【正文】 e 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。 Baumeister, 1997。 Wolters, 2021). A number ofstudies also have indicated that procrastination may be linked to anxiety and fear of failure (Ferrari amp。 Schouwenburg, 1995。 Tice amp。 2，現(xiàn)存的多數(shù)研究已經(jīng)報(bào)告了自我報(bào)告的拖延行為以及學(xué)習(xí)結(jié)果之間的相關(guān)，比如年紀(jì)和學(xué)習(xí)時(shí)間之間。這個(gè)標(biāo)準(zhǔn)的一個(gè)問(wèn)題是，沒(méi)有必要和達(dá)不到目的的程度不好客觀的測(cè)量。 Lay (1994)報(bào)告了拖延與憂郁間的一種溫和而重要的關(guān)系。我們的第一個(gè)目標(biāo)是建立一個(gè)范例模型，將拖延感受的五個(gè)方面系統(tǒng)的聯(lián)系起來(lái)。我們要強(qiáng)調(diào)的是，這項(xiàng)研究的原理是建立一個(gè)初步的典范模式，可以在今后的研究中測(cè)試，而不是測(cè)試一個(gè)現(xiàn)有的理論。參與者表明，適應(yīng)方面比不適應(yīng)因素對(duì)他們的拖延行為有更加重大的影響。Sommer,1990。 目前的研究結(jié)果對(duì)拖延的在大學(xué)課堂的作用問(wèn)題。二，學(xué)生被選中故意 因?yàn)樗麄兺涎?，并在這樣做成功的。第二種方法是進(jìn)行適應(yīng)性和作為拖延適應(yīng)不良進(jìn)行深入的定性研究，比較和對(duì)比等具體主題。這也不是不清楚不拖延者將反映他們的拖延同學(xué)。以前的研究結(jié)果顯示，大部分學(xué)生拖延，即使他們的經(jīng)驗(yàn)時(shí)，內(nèi)疚和羞恥他們這樣做。然而，非常值得注意的是這六項(xiàng)原則代表著我們?cè)诖嘶A(chǔ)上做的采訪的整體結(jié)構(gòu)。 (Sommer,1990。我們提出的理論，要求進(jìn)行測(cè)試并且擴(kuò)大未來(lái)的定性和定量的研究。其次，我們要探索拖延適應(yīng)性和非適應(yīng)性方面的更多細(xì)節(jié)。 Flett, Blankstein, and Martin (1995)報(bào)告了相似的發(fā)現(xiàn)。 拖延與行為和情緒的結(jié)果的關(guān)系： 許多研究者都研究過(guò)拖延與學(xué)業(yè)和非學(xué)業(yè)結(jié)果（ academic and nonacademic outes）之間 的關(guān)系。 3，也是對(duì)我們最重要的一點(diǎn)，目前沒(méi)有拖延癥的理論和程序模型。拖延癥被認(rèn)為不關(guān)心自己工作的質(zhì)量以及比沒(méi)有得拖延癥的同伴們有更低的認(rèn)知能力。Rothblum, 1984。 Milgram, Gehrman, amp。 Raviv,1992。 St