigeons (Mazur, 1996), mice (Deluty et al., 1983) and chimpanzees
(Heyes, 1998). These studies showed that procrastination behavior is not inherent
to humans, and that in fact, the findings obtained from studies conducted with animals
the experimentation eventually has its confirmation in studies with humans, almost
without substantial differences (Ainslie and Monterosso, 2003; Steel, 2011).

The cycle of procrastination

It is a basic general framework that describes the type of thinking a person has.
procrastinator since deciding to start a certain task, this cycle
it can last from hours to years, depending on what we are
procrastinating. Burka and Yuen (2007).

1: "This time I will start on time": When we just decided to carry out a certain
action, we hope to start on time. We do not feel capable of doing it.
Right now, but we believe that at some point in the short term we will start.

I have to start soon: The possibility of starting at the right time has
In the past, we began to feel a certain anxiety and we started to perceive the need to
start to take some kind of initial step soon.
3: "What happens if I don't start?": As time goes by, we abandon everything.
hope for a properly early start and we even see it very difficult that this
spontaneous initiation action that we hoped (almost miraculously) would actually take place.
Anxiety increases and, with it, the number of cognitions we produce. In our
the head starts to ruminate:

a. 'I should have started earlier'

I'm doing everything except...
I can't enjoy anything.
I hope no one finds out.
4: "I still have time": we continue to harbor the completely irrational expectation, almost
magic, that at some point we will start the task and everything will end well,
fooling ourselves.
5: "Something happens to me": When absolutely everything has failed up to now, that's when
we can start to think that maybe the problem is ourselves. Perhaps it is
that we are simply like this, we carry the problem inside and something happens to us.

The final decision: To do or not to do

Option 1: Not doing The anxiety and discomfort generated during all this time seem
unbearable and we feel that it is impossible to finish the task in the little time we have left.
The possibility of completely dismissing all options is too tempting and we
ends up overcoming, so we completely abandoned.
a. "I can't stand it anymore!"
b. "Why try?"
Option 2: Do: The pressure has become so great that we decided to continue without starting.
The task is even more unbearable than starting it now, so we try.
a. "This isn't so bad... Why didn't I start earlier?"
b. "Finish it already, period!"

McCown, Blake, and Keiser (2012) focused on exploring typical concrete thoughts.
of procrastinators from the perspective of rational emotive therapy in a
student population. These thoughts were divided into four categories:
self-contempt (negative emotions directed at oneself), hetero-contempt (contempt or
disregard for the rights or feelings of others), contempt for life
(disregard for the value, quality, or utility of general aspects of life) and low
tolerance to frustration.
ACADEMIC PROCRASTINATION
One of the first technical definitions of academic procrastination was proposed
Rothblum, Solomon and Murakami (1986): 'The behavior of almost always or always procrastinating'
the beginning or conclusion of academic tasks and almost always or always feeling anxious
associated with that postponement" (p. 387).

According to Steel (2007), academic procrastination begins in education.

secondary and persists in university, where more than half of the students report
to have constant and problematic delays when performing their tasks.
Academic procrastination is defined as:
The behavior of almost always or always postponing the start or completion of tasks
academics
Almost always or always experiencing problematic levels of associated anxiety
with such postponement.
In this sense, the student is involved in situations that require a display
immediate resources, such as their adaptation to new requirements, as well as the
schedules, tasks, evaluations, etc.

