hindi essay on procrastination

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टालना बंद कीजिए, अभी शुरुआत किजिए – Stop Procrastinating, Do It Now

हम सभी ने कबीर दास जी का दोहा सुना है –

काल काल करे सो आज कर, आज करे सो अब| पल में प्रलय होएगी, बहुरि करेगो कब ||

लेकिन फिर भी हम कार्यों को कल पर टालने की आदत बना ही लेते है क्योंकि हम इस आदत से होने वाले नुकसान को समझ नहीं पाते| यह आदत हमें सफल होने से रोकती है और हमें आलसी बना देती है|

हमारे पास कार्यों को कल पर टालने के हजारों बहाने होते और हम इन बहानों से स्वंय को यह समझाने की कोशिश करते है कि इस कार्य को आज न करना ही बेहतर है| लेकिन वास्तव में हम अपने आलस्य को इन बहानों का नाम देकर स्वंय को धोखा दे रहे होते है|

कल पर टाले गए कार्यों में ज्यादातर कार्य तो ऐसे होते है जिसे करने में 5 मिनट का वक्त भी नहीं लगता लेकिन फिर भी हम उसे टाल देते है क्योंकि यह हमारी आदत बन जाती है|

हम कार्यों को कभी-कभी इसलिए भी टालते है क्योंकि हमें लगता है कि आज इस कार्य को करने का सही समय नहीं है या फिर हम इन कार्यों को कल और अच्छे से कर पायेंगे लेकिन ज्यादातर मामलों में यह कार्य को टालने का एक बहाना होता है|

Procrastination is the thief of time. Procrastination makes easy things hard, hard things harder. कार्यों को टालने की आदत आपके अमूल्य समय को चुराती है| यह आदत सरल कार्यों को मुश्किल और मुश्किल कार्यों को और अधिक मुश्किल बनाती है|

जब हम किसी कार्य को कल पर टालते है तो दरअसल हम, अपने अवचेतन मन को यह बता रहे होते है कि हम अपने आलस्य या डर के कारण यह कार्य आज करने में असमर्थ या कार्य करना मुझे अच्छा नहीं लगता  है|

और जितनी बार हम उस कार्य को कल पर टालते जाते उतनी बार हम अपने अवचेतन मन में इस बात को मजबूत करते जाते है कि “मैं यह कार्य करने में असमर्थ हूँ” और “मेरा आलस्य और डर मेरे इस कार्य को करने के दृढ संकल्प से मजबूत है”|

एक समय के बाद हमारे अन्दर “आलस्य” या “डर”  इतना मजबूत हो जाते है कि हम वो कार्य या तो कभी कर ही नहीं पाते या फिर छोटे से छोटे कार्य को करने में हमें बहुत अधिक परेशानी का सामना करना पड़ता है|

कैसे बदलें टालने की आदत 

How to stop procrastinating.

हम कार्यों को इसलिए टालते है क्योंकि इस वक्त हम कार्य को करने में अच्छा महसूस नहीं कर रहे या हमें लगता है कि हम कल इस कार्य को कल और अधिक अच्छे ढंग से कर पाएंगे| निम्न तरीकों को अपनाकर हम कार्यों को टालने से बच सकते है –

7 Tips to Stop Procrastinating

#1. कार्य को टालने के बहाने ढूंढना बंद करें और इस बात पर विश्वास करें कि कार्य को करने का सबसे सही समय आज और अभी है|

#2. कार्यस्थल के वातावरण को बदलें| अगर हमें वह अभी कार्य करना अच्छा नहीं लग रहा तो हो सकता है कि इसका कारण कार्यस्थल का वातावरण हो| वातावरण में थोडा सा बदलाव लाकर हम अपनी प्रोडक्टिविटी बढ़ा सकते है|

#3. कार्य को करने की इच्छाशक्ति बढायें और इस कार्य के पूर्ण हो जाने के बाद प्राप्त होने वाले अच्छे परिणाम के बारे में सोचें| संकल्प करें कि आप यह कार्य अभी और इसी वक्त करेंगें

#4. कार्य शुरू करने से पहले खुद को रिचार्ज करें| 10-30 मिनटों में कुछ ऐसा करें जिससे आप अच्छा महसूस करते हों जैसे मैडिटेशन, योग, म्यूजिक सुनना, गार्डन में घूमना, मोटिवेशनल वीडियो देखना या 20 मिनट की नींद एक झपकी लेना आदि| इससे आपकी मनोदशा बदलेगी और आप उस कार्य को करने के लिए खुद को तैयार कर पाएंगे|

#5. एक पेपर पर कार्यो की लिस्ट बनायें और अपने प्लान को पेपर पर लिख दें| कार्य को करने की प्लानिंग में बहुत अधिक समय न गवाएं| और अपने प्लान को बार बार बदलिए मत, बस कार्य को कर डालें| बहुत अधिक प्लानिंग करना एक बीमारी है जो हमें कार्य को शुरू करने से रोकती है|

#6. उस कार्य के प्रति एकाग्र हो जाएँ और एकाग्रता भंग करने वाली रूकावटों जैसे सोशल मीडिया, ईमेल आदि को तब तक बंद कर दे जब तक कार्य पूरा न हो जाए| ये छोटी छोटी रूकावटें आपका समय बर्बाद करती है और जैसे जैसे हमारा पास समय कम होता जाता है वैसे वैसे हम कार्य को टालने के बारे में सोचना शुरू कर देते है|

#7. कार्य को छोटे छोटे हिस्सों में बाटें और पूरा करें| एक समय में केवल उस कार्य के छोटे से हिस्से के बारे में सोचे और एकाग्र होकर उस छोटे से हिस्से को पूरा करें| इससे हमें कार्य आसान लगने लगता है और जब हम एक हिस्से को पूरा करते है तो हमारा आत्मविश्वास बढ़ता है जिससे उस कार्य पूरा करने की हमारी इच्छाशक्ति को बल मिलता है|

Posted by Abhishek

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• Procrastination Essay

Essay on Procrastination

Have you ever postponed your homework until the last minute? Or maybe you studied for a test the day before? 

Maybe it's too late to write a story until the last hour? We are all guilty of delaying jobs and postponing important work until the latest date. This is actually procrastination. It is the act of deliberately delaying any task or activity. In this case, we will look at the causes and solutions to this problem.

About Procrastination

As we shall see in this article, this is not a coincidence. Almost everyone is guilty of it at some point in their lives. So we ask ourselves this question - why do people procrastinate or are so busy all the time? 

We live in the 21st century when time is of the essence. However, we are wasting our precious resources by wasting our time.

Saint Kabir had advised: what you have to do tomorrow, do today; what you have to do today, do it now. Procrastination is the habit of delaying a task or an activity until a later date. The habit of procrastinating the doing things is one of the worst habits of a person. People tend to be slothful to put off the finishing of a piece of work, implementation of a plan till another time. Life is not certain and it is possible that circumstances may change and one may not be able to do the work at all. It is good to procrastinate on things that are bad, but we are right and what we have decided to do, we must do in time.

Reasons for Procrastinating

One of the major reasons for procrastinating on a task is slothfulness. When a person is indulged in luxuries and slothfulness, it will blunt his edge of urge for action. When a person starts fearing the outcome of the task, he tends to procrastinate the task for a later date. Other factors for procrastinating work for a later date are low self-esteem, weak determination, less focus and distraction and also high impulsiveness. 

Procrastination is Harmful

Procrastination is harmful in various ways. It maintains tension in mind. It will relieve you of this tension if you do the work right now. Putting off work till another time more often may keep us deprived of the benefits, which might have accrued to us from its having been done. Opportunity knocks at the door once. Opportunity lost once is lost forever. There is no guarantee that the circumstances will remain the same. They may change and you may have to repent later on over the fact that you missed the opportunity. Sometimes it may prove tragic and change the good side of your career to a bad one. 

A successful man is one who strikes the iron while it is hot. When procrastination becomes a habit, all cheerfulness and carefree living go out of life and we live a life of perpetual tension, which indeed is not a life worth living at all. While procrastination is harmful to individuals, it may be more harmful to groups, communities and nations. 

We must ask ourselves whether we do actually realise the dangers emanating from procrastination and, therefore, shun it. We will perhaps find the answer in the affirmative as well as in the negative. We are still procrastinating steps for development in certain sectors of our life. For example, we have been sadly procrastinating in the educational sector. Even after more than five decades of economic planning, we find half of our population illiterate. We have taken steps to eradicate illiteracy, but our steps are not fast enough. 

We have been procrastinating developing certain geographical regions of the country with the result that there are evident regional imbalances in terms of development. We have not yet been able to connect every village of India with a link road. This was the task of utmost importance, a task that ought to have been given priority in any scheme of development. Our pace of development could have been faster if proper planning and implementation had been done at the right time. 

While procrastination is regarded as a bad habit, undue hurry or haste is equally a bad tendency. Promptness of action is advisable, but an impulsive decision is fraught with undesirable consequences. One must not delay or procrastinate in arriving at a decision in crucial matters, but unless a well-thought-out decision has been taken, it is more often than not risky to convert into action. Decisions taken in a hurry or haste without cool and calculated deliberation are likely to lead one into blind alleys or unfathomed troughs which it is difficult to get out from. The golden rule is first to get satisfied with the correct decision. Action should immediately follow the correct decision. Action should immediately follow the correct decision. Evil actions contemplated as a consequence of anger, revenge, greed, larceny, lust should be put off as indefinitely as possible till they die their natural death. 

How to Avoid Procrastinating?

There are a few tips to curb the habit of procrastination. 

Slothfulness: 

We must shake off slothfulness altogether. One must be up and doing. Avoid indulgence in luxuries because this makes one blunt. 

Value of Time: 

Understanding the value of time is very important. Nothing great can be expected from one who does not understand the value of a minute, for seconds and minutes make an hour, a day, a month, a year and the whole life itself. If the value of a minute is descended deep into our mind and heart, sloth will disappear. 

Idleness: 

Idleness is fatiguing. One must, therefore oneself engage in some useful work like some household chores other than one's main occupation. 

To ward off procrastination, one must plan one's work. Detailed planning is necessary. The entire gamut of work may be divided into fragments and time fixed for completing each fragment will facilitate satisfaction and invigorating. What we must have to do right from the time we get up from bed down to the time we go to bed must be clear to us and we must stick to it religiously.

Prioritization:

One may arrange the array of work in order of priorities. How many things are to be done and in what order of priority they must be taken — once this is planned in advance, then most of the battle is won and we can get out of the habit of procrastinating tasks.

Why Do We Procrastinate?

Reasons for postponing a person may vary. It depends on the individual and the situation-to-situation. However, there are international reasons why people delay their activities and actions. 

One of the most important things is the fear of failure. When a person is slow to perform an important task or is not interested in completing it, the cause may be a deep fear of failure. It is human nature to avoid and fear failure. So by choosing not to complete the task, we can also avoid the consequences.

Another reason is a lack of focus and determination. Feelings of indifference and insecurity can often cause people to lose their will to do their jobs. 

This leads to self-control. Sometimes a lack of goals and objectives is also a reason for a person to lose focus. With no goal in mind, they end up wasting energy on other useless activities.

There are other reasons a person may tolerate it. At times, a person may be a perfectionist. This distracts them from other activities. And then there are other reasons like laziness, low energy levels, easy distractions, etc.

How Can You Stop Procrastination?

Although procrastination is a normal part of life for us, it can be extremely difficult to do so. Procrastination can ruin your life and cause you to lose control of your schedules and deadlines. So when procrastination fades, you need to be in control and in control.

One way to stop procrastinating is to turn a dreadful task into smaller steps. If a task or task is too difficult, we often put it off. But if the work is depleted, then we can deal with it one step at a time without frustration. You can also create a detailed timetable or timeline of some sort to help you with the steps.

Sometimes a change in the work environment can be beneficial. It can give you the energy you need to stop procrastinating and complete the task. If possible, get a friend or parent to check your progress. It helps keep motivation levels up and encourages you to complete the task on time.

The key is not to become too preoccupied with the mundane things of life. We are all victims of procrastination. As long as it doesn't interfere with your entire system, take a break and go back to work!

Short Essay on Procrastination

Procrastination is not a rare thing; nine out of ten people, mostly students, nowadays procrastinate their work until the very last moment and it is also realised that they often feel guilty due to continuous postposing of their important work. The reasons for procrastination vary from person to person and situation to situation.

However, some causes are universal and some may have a particular reason to delay their important actions or tasks. The fear of failure stands on the top and another reason why most people procrastinate is lack of motivation. 

Everyone needs motivation while starting a new task or action, but due to lack of motivation most, people procrastinate due to the hesitation of performing a new activity plus lack of motivation, while some procrastinate due to laziness, lack of interest and unwillingness to perform any work. 

However, the end product of procrastination is always negative, like people start feeling much guilty, less focused, worried about upcoming projects or actions etc. 

In conclusion, it should be stated that procrastination is rooted in many causes, such as numerous distractions, lack of motivation, fear of uncertainty and failure, and perfectionism. At the same time, the result stands the same with infinite consequences such as concern for career, studies, health, and personal qualities. Thus, procrastination prevents a person from rising through the ranks, succeeding in training, and developing a personality.

The major difference between a successful person and an unsuccessful person is that while the former put his decisions promptly into action and reaps the fruits, the latter procrastinates, thereby depriving himself of the fruit.

FAQs on Procrastination Essay

1. What is Procrastination really about?

Postponing or procrastination is the act of delaying or postponing activities until the last minute or beyond the deadline. Some researchers describe procrastination as "a form of self-indulgence that is characterised by unreasonable delays in performance despite negative consequences.

2. Why Are We Here?

We postpone activities that we find "difficult, unpleasant, contradictory or just boring or oppressive." If a task seems overwhelming or raises serious concerns, it is usually very easy to avoid it. Another reason people put things off, says Sirois, is lack of confidence.

3. What Are The 4 Types of Retreat?

They say that there are four main types of archetypes to avoid or procrastinate: the perpetrator, the negligent, the excessive, and the person who seeks new things.

