【正文】 Doing the Things We Do:A Grounded Theory of Academic ProcrastinationMost people view procrastination as a negative are thought to be indifferent to the quality of their work and possibly of lower cognitive ability than their nonprocrastinating peers. Previous empirical studies have supported this view of procrastination, revealing that procrastination results in lost time, poorer health, decreased longterm learning, and lower selfesteem (Burns, Dittman, Nguyen, amp。 Mitchelson, 2000。 Ferrari,Johnson, amp。 McCown, 1995。 Milgram, Dangour, amp。 Raviv,1992。 Tice amp。 Baumeister, 1997。 Wolters, 2003). A number ofstudies also have indicated that procrastination may be linked to anxiety and fear of failure (Ferrari amp。 Tice, 2000). These findings suggest that procrastination is an impediment to academic success because it decreases the quality and quantity of learning while increasing the severity of stress and negative outes in students’lives (Ferrari et al., 1995。 Milgram, Gehrman, amp。 Keinan, 1992).However, previous studies have reported that many college students procrastinate despite these apparent consequences (Conti,2000。 Saddler amp。 Buley, 1999). More than 70% of college studentsreported that they procrastinate regularly, and roughly 20% do so habitually (Schouwenburg, 1995). Higher ability students procrastinated more than lower ability students, and procrastination tends to increase as students advance in their academic careers and became more selfregulated (Ferrari, 1991). These findings suggest that procrastination is mon among college students. Theyalso suggest that procrastination among successful college students may have little impact on performance or perhaps may be adaptive because it allows individuals to achieve a sustained level of flow and better use of their study time (Brinthaupt amp。 Shin, 2001。Csikszentmihalyi, 1990。 Sommer, 1990。 Tullier, 2000). Alternatively,if procrastination does not play an adaptive role in some situations, then many college students may be under achieving because of regular procrastination.We begin by overviewing the rationale for the study and summarizing our methodology. We then define the construct of academic procrastination as intentionally deferring or delaying work that must be pleted, consider its dimensionality, and review existing research. We describe several studies that report adaptive aspects of procrastination. Next, we discuss the three main goals ofthis research. The present studyThe purpose of the present research was to construct a grounded theory of procrastination on the basis of college students’ reports about their own procrastination. We did so for several is that there is relatively little research on procrastination,even though it is a monly occurring phenomenon among college students. Second, most of the existing research has reportedcorrelations between selfreported procrastinatory behavior and academic outes, such as grades and study time. We hoped to expand on this research by providing a more indepth descriptive account of academic procrastination. Third, and most important to us, there is no existing theory or process model of conducted the present research to examine the process by which procrastination occurs and to propose a preliminary paradigm model (Strauss amp。 Corbin, 1998) that can be tested in future selected grounded theory methodology because it is ideally suited to construct a databased theory that can be used as a basis for future research (Creswell, 1998。 Strauss amp。 Corbin, 1998).Currently, the existing literature on academic procrastination ischaracterized by lack of an explicit, testable theory and the view that procrastination has a negative impact on academic the widespread nature of the phenomenon, we wondered how college students view their procrastination, and whether their experiences are aligned to the prevailing views in the believed that a grounded theory analysis would help researchers identify additional aspects of procrastination that might explain its widespread continued theory is an iterative, inductive method of data collection based on individual and group interviews that attempts todescribe a core phenomenon in detail and to relate it to potentialcauses, consequences, and situational conditions that affect it(Creswell, 1998。 Strauss amp。 Corbin, 1994). Grounded theory uses participants’ experiences as data to construct and validate the emergent theory. The end product of grounded theory is a paradigm model that systematically links antecedents, situational conditions,coping strategies, and consequences to the phenomenon of interest (Strauss amp。 Corbin, 1998). These include conditions that elicit the phenomenon, contextual factors that affect how the phenomenon is enacted, strategies for implementing the phenomenon,and consequences. Our main goal was to construct a paradigm model on the of college student’selfreports. Dedinition of procrastinationDefinitions of procrastination vary from author to author. Some are quite general in nature, such as Schouwenburg (1995), who defined procrastination as the behavior of postponing tasks. Others are more specific, such as Solomon and Rothblum (1984), who described procrastination as the act of needlessly delaying tasks past the point of disfort. Lay (1994) defined procrastination in terms of an intention– behavior discrepancy, in which a delay of behavior does not bee procrastinatory unless the individual has some genuine intent to plete the task. The greater the discrepancy between intent and