【正文】 emphasized three core criteria for procrastination:It must be dilatory, needless, and counterproductive(Schouwenburg, 1995). One problem with these criteria is that the extent to which behavior is needless or counterproductive is very difficult to document objectively. we define procrastinationfor present purposes as intentionally deferring or delaying work that must be pleted. Relating procrastination to behavioral and affective outes A number of researchers have examined relationships between procrastination and academic and nonacademic outes. Most studies reported negative correlations between procrastination,grades, learning, and pletion of course work. For example,Rothblum, Solomon, and Murakami (1986) found that procrastination related negatively to course g r a d e s a n d p o s i t i v e l y t o a n x i e t y . Tice and Baumeis ter (1997) reported that self reported procrastinators received lower final and term paper grades in one experiment, but they failed to replicate this finding in a second experiment. Tuckman (1991) found a negative correlation between procrastination and pletion of courserelated studies have reported a correlation between procrastination and anxiety and affective dimensions of one’s educational experiences. For example, Tice and Baumeister (1997) found that procrastination initially reduced stress and negative health symptoms in college students but, later in the same semester, produced higher stress and more negative symptoms. Solomon and Rothblum(1984) and Lay, Edwards, Parker, and Endler (1989) reported a positive correlation between procrastination and anxiety. Alexander and Onwuegbuzie (2021) found a negative relationship between selfreport measures of hope and fear of failure. They suggested that increased hope may serve as a coping mechanism for variety of studies also have examined the relationship b e t w e e n procrastination and social–affective variables. Ferrari et al.(1995) reported positive correlations betw een procras tination and selfhandicapping, task avoidance, perfectionism, irrational beliefs,and depression. Negative correlations were reported for selfesteem,internal locus of control, and personal standards. Schouwenburg(1995) found a negative correlation betweenprocrastination and conscientiousness but no relationship with fear of failure. Lay (1994) reported a modest yet significant correlation between procrastination and dejection. Flett, Blankstein, and Martin(1995) concluded that procrastination increases a n x i e t y a n d depression. Milgram, Gehrman, and Keinan (1992) reported similar findings. Wolters (2021) found a positive relationship between procrastination and workavoidance goals and a negative relationship with studies cited above and those reviewed by Ferrari et al.(1995) consistently have reported positive correlations between procrastination and undesirable behaviors or affective outes(., failure to plete assignments and low selfesteem). These data suggest either a negative relationship or no relationship at all between procrastination, grades, and overall course far, it seems reasonable to conclude that there are maladaptiveaspects of procrastination that are related to undesirable academicoutes in the r＝ 0 . 1 0 t o 0 . 3 0 r a n g e . In contrast, several studies have examined adaptive aspects of procrastination. Lay et al. (1989) reported that procrastinators experienced a greater sense of challenge and peak experience immediately prior to exams. Sommer (1990) and Vacha and McBride (1993) found that students who procrastinate were more likely to cram, and that crammers outperformed noncrammers by using a greater variety of study strategies to achieve maximum efficiency. Sommer argued that savvy students maximize the efficiency of their study time through a carefully orchestrated cycle of procrastination and cramming. Brinthaupt and Shin (2021)further explored the relationship of cramming to maximum efficiency and peak experience. They reported that crammers performed better on tests and reported higher levels of “flow” than noncrammers. They argued that cramming increases flow because it increases the level of task challenge and demands a higher level of performance from the student. Collectively, these studies suggest that procrastination improves efficiency, challenge, and present study had three goals. Our first goal was to construct a paradigm model that systematically relates five aspects of the procrastination experience. These aspects include conditions that are antecedents of procrastination, a detailed analysis of the phenomenon itself, situational conditions that affect the phenomenon,strategies used by individuals to take action, and consequences of taking action. Our second goal was to explore in more detail adaptive and maladaptive aspects of procrastination. Previous r es ear ch h as fo cu s ed lar gely o n m alad ap tiv e as p ects o f procrastination(Ferrari et al., 1995。 Schouwenburg, 1995。 Solomon amp。Rothblum, 1984。 Tice amp。 Baumeister, 1997). In contrast, we believe that there may be adaptive aspects of procrastination, such as a greater ability to engage in sustained work and increased flow(Brinthaupt amp。 Shin, 2021。 Sommer, 1990。 Tullier, 2021). We sought to identify these factors and clarify how and why they benefit learners. Our third goal was to identify emergent principles that guide students’ procrastination. These principles would be suitable objects of study in future research and may help promote theory development and testing. Discussion The purpose of this research was to explore the procrastination phenomenon in more detail. We did so by interviewing successful college students about their own procrastination be