4. Is procrastination a mental illness?

Some people spend a lot of time in the monastery until they can finish important daily tasks. They may have a strong desire to stop procrastination but may feel that they will not be able to do so. Delaying yourself is not a diagnosis of mental health. But yes, less control over your mind is a sign of mental illness.

Truth Today

Saturday, september 19, 2020, how to stop procrastination in hindi- यह जानने के बाद आप कभी-भी कोई काम आधा नही छोङेगे।.

 अक्सर यह देखा गया है कि हम अपना काम शुरू तो कर देते है परन्तु इच्छाशक्ति की कमी या किसी अन्य कारणो की वजह से हम अपने काम को अंजाम तक पहुंचाने में असफल रहते है जिसकी वजह से हमारा काम टालमटोल का हिस्सा बन जाता है।

धीरे-धीरे यही टालमटोल और काम न हो पाने की चिंता हमारे जीवन के अन्य क्रियाकलापों को भी प्रभावित करनें लगती है।

टालमटोल की स्थिति बाद में व्यक्ति के लिए हजारो चिंता पैदा कर देती है जो कि धीरे-धीरे अवसाद का रूप लेने लगता है और हमारी कार्यक्षमता को लगभग खत्म कर देता है।

आइये समझते है कि किसी काम को कैसे पूरा करें जिससें की वह टालमटोल का हिस्सा न बनें व हमें जल्द ही परिणाम दे।

Task को पूरी तरह सें समझिए:-

किसी लक्ष्य की प्राप्ति की शुरूआत करनें सें पहले यह जरूरी है कि हमें उस के बारें में हर एक चीज पता होनी चाहिए, उसकें करनें से हमारें जीवन में क्या बदलाव आयेगे व उसको करनें सें कोई फायदा है या नही। किसी विद्वान ने कहा है कि गलत दिशा में चला गया हर एक कदम हमें लक्ष्य सें दूर ले जाता है।

हमें खुद सें यह सवाल पूछते रहना है कि इस काम को करनें सें मेरे जीवन में क्या बदलाव आयेगे? अगर आपके जवाब सकारात्मक आ रहे है तो वह आपकों ऊर्जा प्रदान करेगे व आपको प्रोत्साहित करेगे।  

अपने लक्ष्यो को लिखकर रखें:-

आपने जो भी लक्ष्य बनाया है उसको किसी कागज पर लिखकर हमेंशा अपनें पास रखें या किसी ऐसी जगह पर रखें जो कि आपको हमेंशा आपकें लक्ष्य को याद दिलाता रहें। ध्यान रहें कि आपका लक्ष्य जब subconscious mind तक पहुंच जायेगा तो subconscious mind आपको उसें करनें के नये-नयें सुझाव देगा।

अपने पास लिखित रूप सें लक्ष्य को रखनें सें एक फायदा यह भी है कि आप जब भी उस लक्ष्य को देखते है तो आपकें अंदर सें एक आवाज आपको प्रेरित करती है उस लक्ष्य को प्राप्त करनें के लिए।

मुख्य लक्ष्य चुनें:

आपने अपनें जितनें भी लक्ष्य लिखे है उनमें सें एक ऐसा लक्ष्य चुनें जो कि आपकें बाकी के सारें लक्ष्यो सें महत्वपूर्ण हो, जिसको पानें के पश्चात आपके जीवन में सबसें ज्यादा सुधार हो।

ऐसा लक्ष्य चुननें के बाद उस पर आपको काम करना है व आपको लक्ष्य की प्राप्ति के लिए Deadline भी निर्धारित करनी है।

आनें वाले प्रत्येंक दिन, सप्ताह और महीनें को प्लान करें:-

जब आप लक्ष्य निर्धारित कर लें तो उसकें बाद सबसें जरूरी काम है कि आप प्रत्येक दिन का Target लेकर चलें और दिन खत्म होने तक इस बात का अवलोकन करें कि क्या आपकें द्वारा लिया गया Target पूरा हो गया है।

सोनें से पहलें अगलें दिन का पूरा schedule निर्धारित कर लें व तब तक चैन सें न बैठे तब तक आप उस दिन के Target तक पहुंच न जायें।

इसी प्रकार सप्ताह भर का Target बनाइयें व फिर महीने भर का.

दिन की शुरूआत कठिन काम सें करें:-

लेखक ब्रायन ट्रेसी कहते है कि अगर उन्हे दिन भर में किसी भी वक्त मेढक खाना हो तो वह सुबह उठकर मेढक खाना पसंद करेंगे, क्योकि मेढक खाना एक ऐसा काम है जो कि कोई व्यक्ति नही करना चाहता। सुबह मेढक खाकर पूरें दिन निश्चित होकर कुछ भी किया जा सकता है।

लेखक के अनुसार मेढक खाना यहां पर आपके द्वारा चुना गया दिन भर का सबसें कठिन काम है। सुबह उठकर सबसें पहलें उस काम को खत्म कर दीजिए जिससें कि काम होनें को बाद सकारात्मक ऊर्जा मिलेगी व आगें बढने का प्रोत्साहन भी मिलेगा।  

Positive Attitude विकसित करें:-

जब हम कोई काम खत्म करते है तो हमें काफी अच्छा महसूस होता है, उस वक्त हमारा दिमाग एंडोफिन नामक एंजाइम स्त्रावित करता है जिसकी वजह सें हमें काफी अच्छा लगता है व शरीर में जोश व ऊर्जा बनी रहती है।

अगर आप दिन में सबसें पहलें सबसें कठिन काम को खत्म करनें की आदत डाल लेतें है तो आप एंडोफिन एंजाइम की मदद सें हर वक्त अच्छा महसूस करेगें और यह आपकों प्रेरित करेगा आपके लक्ष्य कें प्रति।

धीरें-धीरें जैसें ही आप काम को खत्म करनें की आदत डाल लेते है आप खुश रहना शुरू कर देगे व आपके अंदर  Positive Attitude विकसित हो जायेगा.

Step by Step चलें:-

अगर आपको 100 किमी की दूरी तय करनी है तो पहला काम है कि पहलें एक कदम बढायें. ठीक इसी प्रकार अगर आपकों अपनें लक्ष्य की प्राप्ति करनी है तो सबसें पहलें एक कदम बढायें जो आपको आपकें लक्ष्य के एक कदम नजदीक लें जाता है।

Win-Win policy follow कीजिए-

अगर आप ऐसे ही अन्य वीडियोज देखना चाहते है तो हमारे यूट्यूब चैनल पर विजिट कर सकते है।

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  RRB NTPC Railway previous year Questions 28/12/2020 First Shift and Second Shift   ·         खालसा पंथ की स्थापना गुरू गोविंद सिंह जी...

• United Nations International Organisations- Headquarter, President and Establishment year in Hindi दुनिया ने बहुत बार ऐसी परिस्थिति महसूस की है जिसके बाद उन्होने महसूस किया कि सभी देशो को एक साथ एक मंच पर आना चाहिए जिसके लिए कई सारे संगठनो...
• RRB NTPC Railway previous year Questions 28/12/2020 First Shift and Second Shift   RRB NTPC Railway previous year Questions 28/12/2020 First Shift and Second Shift   ·         खालसा पंथ की स्थापना गुरू गोविंद सिंह जी...
• Bhagat Singh Biography in Hindi- वह कहानी जिसने हजारो युवाओ को देश पर कुर्बान होने के लिए प्रेरित किया-  भगत सिंह का जन्म 28 सितंबर 1907 को पंजाब के लायलपुर के बंगा गांव में हुआ था। इत्तेफाक की बात यह थी कि भगत सिंह के जन्म के समय पिता के किशन ...

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What Is Procrastination?

Putting off tasks we don't enjoy is common, despite the consequences

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Why Do You Procrastinate?

Types of procrastination.

• The Negative Impact
• Strategies to Stop

Procrastination is the act of delaying or putting off tasks until the last minute, or past their deadline. Some researchers define procrastination as a "form of self-regulation failure characterized by the irrational delay of tasks despite potentially negative consequences."

According to Joseph Ferrari, a professor of psychology at DePaul University in Chicago and author of "Still Procrastinating: The No Regret Guide to Getting It Done," around 20% of U.S. adults are chronic procrastinators.

No matter how well-organized and committed you are, chances are that you have found yourself frittering away hours on trivial pursuits (watching TV, updating your Facebook status, shopping online) when you should have been spending that time on work or school-related projects.

Whether you're putting off finishing a project for work, avoiding homework assignments, or ignoring household chores, procrastination can have a major impact on your job, your grades, and your life.

In most cases, procrastination is not a sign of a serious problem. It's a common tendency that most people give in to at some point or another.

Remember that time that you thought you had a week left to finish a project that was really due the next day? How about the time you decided not to clean up your apartment because you "didn't feel like doing it right now?"

We often assume that projects won't take as long to finish as they really will, which can lead to a false sense of security when we believe that we still have plenty of time to complete these tasks.

One of the biggest factors contributing to procrastination is the notion that we have to feel inspired or motivated to work on a task at a particular moment.

The reality is that if you wait until you're in the right frame of mind to do certain tasks (especially undesirable ones), you will probably find that the right time simply never comes along and the task never gets completed.

The following are a few other factors that cause procrastination.

Researchers suggest that procrastination can be particularly pronounced among students. A 2007 meta analysis published in the Psychological Bulletin found that a whopping 80% to 95% of college students procrastinated on a regular basis, particularly when it came to completing assignments and coursework.  

According to researchers, there are some major cognitive distortions that lead to academic procrastination.   Students tend to:

• Overestimate how much time they have left to perform tasks
• Overestimate how motivated they will be in the future
• Underestimate how long certain activities will take to complete
• Mistakenly assume that they need to be in the right frame of mind to work on a project

Present Bias

The present bias is a phenomenon observed in human behavior that may result in procrastination. The present bias means that we tend to be motivated more by immediate gratification or rewards than we are by long-term rewards. This is why it feels good in the moment to procrastinate.

For example, the immediate reward of staying in bed and watching TV is more appealing than the long-term reward of publishing a blog post, which would take much longer to accomplish.

Procrastination can also be a result of depression . Feelings of hopelessness , helplessness, and a lack of energy can make it difficult to start (and finish) the simplest task. Depression can also lead to self-doubt . When you can't figure out how to tackle a project or feel insecure about your abilities, you might find it easier to put it off.

Obsessive-Compulsive Disorder (OCD)

Procrastination is also pretty common in people with obsessive-compulsive disorder . One reason is that OCD is often linked with maladaptive perfectionism, which causes fears about making new mistakes, doubts about whether you are doing something correctly, and worry over others' expectations of you.

People with OCD also often have a propensity toward indecision, causing them to procrastinate rather than make a decision.

Many adults with attention-deficit/hyperactivity disorder (ADHD) struggle with procrastination. When you're so distracted by outside stimuli, as well as internal thoughts, it can be hard to get started on a task, especially if that task is difficult or not interesting to you.

Is Procrastination a Mental Illness?

Procrastination itself is not a mental illness. But in some cases, it may be symptomatic of an underlying mental health condition such as depression, OCD, or ADHD.

We often come up with a number of excuses or rationalizations to justify our behavior. According to researchers, there are 15 key reasons why people say they procrastinate:

• Not knowing what needs to be done
• Not knowing how to do something
• Not wanting to do something
• Not caring if it gets done or not
• Not caring when something gets done
• Not feeling in the mood to do it
• Being in the habit of waiting until the last minute
• Believing that you work better under pressure
• Thinking that you can finish it at the last minute
• Lacking the initiative to get started
• Blaming sickness or poor health
• Waiting for the right moment
• Needing time to think about the task
• Delaying one task in favor of working on another

Press Play for Advice On Completing Tasks

Hosted by therapist Amy Morin, LCSW, this episode of The Verywell Mind Podcast shares how to get tasks done with a science-backed trick known as 'temptation bundling.' Click below to listen now.

Follow Now : Apple Podcasts / Spotify / Google Podcasts

Some researchers classify two types of procrastinators: passive and active procrastinators.

• Passive procrastinators : Delay the task because they have trouble making decisions and acting on them
• Active procrastinators : Delay the task purposefully because working under pressure allows them to "feel challenged and motivated"

Others define the types of procrastinators based on different behavioral styles of procrastination, including:

• Perfectionist : Puts off tasks out of the fear of not being able to complete a task perfectly
• Dreamer : Puts off tasks because they are not good at paying attention to detail
• Defier : Doesn't believe someone should dictate their time schedule
• Worrier : Puts off tasks out of fear of change or leaving the comfort of "the known"
• Crisis-maker : Puts off tasks because they like working under pressure
• Overdoer : Takes on too much and struggles with finding time to start and complete task

Procrastinators vs. Non-Procrastinators

"Non-procrastinators focus on the task that needs to be done. They have a stronger personal identity and are less concerned about what psychologists call 'social esteem'—how others like us—as opposed to self-esteem which is how we feel about ourselves," explained Dr. Ferrari in an interview with the American Psychological Association (APA).  

According to psychologist Piers Steel, people who don't procrastinate tend to be high in the personality trait known as conscientiousness , one of the broad dispositions identified by the Big Five theory of personality. People who are high in conscientiousness also tend to be high in other areas including self-discipline, persistence, and personal responsibility.

The Negative Impact of Procrastination

It is only in cases where procrastination becomes chronic and begins to have a serious impact on a person's daily life that it becomes a more serious issue. In such instances, it's not just a matter of having poor time management skills, it's a major part of their lifestyle.

Perhaps they pay their bills late, don't start work on big projects until the night before the deadline, delay gift shopping until the day before a birthday, and even file their income tax returns late.

Unfortunately, this procrastination can have a serious impact on a number of life areas, including a person's mental health and social, professional, and financial well-being:

• Higher levels of stress and illness
• Increased burden placed on social relationships
• Resentment from friends, family, co-workers, and fellow students
• Consequences of delinquent bills and income tax returns

How to Overcome Procrastination

You might find yourself wondering, How can I stop procrastinating?

