Behavior Modification with Regard to Studying and Procrastination - Report Example

BEHAVIOR MODIFICATION WITH REGARD TO STUDYING AND PROCRASTINATION Student’s Name Name of Lecturer Name of institution Abstract A research study was proposed to investigate the impact of behavior modification in regard to studying and procrastination. The proposed investigation will take an insight overview about the effect of modification of behavior in studying and procrastination and eventually report on whether procrastination is a good idea or not. A null and a research hypothesis were developed to help in carrying out the research. The null hypothesis stated that there was no correlation between the modification of the behavior of the students with regard to studying and procrastination. The research hypothesis was based on the fact that there is a significant direct relationship between behavior modification and the overall performance of the students. We anticipated proving that the research hypothesis and giving recommendations on the same after the research study. The study established that there was a co relationship between behavior modification and the overall performance of the students. Introduction There are several factors that can make to students procrastinate their studies until a later time. However, this act may have some dire consequences if not properly controlled. Procrastination in psychology refers to a situation whereby a person decides to replace tasks which are of higher priority with tasks of lower priority. It also involves doing something from which a person gets enjoyment thereby putting off important tasks and setting them up to a later time. Generally, human beings do not like handling stressful moments and therefore in most cases they would push them to much later dates. Research has also shown that human beings work best when under pressure therefore they will also tend to procrastinate most of the tasks that they have to handle within a given period of time. The behavior of procrastination has been found to be common especially when an individual wants to control anxiety or the behaviors associated with it. Anxiety will generally cause people to delay on in the circumstances when they are impulsive. For a behavior be classified as procrastination, it must be counterproductive, needless and delaying (Steel, 2007). He further adds that procrastination involves voluntarily delaying an intended course of action despite the expectation of having even more dire consequences. Procrastination usually results into stress, a sense of guilt and the same time can lead to severe loss of personal productivity within a given working environment. If these feelings are combined, then they can lead to even further procrastination. The modifications plans had some significant effects on the behaviour. The control behaviour which was used for experiment was both the study and procrastination behaviour that was observed during the first phase of the research. The control behaviour was mainly meant to establish whether there was any effect on the modification of the study or procrastination. In this study, we developed two hypotheses that we were to either prove or disapprove. We had a null hypothesis and a positive hypothesis. The null hypothesis stated that there is no any significant relationship between the performance of the students to the modifications of their behavior with regard to studying and procrastination. When performing the research, the anticipation that we have as researchers is that the null hypothesis would e rejected and, by inference, the research hypothesis be accepted. Therefore the anticipation we have is that the proposed research would confirm that there is a positive relationship in the modification task as there is a direct relationship between the modification of the students’ behavior and the students’ performance. Based on the above anticipated findings, we can therefore draw a conclusion based on the research hypothesis that there is a significant relationship between modification of behavior with regard to studying and procrastination and the overall performance of the individuals. Method In the class of PSYC2011, there were a total of 715 students of which 628 had users accounts created in the system that was being used. Data for individuals who had accounts was exclusively used. No data for students who did not have an account was used in the research. After doing the research for a period of 8 days, we were able to get data for only 141 students. All the students were provided with data sheets that they used to record their information. The data from the students was then put online for interpretation. During the first four weeks, the students’ behavior was examined and there was no any attempt made to modify the studying or the procrastination behavior. However , from week 5 to week 8, the treatment process started and their behavior was completely different. The data that was obtained after the treatment phase had started was completely different for both the studying and those individuals with procrastination behavior. Results The results that were obtained were presented in table formats. From the results obtained, it was realized that there was no significant difference between studying and procrastination during the first phase of the experiment. However, in the treatment week when some modifications were applied to the individuals, it was realized that there was more significant difference between studying and procrastination behavior. The following graphs were obtained from the research: Graph 1: Decrease procrastination baseline week days 1 2 3 4 procrastination 152 156 175 169 studying 168 177 157 149 Graph 2 Decrease procrastination for the treatment week 1 2 3 4 Procrastination 83 85 96 80 Studying 212 221 209 212 Graph 3 Increase studying for the baseline week 1 2 3 4 Procrastination 155 155 141 147 Studying 135 120 129 109 Graph 4: Increase