On The Psychology And Science Behind Procrastination In Learning
Few experiences are as universally familiar as procrastination. We have all delayed starting a new online course, postponed an assignment, or ignored an upcoming deadline. But while extremely commonplace, procrastination can very quickly derail even the most motivated learners from their learning journeys. Sure, sometimes not everyone has the bandwidth to perform up to standard, but when it comes to eLearning, where most courses require self-regulation, understanding why we procrastinate is essential. Let’s delve into what procrastination means according to cognitive science and psychology, and see how we can triumph over it during learning.
Why Do We Procrastinate?
In educational contexts, this pertinent question has emerged time and again. Educators, eLearning professionals, Instructional Designers, and every other pro in the field have more likely attempted to find a cure for the procrastinating learner. While a cure-all is highly improbable, let’s see what science has to say about procrastination and its implications on learning.
Emotion Regulation
According to psychology, procrastination is not a time management failure but the result of a complex interplay among emotion, motivation, and cognition. Basically, it’s an issue of emotion regulation and not the productivity problem it is considered to be. Research suggests that procrastination occurs when individuals prioritize their short-term mood over their long-term goals to avoid what they consider to be unpleasant tasks. [1] As such, when a learning project triggers anxiety, boredom, or self-doubt, the brain will opt to seek relief through avoidance. One can even say that procrastination operates as an emotional coping mechanism. By putting off a learning task, you momentarily protect yourself from the discomfort of making an effort. Unfortunately, this will also create more stress later on.
Fear Of Failure And Perfectionist Tendencies
Many of us procrastinate, but not because we don’t care. More often than not, it’s because we care too much. Fear of failure, impostor syndrome, and perfectionism create paralyzing standards that can be detrimental to task initiation. Research shows that perfectionistic procrastinators avoid starting tasks because they worry they won’t be able to meet their own high expectations. While this avoidance can provide a temporary sense of relief from anticipated failure or inadequacy, it also perpetuates the cycle of guilt and delay, creating less-than-optimal learning habits and an extremely negative headspace.
Temporal Discounting
Procrastination can also stem from, or even affect, how learners perceive time and rewards. Behavioral economics describes a type of bias known as temporal discounting: individuals devalue rewards that are distant in their temporal horizon. These rewards basically seem so far off in time that their value is diminished. For learners, this means that the future benefits of completing a course, such as career advancement or simply the satisfaction of achievement, feel less motivating than the immediate comfort of doing something else.
This is also backed by neuroscientific evidence. The brain’s limbic system favors instant gratification because it triggers the release of dopamine, one of the chemicals associated with pleasure. As such, it often overpowers the prefrontal cortex, which is responsible for planning and self-control—basically in favor of “playing the long game.”
Strategies To Overcome Procrastination In Your Learning Journey
Because eLearning is by default an option that offers great flexibility to the busy and the employed, self-regulation and too much autonomy may bring challenges. Learners must manage their own time and maintain their own motivation to successfully pursue learning. This can make procrastination even more intense, especially without measures for external accountability.
To make this undertaking easier, here are some actionable, science-backed strategies that can help reduce procrastination while learning.
Reframe Your Task Emotionally
As we mentioned above, procrastination stems from emotional avoidance; hence, reframing your task through cognitive reappraisal can be of great help. Instead of viewing a task as stressful or dull, learners can make a tangible effort to reframe it as an opportunity for growth. In a classroom environment, instructors can guide learners through this process by incorporating reflective practice. Answering prompts like, “What will completing this task enable me to do?” can help them focus on the long-term value of learning, rather than the present discomfort that yields procrastination.
Utilize Implementation Intentions
Implementation intentions follow a type of conditional logic; they are basically “If X, then Y” plans you can leverage to translate intention into action. For example, “If it’s 8 p.m., I’ll start the next module.” Rather than debating when or where to begin, the decision has already been made in advance. It’s easier to stick to it when you don’t rely on willpower or fluctuating motivation. This also relieves the burden of initiation and reduces the emotional discomfort associated with delay and procrastination.
Reduce Ambiguity
Large, ambiguous tasks seem daunting, right? They also trigger avoidance and thus, procrastination. For those prone to procrastination, a good idea is to break down intimidating learning tasks into smaller, more concrete subtasks or steps. It’s an effective way to alleviate anxiety by reducing cognitive overload and a great opportunity to take ownership of your learning and build momentum. While a project may seem extremely complex on the surface, breaking it down to its basic components could actually expose its simplicity (and its learning value).
Keep Accountability Safeguards
Establishing mechanisms to ensure accountability is a potent weapon in your battle against procrastination. Instructional Designers and educators can incorporate opportunities for self-assessment as well as peer check-ins, discussion boards, and progress tracking in their curricula. These elements can provide the structure and external incentive that self-paced learners often lack but need to succeed. On an individual level, learners can utilize informal contracts with themselves or peers to stay loyal in their learning journeys. For some extra flair, they can even leverage external mechanisms that encourage repeating desired behaviors, such as streak widgets and tracking apps.
Conclusion
Although procrastination is considered the enemy of productivity, the truth is that it’s just a normal response to discomfort. The good thing is that now you know the psychological and cognitive implications it brings. Just remember that all learning journeys have their ups and downs. While there aren’t any clear-cut ways to defeat procrastination, we can only ensure that we persist with our courses and goals.
Reference:
[1] Procrastination and the Priority of Short-Term Mood Regulation: Consequences for Future Self