Fortunately, there are a number of different things you can do to fight procrastination and start getting things done on time. Consider these your procrastination exercises:

• Make a to-do list : To help keep you on track, consider placing a due date next to each item.
• Take baby steps : Break down the items on your list into small, manageable steps so that your tasks don’t seem so overwhelming.
• Recognize the warning signs : Pay attention to any thoughts of procrastination and do your best to resist the urge. If you begin to think about procrastinating, force yourself to spend a few minutes working on your task.
• Eliminate distraction : Ask yourself what pulls your attention away the most—whether it's Instagram, Facebook updates, or the local news—and turn off those sources of distraction.
• Pat yourself on the back : When you finish an item on your to-do list on time, congratulate yourself and reward yourself by indulging in something you find fun.    

Prem R, Scheel TE, Weigelt O, Hoffmann K, Korunka C. Procrastination in daily working life: A diary study on within-person processes that link work characteristics to workplace procrastination . Front Psychol . 2018;9:1087. doi:10.3389/fpsyg.2018.01087

American Psychological Association. The Psychology of Procrastination: Why People Put Off Important Tasks Until the Last Minute . 2010.

Bisin A, Hyndman K. Present-bias, procrastination and deadlines in a field experiment . Games and Economic Behavior. 2020;119:339-357. doi:10.1016/j.geb.2019.11.010

Steel P. The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure . Psychol Bull . 2007;133(1):65-94. doi:10.1037/0033-2909.133.1.65 

Ferrari, Joseph & Johnson, Judith & McCown, William. (1995). Procrastination and Task Avoidance - Theory, Research and Treatment . doi: 10.1007/978-1-4899-0227-6

Beutel ME, Klein EM, Aufenanger S, et al. Procrastination, distress and life satisfaction across the age range - A German representative community study .  PLoS One . 2016;11(2):e0148054. doi:10.1371/journal.pone.0148054

Limburg K, Watson HJ, Hagger MS, Egan SJ.  The relationship between perfectionism and psychopathology: A meta-analysis .  J Clin Psychol.  2017;73(10):1301-1326. doi:10.1002/jclp.22435

Altgassen M, Scheres A, Edel MA.  Prospective memory (partially) mediates the link between ADHD symptoms and procrastination .  Atten Defic Hyperact Disord . 2019;11(1):59-71. doi:10.1007/s12402-018-0273-x

Tuckman BW, Abry DA, Smith DR. (2008). Learning and Motivation Strategies: Your Guide to Success (2nd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

Zohar AH, Shimone LP, Hen M. Active and passive procrastination in terms of temperament and character .  PeerJ . 2019;7:e6988. doi:10.7717/peerj.6988

American Psychological Association. The first step to overcoming procrastination: Know thyself .

Svartdal F, Nemtcan E. Past negative consequences of unnecessary delay as a marker of procrastination . Front Psychol. 2022;13. doi:10.3389/fpsyg.2022.787337

Schrager S, Sadowski E. Getting more done: Strategies to increase scholarly productivity .  J Grad Med Educ . 2016;8(1):10-13. doi:10.4300/JGME-D-15-00165.1

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

The Psychological Origins of Procrastination—and How We Can Stop Putting Things Off

The psychology behind procrastination involves how we perceive of value, 

“I love deadlines,” English author Douglas Adams once wrote. “I love the whooshing noise they make as they go by.”

We’ve all had the experience of wanting to get a project done but putting it off for later. Sometimes we wait because we just don’t care enough about the project, but other times we care a lot – and still end up doing something else. I, for one, end up cleaning my house when I have a lot of papers to grade, even though I know I need to grade them.

So why do we procrastinate? Are we built to operate this way at some times? Or is there something wrong with the way we’re approaching work?

These questions are central to my research on goal pursuit , which could offer some clues from neuroscience about why we procrastinate – and how to overcome this tendency.

To do, or not to do

It all starts with a simple choice between working now on a given project and doing anything else: working on a different project, doing something fun or doing nothing at all.

The decision to work on something is driven by how much we value accomplishing the project in that moment – what psychologists call its subjective value. And procrastination, in psychological terms, is what happens when the value of doing something else outweighs the value of working now.

This way of thinking suggests a simple trick to defeat procrastination: find a way to boost the subjective value of working now, relative to the value of other things. You could increase the value of the project, decrease the value of the distraction, or some combination of the two.

For example, instead of cleaning my house, I might try to focus on why grading is personally important to me. Or I could think about how unpleasant cleaning can actually be – especially when sharing a house with a toddler.

It’s simple advice, but adhering to this strategy can be quite difficult, mainly because there are so many forces that diminish the value of working in the present.

The distant deadline

People are not entirely rational in the way they value things. For example, a dollar bill is worth exactly the same today as it is a week from now, but its subjective value – roughly how good it would feel to own a dollar – depends on other factors besides its face value, such as when we receive it.

The tendency for people to devalue money and other goods based on time is called delay discounting . For example, one study showed that, on average, receiving $100 three months from now is worth the same to people as receiving $83 right now. People would rather lose $17 than wait a few months to get a larger reward.

Other factors also influence subjective value, such as how much money someone has recently gained or lost . The key point is that there is not a perfect match between objective value and subjective value.

Delay discounting is a factor in procrastination because the completion of the project happens in the future. Getting something done is a delayed reward, so its value in the present is reduced: the further away the deadline is, the less attractive it seems to work on the project right now.

Studies have repeatedly shown that the tendency to procrastinate closely follows economic models of delay discounting. Furthermore, people who characterize themselves as procrastinators show an exaggerated effect . They discount the value of getting something done ahead of time even more than other people.

One way to increase the value of completing a task is to make the finish line seem closer . For example, vividly imagining a future reward reduces delay discounting .

No work is ‘effortless’

Not only can completing a project be devalued because it happens in the future, but working on a project can also be unattractive due to the simple fact that work takes effort.

New research supports the idea that mental effort is intrinsically costly ; for this reason, people generally choose to work on an easier task rather than a harder task. Furthermore, there are greater subjective costs for work that feels harder (though these costs can be offset by experience with the task at hand).

This leads to the interesting prediction that people would procrastinate more the harder they expect the work to be. That’s because the more effort a task requires, the more someone stands to gain by putting the same amount of effort into something else (a phenomenon economists call opportunity costs ). Opportunity costs make working on something that seems hard feels like a loss.

Sure enough, a group of studies shows that people procrastinate more on unpleasant tasks. These results suggest that reducing the pain of working on a project, for example by breaking it down into more familiar and manageable pieces, would be an effective way to reduce procrastination.

Your work, your identity

When we write that procrastination is a side effect of the way we value things, it frames task completion as a product of motivation, rather than ability.

In other words, you can be really good at something, whether it’s cooking a gourmet meal or writing a story, but if you don’t possess the motivation, or sense of importance, to complete the task, it’ll likely be put off.

It was for this reason that the writer Robert Hanks, in a recent essay for the London Review of Books, described procrastination as “a failure of appetites.”

The source of this “appetite” can be a bit tricky. But one could argue that, like our (real) appetite for food, it’s something that’s closely intertwined with our daily lives, our culture and our sense of who we are.

So how does one increase the subjective value of a project? A powerful way – one that my graduate students and I have written about in detail – is to connect the project to your self-concept. Our hypothesis is that projects seen as important to a person’s self-concept will hold more subjective value for that person.

It’s for this reason that Hanks also wrote that procrastination seems to stem from a failure to “identify sufficiently with your future self” – in other words, the self for whom the goal is most relevant.

Because people are motivated to maintain a positive self-concept , goals connected closely to one’s sense of self or identity take on much more value.

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• Procrastination Psychology: Understanding Effects, Causes, And Solutions

Procrastination Psychology: Understanding Effects, Causes, and Solutions

What is procrastination?

The word procrastination comes from the Latin procrastinare:  “deferred until tomorrow” and the Greek akrasia:  “acting against one’s better judgment.” The word itself suggests that procrastination is an active process: you choose to do something other than the task at hand, despite knowing that its delay will cause you to suffer in the future. 

Procrastination can vary from chronic (perpetual problems finishing tasks) to situational (the delaying of tasks that may seem unattractive or boring). At some point in our lives, nearly everyone has delayed completing a task, with a number of studies showing that “procrastination appears to go hand-in-hand with the human condition.” Numbers are particularly high among students, with 80-95% of this group being estimated to engage in procrastination. 

Dr. Joseph Ferrari , professor of psychology at DePaul University and a leading voice in the study of procrastination, says that a true procrastinator “has twelve things to do, maybe does one or two of them, then rewrites the list, shuffles it around, then makes an extra copy of it. That’s procrastinating.” 

Procrastinators often seek “ephemeral pleasures” such as watching a TV show or spending time with friends instead of working on an important task. This type of procrastination is easy to identify. However, procrastination may take a more subtle form, disguised as the pursuit of “ephemeral chores.” If you have ever convinced yourself that organizing your spice cabinet or color-coding your agenda is more important than starting a task, you may employ this form of procrastination disguised as productivity. 

The harmful effects of procrastination 

Contrary to popular belief, procrastination is not caused by poor time management or a fear of failure. Rather, studies show that procrastination is due to self-regulation failure and a poor ability to manage emotions. Procrastinators recognize the harmful effects of putting tasks off, but can’t overcome the emotional urge of a diversion. 

When discussing procrastination, Roman emperor Marcus Aurelius reminded himself to “stop letting your emotions override what your mind tells you,” suggesting that the Romans had insight into the causes of procrastination that psychologists are studying today. According to  Dr. Timothy Pychyl , author of  Solving the Procrastination Puzzle , “emotional regulation is the real story around procrastination because, to the extent that I can deal with my emotions, I can stay on task.” 

The link between procrastination and struggles with self-regulation can play a role in substance abuse disorders or impulse control, suggesting that missing a deadline or rushing to finish a task can have more severe consequences than a bad grade or poor performance at work. The poor emotional regulation that comes with a tendency to procrastinate can also lead to a higher likelihood of developing mood disorders such as depression, anxiety, and even bipolar disorder. 

Choosing short-term rewards over long-term benefits

Several studies have linked procrastination to depression, anxiety, low self-esteem, and overall poor mental health. One of the  earliest studies to investigate the negative effects of procrastination followed a group of students throughout the course of a semester in 1997. Students who engaged in procrastination experienced less stress at the beginning of the semester, but their bliss was short-lived. By the end of the semester, the procrastinators not only earned lower grades than other students but also reported significantly higher stress levels and cases of illness, suggesting that procrastination had an influence not only on their performance but on their overall well-being. 

When it comes to the link between procrastination and mental health conditions, it can be hard to identify which came first. The decreased energy, negative thoughts, and low self-esteem that come with depression can lead us to believe we cannot carry out the task at hand. In turn, putting off important tasks can increase our stress levels, decrease our self-worth and lead to elevated levels of anxiety and a higher likelihood of depression. A 2017 study found that the way participants felt influenced how and when they approached a task. Similarly, in research settings, people who procrastinate have higher levels of stress and lower well-being.

Don’t delay: take care of your mental health today

Due to the complicated underlying causes that lead us to procrastinate, telling a procrastinator to “just do it” can be as counterproductive as telling a person who suffers from depression to “cheer up.” 

Training your mind and body to prioritize important tasks may be difficult, but the long-term benefits can not only improve your professional and academic performance but also improve your mental health and overall well-being. 

3 tips to help you procrastinate less

Change the narrative.

Due to the reciprocal nature of the link between mental health and procrastination, approaching tasks with a more positive outlook can trick your brain into prioritizing them instead of dreading them. Instead of seeing tasks as something you have to do, reframe them from a more positive point of view. 

Instead, try:  

“I can’t wait to show off my writing skills in this paper”

“Studying this topic is going to set me up for success in my career”

“This project is a great chance to showcase my analytical skills to my manager”

Practice self-compassion

A  2012 study that looked at the links between procrastination, stress, and self-compassion found that lower levels of self-compassion can lead to higher stress levels and a greater tendency to procrastinate. Lower self-esteem reduces our confidence in completing a task, leading our bodies and minds to opt for the short-lived pleasure of avoidance, instead of the long-term reward of overcoming a task. 

Ways to increase self-esteem and practice self-compassion can include the following: 

Forgive yourself for your mistakes

Take care of your body and mind with a healthy diet and exercise

Be kind to yourself

Acknowledge your strengths 

Recognize your weaknesses not as shortcomings, but as opportunities for improvement

Create a reward system

Our tendency to procrastinate is intrinsically connected with the regulation of our emotions. When we procrastinate, we often choose immediate pleasure over long-term reward. By creating a reward system, you can train your mind to associate accomplishing difficult tasks with positive emotions. 

Try rewarding yourself with a refreshing walk after completing half of the day’s tasks (just remember to get back on track) or spend time with friends getting coffee once you complete a hard assignment. 

Essay on “Procrastination” for School, College Students, Long and Short English Essay, Speech for Class 9, 10 and 12 students.

Procrastination

This long word literally means putting “forward” to “tomorrow”; for it is derived from the Latin word cras, “tomorrow”, and prefix pro, “before” or “forward.” Of course it is sometimes necessary and wise to postpone a decision or an action, where hasty conclusions would be foolish; but “procrastination” always means putting things off tomorrow which ought to be done today. is the fault of dilatoriness and laziness, that leads us to shirk the doing of present duties and inclines us to defer them to some future time.

Thus the fault of procrastination is just the opposite of the virtue punctuality. A punctual man takes care to do what has to be done exactly at the right time; the dilatory man never does anything at the right time, bit always wants to put it off till tomorrow, or next week, or next year. Procrastination, if it is not firmly checked, soon grows into bad habit, which at last makes the punctual performance of daily duties impossible. It may be due to sheer laziness, and disinclination to work when work seems inconvenient; or it may be due to the illusion that there will be plenty of time in the future to do all we have to do. This is an illusion, because when we think thus we forget that, even if we shall have more time to-morrow, we shall have more to do then—not only tomorrow’s legitimate work, but today’s work which we have neglected, as well. Every day we put ‘off the work we ought to do, we piling up an accumulation of work for “tomorrow,” and we shall at last find that the arrears of undone work are too big to overtake. So, in the end, “lazy folks take most pains.”