Among the consequences faced by the procrastinator are receiving the lowest grades.
drops, the highest absenteeism in class, the highest incidence of failing and the rates of
higher dropout rates. Likewise, the procrastinator usually develops disorders
important emotions such as anxiety, frustration, hostility, apathy, resentment,
guilt, shame, self-contempt, and depression (García, 2008).
This is how tasks and assignments tend to be postponed on many occasions, which
makes its immediate fulfillment difficult and gives rise to problems, both personal and
academics; such as stress and low academic performance (Domínguez S, Villegas G,
Centeno S, 2014). This behavioral trend is known as Procrastination.
Academic (PA), it should not be perceived as a simple mistake, but as one of the multiple
cases in which people do not focus or orient themselves to achieve their interests in a way
efficient and productive.
PA is a multidimensional construct whose components are cognitive, affective, and
behavioral, related to the intention to perform a task and with a lack of diligence
to initiate it, develop it and conclude it (Albornoz M, Aliaga C, Escobar C, Nuñez J, Rayme
L., 2017).
A problem as complex as procrastination has multiple causes and
interdependent. In fact, there are psychoanalytic theories (MacIntyre, 1964),
behaviorists (Bijou et al., 1976) and cognitive-behavioral (Ellis, 1999); (Neenan, 2008) all
psychological disturbances have in common a 'distortion of thought', which
directly influences the emotional state and behavior of the person.
you have developed an appropriate thinking style to make an objective assessment,
rational and empirical reality produces a permanent improvement as a result of
change of underlying dysfunctional or irrational beliefs (Lega, Caballo and Ellis, 1997;
Ellis, 1999).
ABC model of emotional disorder
procrastination, which has been defined by Albert Ellis as the "disorder facing the
"discomfort" and it mainly arises from a low tolerance for frustration. They propose
the idea that the delay or postponement of tasks is underpinned by a
irrational belief about an excellent completion of an activity in a short time
And due to this belief, the subject sets high and rarely achievable goals and objectives.
The procrastinator devalues themselves due to their past procrastination behaviors.
and presents, which further promotes delays and increases their levels of
anxiety.

they are called "irrational." This does not mean that the person does not reason, but that
thinks poorly, as it arrives at erroneous conclusions.

The ABC model states that A represents the activating event, which can be real or
imagined (e.g., the teacher asked me to prepare a presentation, or I think that the teacher
I will ask the class), B constitutes the interpretations or beliefs regarding that event
for example, "I am not good at that", "it's a waste of time" or instead, "I really like it"
"to expose"), and C the consequences, both emotional (e.g., anxiety or anger) as
behavioral (e.g., procrastination, browsing the internet or smoking) to maintain certain
beliefs related to the activating event.
In such a way that, contrary to what many people believe, A does not cause C (A C), but rather
What are the beliefs and interpretations (B) the main determinants of the
consequences (C) that are experienced in front of certain circumstances (A) (A B C).
Emotional disturbance is not created by circumstances, but primarily by the
interpretation given to those circumstances" (Lega, Caballo and Ellis, 1997; Ellis, 1999).

REFERENCES
Albornoz M, Aliaga C, Escobar C, Nuñez J, Rayme L. Relationship between Academic Stress and
Academic Procrastination in students of the Faculty of Law and the Faculty of
Civil Engineering from a Public University in Metropolitan Lima. National University
Mayor of San Marcos; 2017.
Procrastination: why you do it, what to do about it now
Cambridge (MA): Da Capo Life Long.
Domínguez S, Villegas G, Centeno S. Academic procrastination: validation of a scale
in a sample of students from a private university. Liberabit. 2014;20(2):293-304.
Ellis, A. (1999) A deeper and more lasting brief therapy. Theoretical approach to therapy
emotive-behavioral rational. Paidós Editorial.
Overcoming procrastination
If you are one of those who leaves everything for 'tomorrow', you probably suffer from
procrastination. Gazette of the Justo Sierra School of Medicine. Year 1, number 1.
Neenan, M. (2008). Tackling Procrastination: An REBT Perspective for Coaches. Journal of
Rational Emotive Cognitive Behavioral Therapy, 26, 53–62.
McCown, W., & Johnson, J. (1989). Differential arousal gradients in chronic procrastination.
Paper presented at the American Psychological Association, Alexandria, VA.
Rothblum, E. D., Solomon, L. J., & Murakami, J. (1986). Affective, cognitive, and behavioral
differences between high and low procrastinators. Journal of counseling psychology, 33(4),
387.
Steel, P. (2007). The Nature of Procrastination: A Meta-Analytic and Theoretical Review of
Quintessential Self-Regulatory Failure. Psychological Bulletin, 133(1), pp. 65-94.
Lega, L. Caballo, V., Ellis, A. (1997) Theory and practice of rational therapy
emotional-behavioral. Siglo XXI Publishing.