studying for the treatment week 1 2 3 4 Procrastination 98 101 94 95 Studying 193 178 179 179 Statistics After carrying out an analysis of the data to determine if some of the presented conditions were significantly different from others, we realized the following. There was no any observable statistical difference between the baseline weeks of the experiment. However, during the treatment week, there was significant statistical difference between the time that was spent studying and procrastination. This was as a result of the information that was averaged for the entire treatment week. The group that tried to decrease procrastination could be approximated to be of a probability of 0.001. In the treatment week, there was a significant difference between time spent studying and procrastinating (averaged for the entire week) for the group who tried to increase studying (p < 0.001).From the results, it can also be established that, In the treatment week, there was no significant difference in time spent procrastinating (averaged for the entire week) between the groups who tried to decrease procrastination or who tried to increase studying (p > 0.05). In the treatment week, there was a significant difference in time spent studying (averaged for the entire week) between the groups who tried to decrease procrastination or who tried to increase studying (p < 0.04). Discussion It is not completely possible to cure procrastination. The best way to deal with procrastination is to ensure that you only procrastinate when it is completely necessary. In some cases though, procrastination can be considered good especially when one avoids errands to do real work. Procrastination is not a good idea and therefore should not be encouraged. Procrastination can work in some instances whereby a person postpones the occurrence of an event which could have otherwise lead to more dire consequences. Of the two behaviors presented in week 6 whether a between deficiency in time spent studying or the excessive time engaging in procrastination behaviours, the latter is more serious as compared to the former. Therefore there should be a modification of the procrastination behavior presented in the second case of week 6. However, taking time for studies is more realistic and profitable. This therefore calls for a need of modifying the former so that the individuals can engage in more useful behavior that is beneficial to them and to the society at large. It is much easier for a person to reduce the time procrastinating than reducing the time spent reading. Therefore in the case in week six, I would recommend that the time spent procrastinating be reduced. REFERENCES 1. Lee, Dong-gwi; Kelly, Kevin R.; Edwards, Jodie K. (2006). "A closer look at the 2. Pelusi, Nando (11 November 2011). "The Lure of Laziness". Psychology Today. Retrieved 28 November 2011. 3. Robert B. Slaney is a professor of counseling psychology in Penn State's College of Education 4. McGarvey. Jason A. (1996) The Almost Perfect Definition 5. Gallagher, Robert P.; Golin, Anne; Kelleher, Kathleen (1992). "The Personal, Career, and Learning Skills Needs of College Students". Journal of College Student Development 33 (4): 6. Ariely, Dan; Wertenbroch, Klaus "Procrastination, Deadlines, and Performance: Self-Control by Precommitment". 7. Gendler, Tamar Szabó (2007). "Self-Deception As Pretense". Philosophical Perspectives 21: 231. doi:10.1111/j.1520-8583.2007.00127.x. 8. Gosling, J. (1990). Weakness of the will. New York: Routledge.[page needed] 9. McKinnell, Julia (2011-01-26). "Macleans magazine, website, "How to quit putting things off"". .macleans.ca. Retrieved 2012-03-10. 10. Pychyl, T. (2012). Due Tomorrow. Do Tomorrow. Psychology Today, 11. Fiore, Neil A (2006). The Now Habit: A Strategic Program for Overcoming Procrastination and Enjoying Guilt- Free Play. New York: Penguin Group. p. 5. 12. Steel, Piers (2010). The Procrastination Equation: How to Stop Putting Things Off and Start Getting Stuff Done. New York: HarperCollins. 13. Schraw, Gregory; Wadkins, Theresa; Olafson, Lori (2007). "Doing the things we do: A grounded theory of academic procrastination". Journal of Educational Psychology 99: 12. 14. Steel, Piers (2007). "The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure". Psychological Bulletin 133 (1): 65–94. Appendix A. Modification Plan. 1. Which behaviour will you try to modify? (Studying or Procrastinating) I would try to modify the behavior of procrastination. This is because procrastination leads to laziness and encouraging the act of procrastination means a support to laziness. 2. What are your goals for this behaviour? (How would you like the behaviour to change from week 5 to week 6?) I would like this behavior to change and chances of people being involved in procrastination be limited as much as possible as it is not very healthy. 3. What will you use as rewards or punishments? When conducting such research, there is need to have a provision for incentives or some rewarding schemes to award to members who depict outstanding behavior. Tokens can be very effective when dealing with young children. However, for adults, a more comprehensive care type of token is necessary. 4. Explain how you will use these rewards and punishments. In order to make the rewarding scheme a success, strict rules have to be put to guide the user. An example of a reinforcement that can be used include; “if I postpone more than two items in a single day, then I will be forced to revive the first job procrastinated and ensure that it is done. ” 5. What steps will you take to change the antecedents to your behaviour? (Explain your reasons for these changes.) The steps that be followed when changing the antecedents of the behavior should be strictly followed. It first starts with a thorough examination of one self and then finding the areas of weaknesses. Once you have followed all the procedures then you can be able to implement one of proposed remedies. Read More