“Procrastination,” it is said, “is the thief of time.” We have only a limited amount of time at our disposal; and every hour we waste in idleness, is “stolen” by that thief, procrastination, from our stock. Time wasted is time lost.

The lazy man says, “Never do to-day what you can put off till to-morrow.” But the wise and busy man takes as his motto the old proverb, “Never put off till to-morrow what you can do to-day”. And the man who systematically clears off the work that belongs to each day as it comes, not only avoids the mental burden of unperformed duties, but is also the only man who knows true leisure. For at the end of the day, he can spend what time remains in recreation and enjoyment with a clear conscience, knowing he is well ahead with his work.

So we should take as our motto, “Do it now!”

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समय के महत्व पर निबंध (Value of Time Essay in Hindi)

“समय” एक ऐसी चीज है जो भिखारी को राजा और राजा को भिखारी बना सकती है। समय सबसे शक्तिशाली हथियार है, जिसके आगे दूसरे हथियार बेकार हैं। समय एक सामान्य शब्द लगता है लेकिन इसके महत्व को समझना बहुत मुश्किल है। एक सफल और असफल व्यक्ति के बीच समय की कीमत का अंतर होता है।

समय के महत्व पर छोटे तथा बड़े निबंध (Short and Long Essay on Value of Time in Hindi, Samay ka Mahatva par Nibandh Hindi mein)

हमारे जीवन में समय के महत्व को बेहतर ढंग से समझने के लिए आइए नीचे दिए गए छोटे और बड़े निबंधों को देखें।

निबंध 1 (300 शब्द)

समय क्या है? समय एक ऐसी चीज है जो हीरे-सोने से भी महंगी है, समय की कीमत पैसे से ज्यादा है, समय किसी भी दुश्मन से ज्यादा ताकतवर है, समय से बेहतर कोई नहीं सिखा सकता। समय का बहुत महत्व है और इसका गहरा अर्थ है। इसलिए सफल जीवन के लिए समय के महत्व को समझना जरूरी है।

समय प्रबंधन

समय प्रबंधन हमारे जीवन में एक महत्वपूर्ण भूमिका निभाता है। समय का प्रबंधन सफलता की ओर पहला कदम है। समय को मैनेज करने का मतलब है अपने जीवन के हर पल को मैनेज करना।

उचित समय प्रबंधन से तात्पर्य आपके काम की अग्रिम तैयारी से है ताकि आप भविष्य में और अधिक लाभ कमाने में सक्षम हो सकें। समय प्रबंधन सभी जीवित प्राणियों के लिए आवश्यक है चाहे वे युवा हों, बड़े हों या वरिष्ठ नागरिक हों।

समय का मूल्य

कहा जाता है कि समय उन्हें महत्व देता है जो समय को महत्व देते हैं। अच्छे काम के लिए समय का सदुपयोग करना आपको अच्छे परिणाम देगा और अगर आप इसे बुरे काम में इस्तेमाल करेंगे तो यह आपको निश्चित रूप से बुरा परिणाम देगा।

बहुत से लोग समय को महत्व नहीं देते हैं, वे सोचते हैं कि पैसा ही सब कुछ है जो उन्हें सफल और खुश रखता है। लेकिन बाद में जब उन्होंने समय गंवाया तो उन्हें पता चला कि समय के सामने पैसा कुछ भी नहीं है। हालाँकि, खोया हुआ पैसा बाद में कमाया जा सकता है लेकिन एक बार समय बीत जाने के बाद, यह फिर कभी पहले जैसा नहीं रहेगा।

समय हमारे जीवन की कुंजी है। चाहे सुख हो, दुख हो, सफलता हो, असफलता हो, सब कुछ परोक्ष रूप से समय पर निर्भर है। समय के साथ समय के मूल्य को समझना आवश्यक है अन्यथा आप जीवन भर पछताएंगे।

निबंध 2 (250 शब्द)

समय और धन की दौड़ में हमेशा समय की जीत होती है। पैसा कमाना आपको अमीर बना देगा लेकिन समय को जीतना आपको सफल बनाएगा। समय फिर कभी लौट कर नहीं आता, आपको इसका उपयोग करने का केवल एक ही मौका मिलता है। यदि आप आज समय का सदुपयोग करते हैं, तो यह आपको कल लाभकारी परिणाम देगा। समय बहुत कीमती है और इसे अच्छे कामों में खर्च करने की जरूरत है।

समय के मूल्य को समझना महत्वपूर्ण है क्योंकि यह बदलता रहता है। समय फिर कभी किसी के जीवन में एक जैसा नहीं हो सकता। जो व्यक्ति समय के महत्व को जानता है और उसका सम्मान करता है, वह चतुर और बुद्धिमान माना जाता है। वह व्यक्ति अपने जीवन में सभी सफलता प्राप्त करने वाला होता है।

हमें समय का महत्व तब पता चलता है जब हमारे पास वास्तव में इसकी कमी होती है। एक छात्र परीक्षा देते समय प्रत्येक मिनट के मूल्य को महसूस कर सकता है, नौकरी चाहने वाले को समय की कीमत महसूस होती है जब उसे कुछ मिनट देर से आने के लिए खारिज कर दिया जाता है, एक सामान्य परिवार समय के मूल्य को महसूस कर सकता है जब उनका अत्यावश्यक वाहन कुछ मिनटों के लिए छुट जाता है।

माता-पिता को अपने बच्चे को समय की सच्चाई सिखानी चाहिए। नहीं तो हमें यह ध्यान रखना चाहिए कि अगर समय किसी को बना सकता है तो वह किसी को बहुत बुरी तरह तबाह भी कर सकता है।

निबंध 3 (400 शब्द)

समय का प्रवाह एकदिशीय है, यह चलता रहता है। लेकिन इसका मतलब यह नहीं है कि आप समय को जाने दे सकते हैं। अपने लाभ के लिए समय का सदुपयोग करने के लिए हर संभव प्रयास करना चाहिए।

रोजमर्रा की जिंदगी में समय का मूल्य

समय एक महत्वपूर्ण कारक है जो हमारे दैनिक जीवन में महत्वपूर्ण भूमिका निभाता है। हमें अपनी दैनिक गतिविधियों को करने के लिए समय चाहिए। हमें बीमारी से उबरने के लिए समय चाहिए, हमें स्थिति से आगे बढ़ने के लिए समय चाहिए, जीवन में प्रगति के लिए समय चाहिए, हमें अपने माता-पिता को गौरवान्वित करने के लिए समय चाहिए, हमें अपनी योग्यता बढ़ाने के लिए समय चाहिए, आदि समय से प्रभावित चीजें हैं। सभी को एक दिन में 24 घंटे समान मिलते हैं लेकिन उपयोग करने का तरीका हर व्यक्ति में अलग-अलग होता है।

समय की शक्ति

जैसा कि हम सभी जानते हैं कि समय की शक्ति के आगे कोई नहीं टिक सकता। समय अमीर को गरीब या गरीब को अमीर में बदलने में सक्षम है। यह एक खुश व्यक्ति को रोने के लिए या रोने वाले व्यक्ति को कुछ ही सेकंड में खुश बना सकता है। समय इतना शक्तिशाली होता है कि हम उसे देख नहीं सकते लेकिन समय के सामने उपस्थित परिस्थितियाँ हमें बहुत कुछ देखने पर मजबूर कर देती हैं।

समय का सदुपयोग कैसे करें

समय का मतलब बहुत सारा काम करना नहीं है, इसका मतलब है कि पूरे काम को सही समय पर करना। आप इन चरणों का पालन करके समय का सदुपयोग कर सकते हैं:

• महत्वपूर्ण कार्य को प्राथमिकता दें : जो कार्य महत्वपूर्ण हैं और जिन्हें शीघ्र पूरा करने की आवश्यकता है, उन्हें प्राथमिकता दी जानी चाहिए।
• उचित प्रबंधन : यदि आपने पहले से योजना बनाई है तो कुछ भी हासिल किया जा सकता है। उचित प्रबंधन हमारे काम को आसान बनाता है।
• स्मार्ट वर्क : एक स्मार्ट वर्क हजारों की मेहनत से ज्यादा काबिल होता है। स्मार्ट वर्क में कम समय और मेहनत लगती है।
• सोच से ज्यादा काम करें : सोचने में समय बर्बाद करने के बजाय काम करना बेहतर है। आप उत्पादकता बढ़ाने के लिए हर मिनट का प्रभावी उपयोग कर सकते हैं।

समय का सदुपयोग करना आपके हाथ में है। हमने कई कहानियाँ सुनी हैं, यहाँ तक कि कुछ लोगों ने समय के खेल का अनुभव भी किया है। इसलिए समय रहते ही हमें इसका महत्व समझ लेना चाहिए और सम्मान करना चाहिए।

FAQs: Frequently Asked Questions on Value of Time (समय के महत्व पर अक्सर पूछे जाने वाले प्रश्न)

उत्तर. समय महत्वपूर्ण है क्योंकि यह कभी वापस नहीं आता।

उत्तर. समय का सदुपयोग आपको सफलता, सम्मान, आत्मविश्वास और साथ ही एक खुशहाल जीवन देगा।

उत्तर. जो व्यक्ति हमेशा समय पर होता है उसे समयनिष्ठ कहते हैं।

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समय के महत्व पर निबंध | Essay on Importance of Time in Hindi

by StoriesRevealers | May 22, 2020 | Essay in Hindi | 0 comments

Essay on Importance of Time in Hindi : समय ही धन है। यह एक खजाना है और फिर भी हम इसे मूर्खतापूर्ण तरीके से बर्बाद करते हैं। यदि हम बिना समय बेकार करे जरूरी गतिविधियों का के लिए अपने समय का प्रयोग करे तो अन्य चीजें खुद-ब-खुद ही ठिक हो जाएगीं। हम सभी समय से बढ़ते हैं, एक समय तक जीते हैं और समय के बाद मर जाते हैं। लेकिन दुनिया के महान पुरुष और महिलाएं समय का उपयोग अपने सर्वोत्तम तरीके से करते हैं। उन्हें पता है कि समय कितना कीमती है। 

Essay on Importance of Time in Hindi

हर मिनट उनके लिए मूल्यवान है और इसलिए वे इसकी अच्छी देखभाल करते हैं और इसलिए वह अपने जिवन में सफल होते है। वे जानते हैं कि समय और ज्वार किसी का इंतजार नहीं करते हैं कि समय खो जाने के बाद कभी भी पुनर्प्राप्त नहीं किया जा सकता है। यह सोचना वास्तव में भ्रम है कि हम समय बर्बाद कर रहे हैं। इसके विपरीत, समय हमें बर्बाद कर रहा है। समय सर्व शक्तिशाली है। यह नियति है, इतिहास और सभ्यता है। कुछ भी समय से परे नहीं है।

Also Read: Essay on Child Labour in Hindi

सब लोग सफलता, खुशी, प्रसिद्धि आदि चाहते हैं, लेकिन कुछ लोग हि यह सब प्राप्त कर पाते हैं क्योंकि वह अपने समय का सदुपयोग करते हैं। समय का असली महत्व वह जानते हैं जिन्होनें अपने समय का सदुपयोग नही किया जिसके कारण वह वह जिवन में बहुत सी कठिनाइयों का सामना कर रहें है।

एक बार यदि समय हमारे हाथ से निकल जाता है, तो फिर वह कभी वापस नहीं आ सकता। समय पैसे से ज्यादा कीमती है। यह राजाओं और राजकुमारों की तुलना में अधिक शक्तिशाली है। वे आते हैं और चले जाते हैं लेकिन समय हमेशा के लिए है। इसकी न तो कोई शुरुआत है और न ही कोई अंत। हम इसे जन्म, वृद्धि, क्षय और मृत्यु के रूप में पहचानते हैं। इसे उपयोगी वह मूर्खतापूर्ण चिजो के लिए खर्च किया जाना चाहिए।

प्रत्येक व्यक्ति को समय का मूल्य पता होना चाहिए और इसलिए उन्हें अपने समय का अधिकतम उपयोग करना चाहिए। जैसा की कई व्यक्तियों ने किया और आज वह महापुरुषों कि सुचि मे शामिल है। हम देख सकते हैं कि उन्होंने समय का उपयोग कैसे किया, उन्होंने अपना जीवन कैसे बदला। और वही हमें रास्ता दिखाएँगे। जो महत्वपूर्ण है वह वर्तमान है।

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खोए हुए अतीत के लिए किसी कार्य को स्थगित करना मूर्खता है। कोई कल नहीं है और न ही इसका पश्चाताप करना चाहिए। यह हमेशा आज है। आज का अर्थ है कड़ी मेहनत, श्रम और पसीना । इसका अर्थ है समय और अवसर का सर्वोत्तम उपयोग।

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Understanding procrastination: A case of a study skills course

• Open access
• Published: 22 March 2021
• Volume 24 , pages 589–606, ( 2021 )

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• T. Hailikari   ORCID: orcid.org/0000-0002-1355-2985 1 ,
• N. Katajavuori   ORCID: orcid.org/0000-0001-5093-2402 1 &
• H. Asikainen   ORCID: orcid.org/0000-0002-3858-211X 1  

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Procrastination is consistently viewed as problematic to academic success and students’ general well-being. There are prevailing questions regarding the underlying and maintaining mechanisms of procrastination which are yet to be learnt. The aim of the present study was to combine different ways to explain procrastination and explore how students’ time and effort management skills, psychological flexibility and academic self-efficacy are connected to procrastination as they have been commonly addressed separately in previous studies. The data were collected from 135 students who participated in a voluntary time management and well-being course in autumn 2019. The results showed that students’ ability to organize their time and effort has the strongest association with procrastination out of the variables included in the study. Psychological flexibility also has a strong individual role in explaining procrastination along with time and effort management skills. Surprisingly, academic self-efficacy did not have a direct association with procrastination. Interestingly, our findings further suggest that time and effort management and psychological flexibility are closely related and appear to go hand in hand and, thus, both need to be considered when the aim is to reduce procrastination. The implications of the findings are further discussed.

