The effects of implementation intentions on the high school procrastinator and perfectionist

Christine Maffia, Fordham University

Abstract

The present study investigated the relationship among procrastination, self-orientated perfectionism, socially prescribed perfectionism and the effects of implementation intentions on high school students' task completion. Although there has been research linking some of the variables, the studies that do exist, utilize self-report measures. Two hundred students (n = 200) from grades 9–12 in an upper-middle class suburban high school participated. They were given questionnaires on procrastination and perfectionism to complete during their health classes. ^ Results utilizing correlations and hierarchical logistical regressions indicated that implementation intentions and procrastination have a significant negative relationship. This indicated that when utilizing an implementation intention, procrastination or a delay or postponement in task completion occurs less frequently. Participants who had higher scores on the socially prescribed scale exhibited less task completion, which indicates a positive relationship with procrastination. On the other hand, participants with higher scores on the self-oriented scale exhibited greater task completion and indicates a significant negative relationship with procrastination.^

Subject Area

Education, Educational Psychology

Recommended Citation

Christine Maffia, "The effects of implementation intentions on the high school procrastinator and perfectionist" (January 1, 2011). ETD Collection for Fordham University. Paper AAI3468279.
http://fordham.bepress.com/dissertations/AAI3468279

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