Academic procrastination is a common problem among secondary students. This paper provides secondary teachers with evidence-based strategies to reduce or prevent academic procrastination in their classrooms. Given that reducing academic procrastination is a responsibility for teachers as well as students, the paper describes teacher-administered strategies related to assignment and course design as well as student-administered strategies related to self-management and its variations. In conclusion, a framework encompassing these strategies and modifications for different learner types, the three-tier anti-procrastination (T-TAP) model, is presented.
ArielyD.WertenbrochK. (2002). Procrastination, deadlines, and performance: Self-control by precommitment. Psychological Science, 13, 219–224. doi:10.1111/1467-9280.00441
2.
BristolM. M.SloaneH. N. (1974). Effects of contingency contracting on student rate and test performance. Journal of Applied Behavior Analysis, 7, 271–285. doi:10.1901/jaba.1974.7-271
3.
BrookeR. R.RuthvenA. J. (1984). The effects of contingency contracting on student performance in a PSI class. Teaching of Psychology, 11, 87–89. doi:10.1207/s15328023top1102_7
4.
ClarianaM.GotzensC.del Mar BadiaM.CladellasR. (2012). Procrastination and cheating from secondary school to university. Electronic Journal of Research in Educational Psychology, 10, 737–754.
5.
CooperJ. O.HeronT. E.HewardW. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson.
6.
HenM.GoroshitM. (2014). Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: A comparison between students with and without learning disabilities. Journal of Learning Disabilities, 47, 116–124. doi:10.1177/0022219412439325
7.
IronsA. (2008). Enhancing learning through formative assessment and feedback. New York, NY: Routledge.
8.
KarivD.HeimanT. (2004). Task-oriented versus emotion-oriented coping strategies: The case of college students. College Student Journal, 39, 72–85.
9.
KlassenR. M. (2008). The optimistic self-efficacy beliefs of students with learning disabilities. Exceptionality Education International, 18(1), 93–112.
10.
KlassenR. M.WeltonC. (2009). Self-efficacy and procrastination in the writing of students with learning disabilities. In TroiaG. A. (Ed.), Instruction and assessment for struggling writers: Evidence-based practices (pp. 51–74). New York, NY: Guilford Press.
11.
KonradM.JosephL. M.ItoiM. (2011). Using guided notes to enhance instruction for all students. Intervention in School and Clinic, 46, 131–140. doi:10.1177/1053451210378163
12.
LamwersL. L.JazwinskiC. H. (1989). A comparison of three strategies to reduce student procrastination in PSI. Teaching of Psychology, 16, 8–12. doi:10.1207/s15328023top1601_2
13.
LazarR.SoaresC.TermanM. (1977). The interquiz interval: A measure of student self-pacing. Journal of Personalized Instruction, 2, 25–27.
14.
MalottR. W. (2005). Behavioral systems analysis and higher education. In HewardW. L.HeronT. E.NeefN. A.PetersonS. M.SainatoD. M.CartledgeG.. (Eds.), Focus on behavior analysis in education (pp. 211–236). Upper Saddle River, NJ: Pearson Education.
15.
MargolisH.McCabeP. P. (2006). Improving self-efficacy and motivation: What to do, what to say. Intervention in School and Clinic, 41, 218–227. doi:10.1177/10534512060410040401
16.
MichaelJ. (1991). A behavioral perspective on college teaching. Behavior Analyst, 14, 229–239.
17.
MorrisE. K.SurberC. F.BijouS. W. (1978). Self-pacing versus instructor-pacing: Achievement, evaluations, and retention. Journal of Educational Psychology, 70, 224–230.
18.
PadenN.StellR. (1997). Reducing procrastination through assignment and course design. Marketing Education Review, 7(2), 17–25.
19.
RandolphJ. J. (2007). Meta-analysis of the effects of response cards on student achievement, participation, and intervals of off-task behavior. Journal of Positive Behavior Interventions, 9, 113–128. doi:10.1177/10983007070090020201
20.
ReaserA.PrevattF.PetscherY.ProctorB. (2007). The learning and study strategies of college students with ADHD. Psychology in the Schools, 44, 627–638. doi:10.1002/pits.20252
21.
SchumakerJ. B.LenzB. K. (1999). Adapting language arts, social studies, and science materials for the inclusive classroom: Grades six through eight. Reston, VA: Council for Exceptional Children.
22.
SiroisF. M.TostiN. (2012). Lost in the moment? An investigation of procrastination, mindfulness, and well-being. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 30, 237–248. doi:10.1007/s10942-012-0151-y
23.
SlavinR. E. (1996). Cooperative learning in middle and secondary schools. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 69, 200–204.
24.
SparksR. L.LovettB. J. (2009). College students with learning disability diagnoses: Who are they and how do they perform?Journal of Learning Disabilities, 42, 494–510. doi:10.1177/0022219409338746
25.
SprickR. (2009). CHAMPS: A proactive and positive approach to classroom management (2nd ed.). Eugene, OR: Pacific Northwest Publishing.