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1 Introduction

Academic procrastination is very common among university students: almost all occasionally procrastinate in one or another domain of their studies, and approximately every second student regularly procrastinates (Rothblum et al., 1986 ; Steel, 2007 ). Considerable attention has been given to procrastination in university setting (Klassen et al., 2008 ). The student population is especially prone to procrastination, with an estimated prevalence of 50–95% (Steel, 2007 ). Procrastination may be defined as ‘the voluntary delay of an intended and necessary and/or [personally] important activity, despite expecting potential negative consequences that outweigh the positive consequences of the delay’ (Klingsieck, 2013 , 26). Typical for procrastination is that it is irrational and not imposed by external matters and it is often accompanied by subjective discomfort and negative consequences (Klingsieck, 2013 ). Procrastination is often associated with several negative factors, such as lower academic performance (Steel et al., 2001 ), increased stress (Sirois et al., 2003 ) and poorer mental health (Stead et al., 2010 ). Therefore, it is necessary to understand the causes and the factors that maintain procrastination in order to be able to reduce it. The challenge is that research in the area of procrastination often lacks a coherent, theoretical explanation of the behaviour (Glick et al., 2014 ) which has made it difficult to understand the phenomenon and to follow the research (e.g., Klingsieck, 2013 ; Schraw et al., 2007 ; Steel, 2007 ). Therefore, there are prevailing questions regarding the underlying and maintaining mechanisms of procrastination which are yet to be learnt (Katz et al., 2014 ; Visser et al., 2018 ).

The core characteristic of procrastination is the intention-action gap suggesting that the procrastinators often have good intentions, but the challenge lies in the implementation of these intentions (Dewitte and Lens, 2000 ). Thus, procrastination has traditionally been understood as a self-regulation or time management problem (Wolters et al., 2017 ). There is a strong body of evidence suggesting that lower levels of self-regulating behaviours are related to higher levels of procrastination, and thus self-regulation is one of the keys to understanding procrastination (Ferrari, 2001 ). However, Visser et al. ( 2018 ) suggest that procrastination is complex behaviour that involves both cognitive and emotional elements as well as evaluations of one’s own competence. Recent research suggests that instead of being purely a self-regulation or time management problem, procrastination is also strongly influenced by psychological factors, such as the low confidence in one’s own abilities to perform (Steel, 2007 ) and inability to cope with negative emotions that arise in challenging situations referring to the centrality of psychological flexibility in understanding procrastination (Dionne, 2016 ; Gagnon et al., 2016 ). In this article, we aim to bring together these central constructs that have usually been addressed separately in previous studies in order to understand the phenomenon of procrastination and its underlying mechanisms better.

1.1 Factors explaining academic procrastination

There are several theoretical perspectives that have been used when exploring procrastination: the differential psychology perspective; the motivational and volitional psychology perspective; the clinical psychology perspective; and the situational perspective (Klingsieck, 2013 ). In the context of higher education, the motivational-volitional psychology and situational perspectives may be regarded as the most relevant because they provide tangible tools and theories for educational developers to try to influence students’ procrastination tendencies whereas the other perspectives focus more on aspects that are not so easily influenced, such as personality traits, depression or personality disorders. The motivational-volitional perspective is focused on the relationship between different motivational and volitional variables such as motivation, self-regulation, time management and learning strategies which are central in successful studying in higher education (Lindblom-Ylänne et al., 2015 ; Klingsieck, 2013 ). The situational perspective, on the other hand, focuses on procrastination evoked by situational features, such as the perceived difficulty of the task (Klingsieck, 2013 ). This situational perspective can be further extended to include the person’s reactions to the challenges posed by the situation.

From the motivational-volitional perspective, academic procrastination has been found to be related to lower levels of self-regulation and academic self-efficacy and is associated with higher levels of stress and anxiety (e.g., Ferrari et al., 2005 ; Howell et al., 2006 ; Schraw et al., 2007 ; Wolters, 2003 ). Klassen et al. ( 2008 ) state that among all the variables that have been investigated in relation to academic procrastination, self-regulation, self-efficacy, and self-esteem have received the most attention (see e.g., Cassady and Johnson, 2002 ; Chun Chu and Choi, 2005 ; Ferrari, 2001 ; Howell et al., 2006 ; Steel, 2007 ; Wolters, 2003 ). Procrastination has traditionally been considered to be a form of self-regulation failure, as a weakness of will and low ability to organise own studying (e.g., Ferrari, 2001 ; Senecal et al., 1995 ; Steel, 2007 ) and, thus, one common theory is that procrastination results from a person’s inability to manage time (Burka and Yuen, 1982 ; Glick and Orsillo, 2015 ).

1.2 Time and effort management skills behind procrastination

Research focusing on exploring university students’ study progress has consistently shown that time and effort management skills are among the most crucial factors (e.g., Ariely and Wertenbroch, 2002 ; Entwistle, 2009 ; Haarala-Muhonen et al., 2011 ; Häfner et al., 2015 ; Pintrich, 2004 ). In the higher education context, time and effort management skills refer to students’ ability to set goals for themselves and to study according to their goals, to manage their time usage and to prioritise the tasks to be conducted (Entwistle et al., 2001 ). It has further been suggested that time and effort management skills provide a foundation for cognitive engagement and student achievement as they refer to how much the students are willing to invest in their learning (Appleton et al., 2008; Fredricks et al., 2004). Previous studies indicate that many higher education students struggle with time and effort management skills (Parpala et al., 2010 ) and that these skills remain constant throughout the studies and are hard to change (Parpala et al., 2017a ). Many students study without study schedules and thus fail to pass the courses because they run out of preparation time, such as for exams (Asikainen et al., 2013 ). Thus, many interventions to reduce procrastination have focused on improving time management skills (e.g., Ariely and Wertenbroch, 2002 ; Häfner et al., 2015 ; Levrini and Prevatt, 2012 ).

There are also critical voices claiming that time and effort management skills, or lack thereof, are not enough to explain the phenomena and that research focusing on the role of time and effort management skills in procrastination does not take the persons’ internal experiences enough into account (Glick and Orsillo, 2015 ). It has been suggested that when exploring factors that maintain and cause procrastination, we have to widen the perspective to include a broader theory of regulation of inner experiences, namely, psychological flexibility (Hayes, 2004 ; Hayes et al., 2012 ). Recent studies concerning procrastination have brought up the importance of psychological flexibility in decreasing procrastination and suggest that procrastination may also result from person’s psychological inflexibility (Eisenbeck et al., 2019 ; Gagnon et al., 2016 ; Glick et al., 2014 ; Scent and Boes, 2014 ).

1.3 Psychological flexibility and academic self-efficacy beliefs

Psychological flexibility refers to one’s ability to be consciously present, confronting and accepting the negative experiences, emotions and thoughts one might have, and being able to take action about achieving one’s own goals despite unpleasant feelings and thoughts, and further, being able to react to negative feelings and thoughts from a new perspective (Chawla and Ostafin, 2007 ; Hayes et al., 2006 ). Thus, it is a central factor influencing the way students react in a stressful and challenging situation. Procrastinators often fail to regulate their actions in situations that are challenging and involve high levels of stress and cognitive workload and avoiding the unpleasant feelings generated by the situation (Ferrari, 2001 ). This experiential avoidance, or an unwillingness to encounter unpleasant experiences, such as anxiety, is a key component of psychological inflexibility (Sutcliff et al., 2019 ). Tasks that are considered to be difficult and challenging and do not provide instant rewards tend to be delayed and avoided (Blunt and Pychyl, 2000 ; Sirois and Pychyl, 2013 ; Steel, 2007 ). Escaping from stressful and aversive situations might relieve stress and are thus rewarding. As an example, students are always faced with a trade-off when choosing between procrastinating or studying (Kirby et al., 2005 ; Olsen et al., 2018 ) . One alternative is to complete the challenging academic tasks on time which leads to delayed rewards in the form of achieving academic and career goals (see e.g., Sutcliff et al., 2019 ). These goals often strongly align with students' values. However, students always have an alternative to choose an immediate, positive reinforcers in the form of avoidance or escape from negative internal experiences elicited by challenging tasks, such as engaging in social or leisure activities that are not related to the task at hand. Consequently, a number of recent studies have suggested that procrastination is strongly characterised by avoidant tendencies and aversive experiences and is thus mainly involved with the person’s ability to deal with negative emotions, in addition to their time and effort management skills (Sirois, 2014 ; Ticeand Bratslavsky, 2000 ; Hailikari et al., submitted).

Psychological flexibility is thought to be constructed of six core psychological processes, which are cognitive defusion, self-as-context, being present, acceptance, values and committed actions (Hayes et al., 2012 ). These processes include the ability to observe and recognise ones’ own thoughts and seeing them just as thoughts rather than truths; keeping a flexible perspective-taking attitude on one’s thinking and feeling; the ability to remain in the present moment and be mindful of thoughts, feelings, and sensations without judging them; confronting negative thoughts and emotions without attempting to change them; clarifying one’s hopes, values and goals in life and finally, doing and taking actions which are consistent with one’s hopes, values and goals (Flaxman et al., 2013 ; Hayes et al., 2012 ). Each of these processes is a psychological skill that can be enhanced in different life domains.

Previous research has clearly shown a link between high levels of procrastination and psychological inflexibility. Eisenbeck et al. ( 2019 ) found that procrastination and psychological distress were associated with psychological inflexibility and further, psychological inflexibility mediated the relationship between general psychological distress and procrastination. The role of psychological flexibility’s sub-processes in procrastination among university students has also been studied, and it was found that committed actions were moderately negatively correlated with procrastination suggesting that committed action could be a promising variable in the study of procrastination (Gagnon et al. 2016 ). Another study showed that procrastination was negatively and moderately related to lower levels of acceptance, adding support to the negative link between psychological flexibility and procrastination (Glick et al., 2014 ). The significance of psychological flexibility in the university context has been studied less, but recent research in this context showed that psychological flexibility has a strong relationship with student engagement and study progression (Asikainen, 2018 ; Asikainen et al., 2018 ).

A recent study by Jeffords et al. ( 2018 ), showed that psychological flexibility is closely related to self-efficacy. Self-efficacy has often been studied previously, focusing on procrastination with results showing an inverse relationship with procrastination (Howell and Watson, 2007; Steel, 2007 ; Wolters, 2003 ). Academic Self-efficacy beliefs describe students’ beliefs in their own capabilities to learn new things and to complete given tasks successfully (Bandura, 1997 ). According to the study by Jeffords et al. ( 2018 ) students who reported greater psychological flexibility felt more efficacious in their ability to complete their studies, whereas students who reported greater inflexibility also reported feeling less efficacious. Similar findings have been reported in relation to students’ time and effort management skills. Bembenutty ( 2009 ) showed that college students who have greater academic self-efficacy also tend to show increased management of their time and study environment (see also Burlison et al., 2009 ; Park and Sperling, 2012 ). Academic Self-efficacy beliefs have been proposed as a possible explanation for procrastination in the academic context, indicating that low academic self-efficacy beliefs are associated with an increased tendency to procrastinate (Judge and Bono, 2001 ). If one’s academic self-efficacy beliefs are low, the motivation to initiate work or to commit to required action should also be low, resulting in avoidance behaviour and consequently procrastination (Grunschel et al. 2013 ). On the other hand, students who believe that they can and will do well are more likely to be motivated to self-regulate, persist and engage in studying (Pintrich and Schunk, 2002 ; Zimmerman, 2000 ). Academic Self-efficacy beliefs have been found to be among the strongest predictive factors of performance in various domains (e.g., Lane and Lane, 2001 ; Pajares, 1996 ). Thus, when exploring the maintaining factors of procrastination, it is important to include academic self-efficacy.

1.4 Aim of the study

Taken together, previous research suggests that time and effort management skills, psychological flexibility and self-efficacy are all closely related to procrastination. Although the studies in this area support a tentative connection between these factors, it is far from conclusive. To our knowledge, no previous study has brought together these central constructs in explaining procrastination. They have been explored separately as they represent different research traditions. The aim of the present study is to include all these variables and explore their interrelations and how they together predict procrastination among students that experiences challenges with their study skills. There is a need to understand the underlying mechanisms of procrastination and which constructs are especially important if the aim is to reduce procrastination among higher education students. This research focuses on answering the following research question: How are university students’ time and effort management skills, psychological flexibility and self-efficacy associated with (a) each other and (b) to their reported level of procrastination.

2 Methodology

2.1 participants.

The data were collected from students studying arts and humanities at a Finnish university. Prolonged study times are a great challenge at the Faculty of Arts and Humanities (Kurri, 2006 ). Recent research also suggests that students procrastinate more in the field of arts and humanities compared to other academic fields (Nordby et al., 2017 ). The data came from the students who participated in a voluntary time management and well-being course, and who were willing/eager to improve their study skills. This course was advertised for students who have challenges with their time-management and well-being. A total of 149 students voluntarily participated in the study and answered the questionnaire in autumn 2019. Students responded to the questionnaires at the beginning of the course as a part of their pre-assignment. Of these students, 14 were excluded because their answers had many missing values concerning the measured dimensions (> 50%). Thus, a total of 135 students provided the data. In the questionnaire, the students were asked to evaluate their own time and effort management skills, academic self-efficacy, tendency to procrastinate and psychological flexibility. Of these students, 22 were male students and 110 female students. Two students identified as ‘other gender’, and one did not answer this question. Approximately a quarter of the students in the Faculty of Arts are male and, thus, the sample distribution is similar to the population. The average age of the participants was 28.1 years (SD = 7.62).