He further adds that procrastination involves voluntarily delaying an intended course of action despite the expectation of having even more dire consequences. Procrastination usually results into stress, a sense of guilt and the same time can lead to severe loss of personal productivity within a given working environment. If these feelings are combined, then they can lead to even further procrastination. The modifications plans had some significant effects on the behaviour. The control behaviour which was used for experiment was both the study and procrastination behaviour that was observed during the first phase of the research.

The control behaviour was mainly meant to establish whether there was any effect on the modification of the study or procrastination. In this study, we developed two hypotheses that we were to either prove or disapprove. We had a null hypothesis and a positive hypothesis. The null hypothesis stated that there is no any significant relationship between the performance of the students to the modifications of their behavior with regard to studying and procrastination. When performing the research, the anticipation that we have as researchers is that the null hypothesis would e rejected and, by inference, the research hypothesis be accepted.

Therefore the anticipation we have is that the proposed research would confirm that there is a positive relationship in the modification task as there is a direct relationship between the modification of the students’ behavior and the students’ performance. Based on the above anticipated findings, we can therefore draw a conclusion based on the research hypothesis that there is a significant relationship between modification of behavior with regard to studying and procrastination and the overall performance of the individuals.

Method In the class of PSYC2011, there were a total of 715 students of which 628 had users accounts created in the system that was being used. Data for individuals who had accounts was exclusively used. No data for students who did not have an account was used in the research. After doing the research for a period of 8 days, we were able to get data for only 141 students. All the students were provided with data sheets that they used to record their information. The data from the students was then put online for interpretation.

During the first four weeks, the students’ behavior was examined and there was no any attempt made to modify the studying or the procrastination behavior. However , from week 5 to week 8, the treatment process started and their behavior was completely different. The data that was obtained after the treatment phase had started was completely different for both the studying and those individuals with procrastination behavior. Results The results that were obtained were presented in table formats.

From the results obtained, it was realized that there was no significant difference between studying and procrastination during the first phase of the experiment. However, in the treatment week when some modifications were applied to the individuals, it was realized that there was more significant difference between studying and procrastination behavior. The following graphs were obtained from the research: Graph 1: Decrease procrastination baseline week days 1 2 3 4 procrastination 152 156 175 169 studying 168 177 157 149 Graph 2 Decrease procrastination for the treatment week 1 2 3 4 Procrastination 83 85 96 80 Studying 212 221 209 212 Graph 3 Increase studying for the baseline week 1 2 3 4 Procrastination 155 155 141 147 Studying 135 120 129 109 Graph 4: Increase studying for the treatment week 1 2 3 4 Procrastination 98 101 94 95 Studying 193 178 179 179 Statistics After carrying out an analysis of the data to determine if some of the presented conditions were significantly different from others, we realized the following.

There was no any observable statistical difference between the baseline weeks of the experiment.

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