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I could do it now, but I'd rather (forget to) do it later: Examining links between procrastination and prospective memory failures

Zuber,Sascha
Ballhausen,Nicola
Haas,Maximilian
Cauvin,Stéphanie
Da Silva Coelho,Chloé
Daviet,Anne-Sophie
Ihle,Andreas
Kliegel,Matthias
Abstract
Prospective memory (PM) represents the ability to remember to perform planned actions after a certain delay. As previous studies suggest that even brief task-delays can negatively affect PM performance, the current study set out to examine whether procrastination (intentionally delaying task execution despite possible negative consequences) may represent a factor contributing to PM failures. Specifically, we assessed procrastination (via a standardized questionnaire as well as an objective behavioral measure) and PM failures (via a naturalistic PM task) in 92 young adults. Results show that participants' self-reports as well as their actual procrastination behavior predicted the number of PM failures, corroborating the impact of procrastination on PM. Subsequent cluster analyses suggest three distinct procrastination profiles (non-procrastinators, conscious procrastinators and unconscious procrastinators), providing new conceptual insights into different mechanisms of how procrastinating may lead to forgetting to perform planned tasks.
Description
Funding Information: This study was funded by the Swiss National Centre of Competence in Research LIVES – Overcoming vulnerability: Life course perspectives (NCCR LIVES) and the Swiss National Science Foundation (SNSF).
Date
2021
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Publisher
Research Projects
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Keywords
AGE, BEHAVIOR, DELAY, EXECUTE, IMPACT, IMPLEMENTATION INTENTIONS, OLDER-ADULTS, PARADOX, PERFORMANCE, VALIDATION
Citation
Zuber, S, Ballhausen, N, Haas, M, Cauvin, S, Da Silva Coelho, C, Daviet, A-S, Ihle, A & Kliegel, M 2021, 'I could do it now, but I'd rather (forget to) do it later : Examining links between procrastination and prospective memory failures', Psychological Research = Psychologische Forschung: An international journal of perception, learning and communication, vol. 85, no. 4, pp. 1602-1612. https://doi.org/10.1007/s00426-020-01357-6
License
info:eu-repo/semantics/openAccess
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