2.2 Instruments

We used two scales, focusing on time and effort management skills and academic self-efficacy, from the HowULearn questionnaire (Parpala and Lindblom-Ylänen, 2012 ). HowULearn -questionnaire and its scales are widely used and validated in Finnish and international contexts (e.g., Cheung et al., 2020; Parpala et al., 2010 ; Postareff et al., 2018; Ruohoniemi et al., 2017 ; Rytkönen et al., 2012). The HowULearn questionnaire has also been translated in the context of Danish higher education (Herrmann et al., 2017 ). Time and effort management skills are measured with four items on a Likert-scale from 1 to 5 (e.g. 'I am generally systematic and organised in my studies’). Concerning students’ academic self-efficacy, we used a scale from HowULearn questionnaire which has been constructed based on (Pintrich and Garcia ( 1991 ) Motivated Strategies for Learning Questionnaire (MSLQ). Five items, using a Likert scale from 1 to 5, were modified to suit the academic self-efficacy. As it is applied here, academic self-efficacy refers to students’ appraisal of their ability to master academic tasks including their judgements about their ability to accomplish a task as well as their confidence in their skill to perform that task. Based on these items, an academic self-efficacy scale for constructed (5 items, e.g., ‘I believe I will do well in my studies as long as I make an effort’). Psychological flexibility was measured according to the work-related acceptance and action questionnaire (WAAQ) (Bond et al., 2013) which was recently developed to fit the higher education context in Finland (7 items, e.g., ‘My worries do not prevent me from succeeding in my studies’ (Asikainen, 2018 ). The items used a 7-point Likert scale (1 = totally disagree, 7 = totally agree). Procrastination was measured with a short version of the Pure procrastination scale (PPS) (Svartdahl and Steel, 2017 ) using a 5-point Likert scale (5 items, e.g.,’ In preparation for some deadlines, I often waste time by doing other things’). This short version of the original pure procrastination scale has been proven to be a robust instrument to measure academic procrastination (Svartdahl et al., 2017; see also Klein et al., 2019 ).

2.3 Statistical analysis

Missing value analysis was conducted on the items measuring the scales. There were only four separate missing values concerning different items and, thus, these were replaced with means. The relationships between the scales were analysed with Pearson’s correlation analysis. In addition, linear regression analysis was conducted on the scales measuring academic self-efficacy, time and effort management (= organised studying) and psychological flexibility explaining procrastination. In addition, the students were then divided into three score groups (low/medium/high) based on their scores measuring time and effort management and psychological flexibility where the middle group was formed using the mean + − a half standard deviation. The groups were combined and thus, six score groups were conducted. The differences in these groups in procrastination was analysed with One-way ANOVA and Tukey’s test.

According to the Cronbach alpha analysis, the scales measuring psychological flexibility, procrastination and academic self-efficacy had very good reliability (α = 0.83–0.90). The reliability for the scale measuring time and effort management can be regarded as acceptable (see Table 1 ). Adding more items to measure the same dimension, would most probably have increased the alpha on Organised studying (Taber 2018). However, as the scale has been used in many previous studies with good reliability (Herrmann et al., 2017 ; Parpala et al., 2010 ; Ruohoniemi et al., 2017 ) its use can be considered to be acceptable.

The correlational analysis showed that there was a clear relationship between procrastination, psychological flexibility, academic self-efficacy and time and effort management skills. Procrastination was statistically significantly and negatively correlated with time and effort management skills (r =  − 0.584, p  < 0.001), academic self-efficacy ( p  =  − 0.358, p  < 0.001) and psychological flexibility (r =  − 0.461, p  < 0.001). In addition, academic self-efficacy was positively related to psychological flexibility ( p  = 0.322, p  < 0,001) and time and effort management skills ( p  = 0.357, p  < 0.001). In addition, time and effort management skills and psychological flexibility correlated positively with each other (r = 0.332, p  < 0.001). The correlations can be seen in Table 2 .

3.1 Regression analysis

A linear regression model was conducted with psychological flexibility, time and effort management and academic self-efficacy as predictors of procrastination. As presented in Table 3 , time and effort management skills, psychological flexibility and academic self-efficacy explained a significant level of variance in procrastination (Adjusted R Square = 0.382). Both time and effort management (t =  − 5.63, p  < 0.001) and psychological flexibility (t =  − 3.06, p  = 0.003) explained the variance in procrastination statistically significantly meaning that students who reported greater use of time and effort management strategies and higher psychological flexibility reported less tendency to procrastinate. Academic self-efficacy failed to emerge as an individual predictor of procrastination t =  − 1.04, p  = 0.301). The results of the regression analysis can be seen in Table 3 .

3.2 Differences in score groups

The One-way ANOVA of the score groups showed that there were differences in experiences of procrastination according to the score groups. According to the Tukey’s test, the group with a high score on time and effort management as well as psychological flexibility scored statistically significantly lower on procrastination than the other score groups (see Table 4 ). In addition, the group with a low score in time and effort management as well as on psychological flexibility scored higher in procrastination than the group scoring average on time and effort management and high on psychological flexibility as well as the group scoring high on time and effort management and average on psychological flexibility. The group scoring average on time and effort management and low on psychological flexibility also scored statistically significantly higher on procrastination than the group scoring high on time and effort management and average on psychological flexibility.

4 Discussion

Procrastination is consistently viewed as problematic to academic success and students’ general well-being (Steel, 2007 ). Students’ time management skills as well as ability to manage their own actions despite the negative feelings have been identified as central factors associated with procrastination along with students’ academic self-efficacy beliefs. To this point, however, only a few studies have included all these measures and compared their impact on procrastination. Thus, an aim with the present study was to explore how students’ time and effort management skills, psychological flexibility and academic self-efficacy are interrelated and associated with procrastination as they have been commonly addressed separately in previous studies.

Designed to address this limitation, our findings support three noteworthy findings regarding academic procrastination among students who experience problems in their time management skills. Firstly, our findings show that students’ ability to organise their time and effort had the strongest association with procrastination out of the variables included in the study. Secondly, our findings indicate that psychological flexibility has a strong individual role in explaining procrastination along with time and effort management skills, although to a slightly smaller degree. And thirdly, our findings suggest that these two constructs appear to be closely related and clearly go hand in hand and, thus, both need to be considered. In the remainder of this section, we review the findings that support these points, identify implications for research and practice, and discuss some limitations to these conclusions.

Time management has been repeatedly identified in previous studies as a major factor contributing to procrastination (Ferrari, 2001 ; Senécal et al., 1995 ; Steel, 2007 ; Wolters, 2003 ). Our findings add to this work by showing that in our study time and effort management skills were strongly related to self-reported level of procrastination and explained the largest variance of procrastination in the regression. This finding implies that students’ time and effort management skills can be used to understand their self-reported levels of academic procrastination. However, it appears that time and effort management skills alone are not enough to explain the phenomenon of procrastination as we assumed. In our study, psychological flexibility also had a strong individual role in explaining large variation of procrastination. This is in line with the recent research suggesting that psychological flexibility is also a central construct explaining procrastination (Dionne, 2016 ; Gagnon et al. 2016 ). These two factors were also strongly correlated with each other as well as with academic self-efficacy beliefs which suggests that they share common variance. Their central role was further explained by regression analysis which showed that together they explained almost 40% of the variance in procrastination. Interestingly, in the present study academic self-efficacy beliefs did not have a direct association with procrastination. This finding is in contrast with previous studies showing that lower self-efficacy beliefs are associated with an increased tendency to procrastinate (Judge and Bono, 2001 ; Wolters, 2003 ). However, some studies have similarly reported a non-significant association between self-efficacy and procrastination. For example, Klassen et al. ( 2010 ) showed with Canadian and Singaporean students that although procrastination negatively and significantly correlated with academic self-efficacy, in the regression model there was no association between academic self-efficacy and procrastination. Only self-efficacy for self-regulation and self-esteem had a significant relationship with procrastination (Klassen et al., 2010 ). This finding is very similar to our result. The most likely explanation for the result is that time and effort management skills and psychological flexibility have a more direct and stronger relationship with procrastination than academic self-efficacy even though it is closely related to all these constructs. It might be that if one is committed to value-based actions which are at the core of psychological flexibility, the negative thoughts one might have about oneself may not be hindering one’s goal-based actions (Hayes et al., 2006 ). This is an interesting finding, and it would be useful to study it in more detail in subsequent studies.

As a third noteworthy finding, our findings provide insight into the relations between time and effort management and psychological flexibility as factors contributing to procrastination. Psychological flexibility and time and effort management skills appear to go hand in hand. When the students were divided to three groups based on their scores on psychological flexibility and time and effort management, the largest groups were the ones in which both time and effort managements skills and psychological flexibility were either low or high. The groups where one of these measures would be high and the other would be low were the smallest in implicating their close relationship. Therefore, it seems that if a person rates his/her time and effort management skills highly, he/she rates his/her psychological flexibility high as well. Also, significant correlations between these measures support this notion. A significant positive correlation between time and effort management and psychological flexibility has also been found in previous study (Asikainen et al., 2019 ). Interestingly, the group that rated both time and effort management and psychological flexibility highly rated their tendency to procrastinate as markedly low compared to other groups. The opposite phenomenon was true for the group that rated their time and effort management skills and psychological flexibility low. This group rated their tendency to procrastinate very highly. Interestingly, if the rating on one of these measures, especially on time and effort management studying was lower, the tendency to procrastinate increased drastically. Although this conclusion fits with common-sense expectations regarding these constructs and their relationship, our findings are the first to establish this relationship empirically.

One implication of this finding is that future efforts to remediate students’ procrastination should account for both these factors. Only when accounting for both time and effort management and psychological flexibility can students’ procrastination be understood. Instead of taking procrastination merely as a self-regulation problem, it is also strongly influenced by a person’s inability to cope with negative emotions that arise in challenging situations (Eisenbeck et al., 2019 ; Gagnon et al., 2016 ; Glick et al., 2014 ). It may be suggested that time and effort management support psychological flexibility. Some studies on time allocation suggest that psychological flexibility process includes allocating one’s time to important and value-based actions in everyday life (Kashdan and Rottenberg, 2010 ). Thus, when time is allocated to support value-based action well-being also increases (Sheldon et al., 2010 ). Thinking about your own values and setting goals can also be considered to be a central part of both time and effort management (Entwistle and McCune, 2004 ) and psychological flexibility (Hayes et al., 2006 ). Thus, we could suggest that when practising psychological flexibility, time management is a part of the process in which one needs to plan how to allocate time to support one’s own personal values. Fostering students’ psychological flexibility as well as time and effort managements skills, could be a promising tool to decrease procrastination. As procrastinators often fail to regulate their actions in challenging or stressful situations (Ferrari, 2001 ), it might be that psychological flexibility could be a central construct. More attention should be paid to encouraging students to pursue value-based committed actions, despite the negative thoughts and feelings one might have. Thus, students’ capacity to cope with their negative thoughts and emotions should be enhanced during their studying (Asikainen, 2018 ).

4.1 Limitations

There are also some limitations that should be addressed. The participants consisted of a selected sample of students which most probably influenced the results. The students took part in a time management and well-being course which was directed especially at those students who had experienced problems with their studies. Thus, the sample of the students in this study was selected and most probably consisted mostly of students who were eager and motivated to improve their time management skills and studying. That might also explain why the time and effort management skills were the strongest explanatory variable of procrastination in the present study. Thus, these results of the study are not generalisable to general student population and the selected sample most probably influenced the results. More research is still needed with a bigger and more representative population. Studies should also explore the role of time and effort management skills in procrastination with a more representative student population. The number of participants was rather low which gave limited opportunities for analysis. For example, the number of students in different score groups was rather low, and in some cases too low for the analysis. Therefore, the results should be interpreted with care. Still, we wanted to include the One Way Anova analysis in our study as it clearly showed that psychological flexibility and time and effort management skills are aligned with each other and students with high scores in both of these dimensions report much less procrastination than other students. Furthermore, one major limitation of the study is that the data are based solely on self-reports. This means that we have measured students’ experiences of these variables. However, we used validated questionnaires which have been shown to be reliable in measuring these constructs and thus, we argue that these results also bring valuable insights to research in procrastination which should be further explored. Future research should also include other measures such as accumulation of credits to see how these measures relate to students’ study progression. In addition, our data are also cross-sectional in nature and thus represents only one particular timeframe. Thus, it is not possible to draw any conclusions regarding the predictive value of the variables. In future research we should also include longitudinal data to explore more closely the relationship between these measures. Despite of the numerous limitations in our study, we argue that this paper provides a novel exploration of these predictors of procrastination together which has not been provided in previous studies.

4.2 Practical implications and conclusions

One promising way to support students’ psychological flexibility and learning processes could be to combine study skills courses, such as time and effort management intervention courses with acceptance and commitment therapy (ACT)-based intervention courses, in which students could practise tolerating stress and negative thoughts as well as developing their time and effort management. Recent studies (Asikainen et al., 2019 ) have shown that this kind of ACT-interventions including reflection of one’s own study processes and practising new ways to study, in this way practising new ways to study, can enhance students’ psychological flexibility and time and effort management and in this way, foster students’ well-being and study skills. ACT-based intervention has shown to have multiple positive effects on students’ well-being and studying (Asikainen et al., 2019 ; Levin et al. 2017 ; Räsänen et al. 2016 ). In addition, ACT-based training can help students to manage psychological inflexibility and encourage persistence behaviour, which in turn is likely to have a positive impact on students’ self-efficacy and further, to their academic performance (Jeffords et al. 2018 ). Earlier studies have found that ACT-based interventions targeted at students who suffer from procrastination can decrease experiences of procrastination (Scent and Boes, 2014 ; Wang et al., 2015 ). One study has suggested that different core processes of psychological flexibility have different effects on procrastination. That is, although all the components correlate with procrastination, acceptance and committed actions significantly predict experiences of procrastination (Gagnon et al., 2016 ). Thus, it seems that being more open and accepting of one’s emotional experiences or thoughts and being willing to engage in difficult activities to persist in the direction of important values is important in reducing procrastination.

As time and effort management in our study was the predominant factor associated with procrastination, we suggest that time management should be promoted for higher education students. It has been shown that many students have trouble with time management (Parpala et al., 2010 ). Many studies have shown that different time management strategies are beneficial for different students. These include things like setting goals and planning how to achieve these (Häfner et al., 2015 ), setting deadlines (Ariely and Wertenbroch, 2002 ) and monitoring time use (Asikainen et al., 2019 ). These skills should be enhanced during university study because it has been shown that time and effort management skills remain rather constant without a conscious effort to influence them (Lindblom-Ylänne et al., 2017 ).

To conclude, our study brings novel insights into the underlying mechanisms of procrastination. Our study showed that both psychological flexibility and time management are important factors influencing procrastination, and furthermore, they appear to be closely related factors and together influence procrastination behavior. Thus, both these factors should be considered when the focus is on reducing procrastination. Students who tend to procrastinate might benefit from trainings that focus on training both time management skills and psychological flexibility and not focusing on only either one. This might produce the best results.

Data availability

The data is available on demand.

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Hailikari, T., Katajavuori, N. & Asikainen, H. Understanding procrastination: A case of a study skills course. Soc Psychol Educ 24 , 589–606 (2021). https://doi.org/10.1007/s11218-021-09621-2

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ORIGINAL RESEARCH article

Procrastination in daily working life: a diary study on within-person processes that link work characteristics to workplace procrastination.

• 1 Department of Applied Psychology: Work, Education, Economy, Faculty of Psychology, University of Vienna, Vienna, Austria
• 2 Faculty of Informatics, Communication and Media, University of Applied Sciences Upper Austria, Hagenberg im Mühlkreis, Austria
• 3 Department of Occupational and Organizational Psychology, International Institute of Management and Economic Education, Europa-Universitaet Flensburg, Flensburg, Germany
• 4 Department of Organizational and Personnel Psychology, Institute of Management, Faculty of Economic and Social Sciences, University of Rostock, Rostock, Germany
• 5 Department of Work and Organizational Psychology, Institute of Psychology, Faculty of Humanities and Social Sciences, FernUniversität in Hagen, Hagen, Germany

Procrastination is a form of self-regulation failure characterized by the irrational delay of tasks despite potentially negative consequences. Previous research on procrastination was mainly conducted in academic settings, oftentimes combined with a focus on individual differences. As a consequence, scholarly knowledge about how situational factors affect procrastination in work settings is still scarce. Drawing on job stress literature, we assumed that work characteristics go along with cognitive appraisals of the work situation as a challenge and/or hindrance, that these cognitive appraisals affect employees' self-regulation effort to overcome inner resistances, and that self-regulation effort should in turn be related to workplace procrastination. In our study, we focused on three specific work characteristics that we expected to trigger both challenge and hindrance appraisal simultaneously: time pressure, problem solving, and planning and decision-making. We hypothesized serial indirect effects of these work characteristics on workplace procrastination via cognitive appraisal and self-regulation processes that unfold within individuals over short periods of time. Consequently, we conducted a diary study with three measurement occasions per workday over a period of 12 days. Overall, 762 day-level datasets from 110 employees were included in Bayesian multilevel structural equation modeling (MSEM; controlled for sleep quality and occupational self-efficacy). Our results revealed negative serial indirect effects of all three work characteristics on workplace procrastination via increased challenge appraisal and subsequently reduced self-regulation effort. Further, our results showed a positive serial indirect effect of time pressure (but not of problem solving or planning and decision making) on workplace procrastination via increased hindrance appraisal and subsequently increased self-regulation effort. Overall, our study showed that work characteristics are linked to workplace procrastination via within-person processes of cognitive appraisal and self-regulation. Because not all work characteristics triggered hindrance appraisal, we argue that it may make sense to further differentiate challenge stressors in the future. Moreover, cognitive appraisals affected self-regulation effort only on the within-person level. On the between-person level self-regulation effort was strongly negatively related with occupational self-efficacy. Thus, we conclude that depending the perspective on procrastination (e.g., differential psychology perspective vs. situational perspective) different variables will be considered relevant to explain the emergence of procrastination.

Introduction

Procrastination is a form of self-regulation failure that is characterized by the needless delay of things one intends to do despite the expectation of negative consequences ( Steel, 2007 ; cf. Klingsieck, 2013 ). It has been estimated that the majority of college students engage in procrastination and consider themselves procrastinators, but also that about one in five adults are chronically affected by procrastination (cf. Steel, 2007 ). Chronic procrastinators perform more poorly overall and feel more miserable in the long term ( Steel, 2007 ). Regarding the work domain, it has been reported that employees spend about 90–180 min per workday on personal activities (potentially including procrastination) during their working hours ( Paulsen, 2015 ). The annual loss per employee due to personal activities during working hours is estimated at $8,875 ( D'Abate and Eddy, 2007 ).

Despite the prevalence and relevance of procrastination in work settings, most of previous research on procrastination was conducted in academic settings ( van Eerde, 2016 ). Thus far, research on workplace procrastination has investigated how chronic procrastinators are evaluated ( Ferrari, 1992 ), which jobs chronic procrastinators occupy ( Nguyen et al., 2013 ), and to which extent different types of time perspective predict the tendency to procrastinate in the workplace ( Gupta et al., 2012 ). Empirical studies focusing on situational factors as antecedents of workplace procrastination investigated the relationships of work characteristics with decisional procrastination at work ( Lonergan and Maher, 2000 ) and workplace procrastination in general ( Metin et al., 2016 ). However, because most studies on workplace procrastination were based on cross-sectional study designs that do now allow to draw conclusions about within-person effects, knowledge about how situational factors lead to workplace procrastination is still scarce.

In this paper, we focus on procrastination in work settings and examine within-person processes that link work characteristics to workplace procrastination. We draw on literature regarding self-regulation at work ( MacKey and Perrewé, 2014 ) to explain how effortful self-regulation might link work characteristics to self-regulation failure in the form of workplace procrastination. We further investigate how employees' cognitive appraisals of the work situation might impact on their self-regulation effort and thus affect daily workplace procrastination. Given our assumption that these within-person processes of cognitive appraisal and self-regulation effort unfold over rather short periods of time, we conducted a diary study with multiple measurement occasions per workday.

Our research aims to advance the academic literature on procrastination in multiple ways. First, our study investigates procrastination in the work domain to extend the research on procrastination in non-academic settings. Second, following traditional approaches in job stress research, our study considers work characteristics as antecedents of occupational behavior and thus considers situational factors as antecedents of procrastination. Third, with the implementation of a diary study the design of our study goes beyond cross-sectional designs traditionally used in procrastination research. Using a diary study design allowed us to investigate within-person processes of cognitive appraisal and self-regulation effort in daily working life where they unfold. This enables our study to shed light on the within-person processes that link situational factors to workplace procrastination.

Perspectives on Procrastination and Procrastination in Daily Working Life

Explanations for the emergence of procrastination differ depending on the standpoint scholars take. From a differential psychology perspective, procrastination is a trait that is associated with other personality variables. From a motivational and/or volitional psychology perspective, procrastination is a motivational and/or volitional deficit that is associated with other motivational and self-regulation variables. From a clinical psychology perspective, procrastination is a clinically relevant phenomenon that is associated with anxiety, depression, and stress. Finally, from a situational perspective, procrastination is evoked by certain situational features like task difficulty ( Klingsieck, 2013 ).

In this paper we will approach procrastination from two of these perspectives, that is, from a situational as well as a motivational/volitional perspective. Following traditional job stress research, we investigate the impact of work characteristics on procrastination at work and hence take a situational perspective. Additionally, we also draw on literature on self-regulation at work ( MacKey and Perrewé, 2014 ) that combines cognitive appraisals and self-regulation effort to explain work behavior. Thus, we also take a motivational/volitional perspective to explain procrastination.

Our focus on the situation and rather short-term within-person processes to explain workplace procrastination suppose that the level of workplace procrastination fluctuates in daily working life. In recent diary studies, it has been shown that workplace procrastination indeed shows meaningful within-person fluctuations ( Kühnel et al., 2016 , 2018 ; regarding fluctuations in daily task completion also refer to Claessens et al., 2010 ). Thus, it is safe to assume that employees' abilities to initiate and complete actions vary not only between individuals at a given point in time but also within individuals over time. In other words, a specific employee might not only procrastinate more or less on average than other employees on average, she/he might also procrastinate more or less on a given day than on other days.

Within-Person Processes That Link Work Characteristics to Workplace Procrastination

In the following, we will draw on the appraisals, attributions, adaptation (AAA) model of job stress ( MacKey and Perrewé, 2014 ) that integrates various theories to describe how situational factors affect emotions and individual coping behaviors at work via cognitive appraisal and self-regulation processes. The AAA model of job stress builds upon the transactional theory of stress ( Lazarus and Folkman, 1984 ) and its extension ( Perrewé and Zellars, 1999 ), as well as self-regulation theories ( Muraven and Baumeister, 2000 ). By considering the impact of cognitive appraisals on self-regulation processes, the AAA could provide considerable insights into the underlying mechanisms of within-person processes that link job stressors to workplace procrastination.

Based on previous research, the AAA model differentiates between challenge stressors and hindrance stressors (e.g., LePine et al., 2005 ). Challenge stressors include work characteristics like workload, responsibility, and job complexity, whereas hindrance stressors include work characteristics like role ambiguity, role conflict, and red tape ( LePine et al., 2005 ). Challenge stressors and hindrance stressors both lead to employee strain, but only challenge stressors can also boost employees' motivation and thus have more favorable effects on employee well-being and performance than hindrance stressors (e.g., LePine et al., 2005 ; Crawford et al., 2010 ; Prem et al., 2018 ). Because challenge stressors lead to both, strain as well as motivation and well-being, they oftentimes show ambivalent relationships with performance-related work outcomes ( LePine et al., 2005 ). Thus, we assume that challenge stressors may trigger both, adverse and favorable processes that affect workplace procrastination.

It has indeed been shown that challenge stressors usually promote both challenge appraisal and hindrance appraisal simultaneously and that these appraisals explain the effects of job stressors on work outcomes (e.g., Webster et al., 2011 ; Searle and Auton, 2015 ). The cognitive appraisal of a work situation as more challenging and/or more hindering will elicit specific positive and/or negative emotions ( Perrewé and Zellars, 1999 ) that entrain action tendencies ( MacKey and Perrewé, 2014 ). For example, a person feeling more negative emotions (or less positive emotions) as a consequence of higher hindrance appraisal (or lower challenge appraisal) might have a tendency to withdraw from the situation that may be perceived as an inner resistance toward the work tasks. To overcome their inner resistances employees have to suppress their action tendencies and alter their coping behavior through effortful self-regulation ( Muraven and Baumeister, 2000 ). However, with increasing effort required to overcome inner resistances it will become more likely that self-regulation fails, and thus, that workplace procrastination will be more likely to occur when self-regulation effort is higher.

The idea that emotions elicited in cognitive appraisal processes may entrain action tendencies to withdraw from the situation and thus promote procrastination is also compatible with recent literature that describes procrastination as an emotion-regulation strategy that provides short-term mood repair ( Sirois and Pychyl, 2013 ; Pychyl and Sirois, 2016 ). It is assumed that self-regulation failure to initiate and/or complete an action in a specific situation may result from a person failing to inhibit hedonistic impulses to switch to more instantly gratifying activities. Thus, procrastination can also be depicted as a maladaptive emotion-focused coping strategy where individuals try to attain a hedonic shift to get out of negative emotions ( Pychyl and Sirois, 2016 ).

Drawing on the AAA model of job stress and the literature on procrastination as an emotion-regulation strategy, we assume that the extent to which work characteristics promote challenge and/or hindrance appraisal explains how much effort will be necessary in self-regulation processes to overcome inner resistances and that higher self-regulation effort will in turn go along with increased levels of workplace procrastination. Figure 1 gives an overview of the conceptual model of our study.

Figure 1. Conceptual model of the study regarding serial within-person effects of work characteristics on workplace procrastination via cognitive appraisals and self-regulation effort.

We will test our assumptions for three specific work characteristics that we expect to trigger both challenge and hindrance appraisals in daily working life: time pressure, problem solving, and planning and decision-making. Time pressure is an indicator of high quantitative demands and can be described as the extent to which employees feel that they need to work at a faster than usual pace or have insufficient time to finish their work tasks ( Kinicki and Vecchio, 1994 ; Baer and Oldham, 2006 ). Problem solving, on the other hand, is an indicator for qualitative demands and can be described as the degree to which a job requires unique ideas or solutions and reflects the more active cognitive processing requirements of a job ( Morgeson and Humphrey, 2006 ). Finally, planning and decision-making refers to requirements that employees plan and structure their workday, determine how to handle their work tasks, and decide on the priority of work tasks on their own ( Kubicek et al., 2015 ). Given that the appraisal of work characteristics as a challenge should reduce self-regulation effort and the appraisal as a hindrance should increase self-regulation effort, we propose:

Hypothesis 1: Day-level work characteristics, i.e., (a) time pressure, (b) problem solving, and (c) planning and decision-making, have a negative serial indirect effect on daily workplace procrastination via increased challenge appraisal and consequently reduced self-regulation effort.

Hypothesis 2: Day-level work characteristics, i.e., (a) time pressure, (b) problem solving, and (c) planning and decision-making, have a positive serial indirect effect on daily workplace procrastination via increased hindrance appraisal and consequently increased self-regulation effort.

Participants and Procedure

As our study focused on within-person processes that link work characteristics to workplace procrastination, we decided to recruit employees to participate in a diary study ( Ohly et al., 2010 ; Fisher and To, 2012 ). The sample consisted of employees with regular employment enrolled in a distance learning undergraduate psychology program of a German university. This population is more similar to the general working population than to typical undergraduate samples (e.g., Dabbagh, 2007 ; Syrek et al., 2017 ).

This study was carried out in accordance with the recommendations of the American Psychological Association (2010) . The procedure and materials of this study have not undergone examination by an ethics committee, as the measures and procedures of our study followed the protocols of standard diary study research in applied psychology and we did not touch sensitive topics (like e.g., sexual orientation). Our protocol fully complied with the standards of the university where it was conducted (i.e., shared affiliation of third and fourth author). These standards include strict guidelines to store potentially identifying information like e-mail addresses separately from the focal measures. Individuals interested in participating in our study were informed about the general aims and the protocol of the study before their participation. Participation was voluntary and participants had the opportunity to quit whenever they wanted. The announcement of the study, along with an e-mail assuring confidentiality and voluntary participation, was sent to all employees, who had given their e-mail address confirming their interest to participate in the study. Study participants could earn required study credits as research participants.

Participants were asked to complete a general survey and multiple daily surveys. The general survey had to be filled out before starting the daily surveys. Participants were instructed to complete the daily surveys over a period of 12 consecutive days starting on a Friday and ending on a Tuesday. Our study also included measurements on the weekend because (a) we were not sure beforehand whether some participants might be working on Saturdays and/or Sundays and (b) we asked participants to answer questions regarding their recovery during their days off to answer research questions not relevant for the present paper. On workdays participants were asked to fill out diary entries three times a day: (1) in the morning before starting work, (2) in the afternoon after lunchbreak, and (3) in the evening at the end of the working day.

The general survey was completed by 130 individuals, who provided a total of 1,272 out of 1,560 possible day-level datasets (130 participants × 12 days). This means that participants provided diary entries on average on 9.78 out of the 12 days and that the compliance of filling out the diary was satisfactory (81.5%). We excluded day-level datasets from our analyses if participants had indicated that they were not working on the respective day. After this step, 786 day-level datasets from 122 individuals remained. We further excluded datasets from our analyses if participants had failed to provide at least 3 day-level datasets. Overall, 762 day-level datasets from 110 individuals could be used in the analyses.

As 20 participants, who completed the general survey but failed to provide day-level datasets on at least 3 working days, were excluded from the final sample, we conducted a binary logistic regression analysis to see if sociodemographic information from the general survey (gender, age, job tenure, working time per week, permanent contract, working full time, leadership position) could be used to predict whether a participant would be included in the final sample or not. None of the variables emerged as a significant predictor in the binary logistic regression analysis. This suggests that the attrition in our sample was not systematic with regard to sociodemographic variables.

In the final sample (77.3% female), the mean age was 35.1 years ( SD = 10.0); mean job tenure was 12.6 years ( SD = 10.0); mean working time was 33.9 h per week ( SD = 11.4). Employees came from different branches (industry 8%, marketing and sales 5%, consulting and finance 5%, health care and social services 28%, information technology 5%, public relations 3%, other services 7%, public administration 8%, research and development 7%, and other branches 24%). Most employees had a permanent contract (71%), worked full time (56%), and almost one third (31%) had a leadership position.

As in most diary study research, we used abbreviated scales for all measures to reduce participants' burden of filling out long scales multiple times ( Ohly et al., 2010 ; Fisher and To, 2012 ). Participants were instructed to answer all items with regard to their current workday. All items were administered in German on 5-point scales (1 = strongly disagree ; 5 = strongly agree ; except for sleep quality).

Time pressure was assessed in the afternoon after lunchbreak with three items adapted from the instrument for stress-oriented job analysis ( Semmer et al., 1999 ; see also Prem et al., 2017 ). A sample item is “This morning, I was pressed for time.”

Problem solving was measured in the afternoon after lunchbreak with three items adapted from the Work Design Questionnaire ( Morgeson and Humphrey, 2006 ; see also Stegmann et al., 2010 ). A sample item is “This morning, my job involved solving problems that have no obvious correct answer.”

Planning and decision-making was assessed in the afternoon after lunchbreak with three items adapted from the Intensification of Job Demands Scale ( Kubicek et al., 2015 ; see also Prem et al., 2016 ). A sample item is “This morning, my job required me to make decisions on the priority of tasks on my own.”

Challenge appraisal was measured in the afternoon after lunchbreak with four items adapted from Searle and Auton (2015) . A sample item is “This morning's situations and events will help me to learn a lot.”

Hindrance appraisal was measured in the afternoon after lunchbreak with four items adapted from Searle and Auton (2015) . A sample item is “This morning's situations and events will restrict my capabilities.”

Self-regulation effort was assessed in the evening at the end of the working day with three items adapted from the overcoming inner resistances subscale by Schmidt and Neubach (2010) (see also van Hooff and Geurts, 2015 ). A sample item is “Today, starting certain tasks required me to use a lot of willpower.”

Workplace procrastination was measured in the evening at the end of the working day with six items adapted from Tuckman (1991) (see also Kühnel et al., 2016 , 2018 ). A sample item is “Today, I needlessly delayed finishing jobs, even when they were important.”

We controlled for sleep quality and occupational self-efficacy in our analyses based on previous research on workplace procrastination ( Prem et al., 2015 ; Kühnel et al., 2016 , 2018 ). Sleep quality was assessed in the morning before starting work with four items adapted from the Insomnia Severity Index ( Bastien et al., 2001 ). A sample item is “How satisfied are you with your last night's sleep pattern?” (1 = very satisfied ; 5 = very unsatisfied , recoded). Occupational self-efficacy was also measured in the morning before starting work with five items adapted from Rigotti et al. (2008) . A sample item is “Whatever comes my way in my job today, I can handle it.”

To show that the variables measured in the daily diary represent empirically distinct constructs, we conducted multilevel confirmatory factor analyses (MCFAs) with Mplus 8 ( Muthén and Muthén, 1998-2017 ). The MCFAs showed a satisfactory fit of the hypothesized nine-factor model (χ 2 = 1939.9, df = 1048, RMSEA = 0.03, CFI = 0.93, TLI = 0.92, AIC = 46654.4) where the items of each measured construct were set to load on the factor of their respective construct only. We compared this hypothesized 9-factor model against a total of 36 different eight-factor models where the items of two constructs were set to load on a common factor. If one of these models were superior to the hypothesized nine-factor model, this would indicate that the items set to load on the same factor measure the same latent construct. As the best-fitting of all 36 eight-factor models (i.e., the model with hindrance appraisal and sleep quality on the same factor; χ 2 = 2527.0, df = 1064, RMSEA = 0.04, CFI = 0.89, TLI = 0.88, AIC = 47119.6) was not superior to the hypothesized nine-factor model, this indicates that all scales measured empirically different constructs. We further tested the hypothesized nine-factor model against a three-factor model with all items measured at the same measurement occasion loading on a common factor (χ 2 = 7602.1, df = 1114, RMSEA = 0.09, CFI = 0.51, TLI = 0.47, AIC = 52094.7) and the one-factor model with all items loading on a single factor (χ 2 = 10797.3, df = 1120, RMSEA = 0.11, CFI = 0.26, TLI = 0.22, AIC = 55277.9). As the hypothesized nine-factor model fitted better than any of the alternative models, it can be concluded that the variables measured in the daily diary represent empirically distinct constructs.

Data Analysis

Because our data had a nested data structure with day-level datasets nested within individuals, we tested our hypotheses using multilevel structural equation modeling (MSEM; Zhang et al., 2009 ; Preacher et al., 2010 , 2011 ) in Mplus 8 ( Muthén and Muthén, 1998-2017 ). By decomposing the variance of variables into their between-person and within-person components, MSEM accounts for the fact that relationships might be different on the between-person and the within-person levels. Thus, multilevel mediation analyses with MSEM are less prone to biases than other techniques of multilevel mediation analysis ( Zhang et al., 2009 ). Moreover, because our analyses included tests of significance of within-person indirect effects, and the distribution of indirect effects is skewed in most cases, we used the Bayesian estimator with default (non-informative) priors and means for point estimates in our analyses.

Preliminary Analyses

Means, standard deviations, Cronbach's alphas, day-level variance, and zero-order correlations of study variables are shown in Table 1 . As indicators of internal consistency, Multilevel Cronbach's alphas ( Geldhof et al., 2014 ) were calculated (refer to columns 5 and 6 in Table 1 ). Internal consistency was relatively low, but still acceptable for sleep quality (between-person level α = 0.84; within-person level α = 0.71), and good to excellent for all other scales (between-person level α ≥ 0.95; within-person level α ≥ 0.80).

Table 1. Means, standard deviations, Cronbach's alphas, day-level variance, and zero-order correlations of study variables.

Before testing our hypotheses, we also examined the degree of within-person and between-person variation in our data. There was substantial within-person variation, ranging between 37% (for occupational self-efficacy) and 60% (for sleep quality), calling for a multilevel approach to data analysis (refer to column 7 in Table 1 ).

Hypotheses Testing

We tested both our hypotheses simultaneously in a single Bayesian MSEM, controlling for sleep quality and occupational self-efficacy. Specifically, challenge appraisal and hindrance appraisal were regressed on both control variables as well as all three work characteristics; self-regulation effort was regressed on both control variables, the three work characteristics, and the two cognitive appraisals; and workplace procrastination was regressed on both control variables, the three work characteristics, the two cognitive appraisals, and self-regulation effort. We allowed for correlations among control variables and work characteristics as well as between challenge appraisal and hindrance appraisal. The model specification was the same for both levels of analysis. With a posterior predictive p value of 0.460 being close to the ideal value of 0.500 ( Muthén and Asparouhov, 2012 , p. 315), the model showed an excellent model fit.

On the within-person level results from the Bayesian MSEM (shown in Table 2 ) revealed consistent positive (i.e., favorable) relationships of all three work characteristics with challenge appraisal. Although time pressure shared a positive (i.e., adverse) relationship with hindrance appraisal at the within-person level, neither problem solving nor planning and decision-making were related to hindrance appraisal within persons. Both cognitive appraisals predicted self-regulation effort within persons: Challenge appraisal reduced self-regulation effort (i.e., a favorable effect), whereas hindrance appraisal increased self-regulation effort (i.e., an adverse effect). As expected, self-regulation effort shared a positive (i.e., adverse) relationship with workplace procrastination. Results also revealed that problem-solving also had a direct negative (i.e., favorable) effect on workplace procrastination. Overall, the model explained significant but rather small portions of variance in both cognitive appraisals, self-regulation effort, and workplace procrastination on the within-person level (see Table 2 ). This might be because measurement errors usually affect the lower level of analysis in multilevel models.

Table 2. Results from Bayesian MSEM analysis.

On the between-person level results from the Bayesian MSEM (shown in Table 2 ) again revealed consistent positive (i.e., favorable) relationships of all three work characteristics with challenge appraisal. Additionally, sleep quality also shared a positive (i.e., favorable) relationship with challenge appraisal on the between-person level. There were no relationships between any of the three work characteristics with hindrance appraisal on the between-person level. However, results indicated a negative (i.e., favorable) relationship between occupational self-efficacy and hindrance appraisal between persons. Neither challenge appraisal nor hindrance appraisal predicted self-regulation effort at the between-person level. However, occupational self-efficacy shared a negative (i.e., favorable) relationship with self-regulation effort, whereas time pressure shared a positive (i.e., adverse) relationship with self-regulation effort between persons. Finally, self-regulation effort shared a positive (i.e., adverse) relationship with workplace procrastination on the between-person level. Overall, the model explained significant and comparably large portions of variance in both cognitive appraisals, self-regulation effort, and workplace procrastination on the between-person level (see Table 2 ).

Hypotheses 1a–c predicted negative (i.e., favorable) within-person serial indirect effects of work characteristics on workplace procrastination via increased challenge appraisal and consequently decreased self-regulation effort. In line with Hypotheses 1a–c, results revealed negative (i.e., favorable) within-person serial indirect effects of all three work characteristics on workplace procrastination via challenge appraisal and self-regulation effort (refer to Table 3 ). Thus, Hypotheses 1a–c were supported.

Table 3. Within-person serial indirect effects from Bayesian MSEM with credibility intervals.

Hypotheses 2a–c predicted positive (i.e., adverse) within-person serial indirect effects of work characteristics on workplace procrastination via increased hindrance appraisal and consequently increased self-regulation effort. In line with Hypothesis 2a, results revealed a positive (i.e., adverse) within-person serial indirect effect of time pressure on workplace procrastination via hindrance appraisal and self-regulation effort (refer to Table 3 ). However, contrary to Hypotheses 2b and 2c, the respective within-person serial indirect effects were not significant (refer to Table 3 ). Thus, although Hypothesis 2a was supported, Hypotheses 2b and 2c had to be rejected.

Additional Analysis

Given that occupational self-efficacy showed rather high correlations with some of the other variables in the model, we decided to also run an additional analysis without control variables to check whether the results of our analysis are stable. The model specification was identical to the one used in the main analysis apart from removing sleep quality and occupational self-efficacy from the model on both levels of analysis. The posterior predictive p value of 0.455 was again close to the ideal value of 0.500 ( Muthén and Asparouhov, 2012 , p. 315). Thus, the model also showed an excellent model fit. The results of these Bayesian MSEM can be found in Supplementary Materials.

The results from this additional analysis are largely comparable with the main analysis performed for hypotheses testing. On the within-person level, the pattern of significance of results in the additional analysis was identical to the main analysis with one exception: The effect of problem solving on self-regulation effort fell short of significance in our main analysis but was significant in the additional analysis (compare Supplementary Table 1). On the between-person level, the pattern of significance of results in the additional analysis was again identical to the main analysis with three exceptions: Time pressure was no longer significantly related to challenge appraisal, planning and decision-making became a predictor of hindrance appraisal, and the intercept of self-regulation effort became significant in the additional analysis (compare Supplementary Table 1).

In sum, most differences in the statistical significance of individual paths and intercepts were on the between-person level that was of less interest in our study. On the within-person level there was only a minor change and, more importantly, all serial indirect effects that were previously significant stayed significant and all serial indirect effects that were previously not significant remained to be not significant (compare Supplementary Table 2). Thus, although the statistical significance of some individual paths and intercepts changed between the main analysis and the additional analysis, the conclusions we draw for our hypotheses do not change when removing the control variables from the analysis.

Our diary study showed that work characteristics are linked to workplace procrastination via within-person processes of cognitive appraisal and self-regulation. Of the three work characteristics investigated, only time pressure was linked to both challenge and hindrance appraisal on the within-person level. Problem solving as well as planning and decision-making triggered only challenge appraisal but not hindrance appraisal. However, we found the expected negative (i.e., favorable) serial indirect effects for all three work characteristics on workplace procrastination via challenge appraisal and self-regulation effort. Further, the results also revealed a positive (i.e., adverse) serial indirect effect of time pressure on workplace procrastination via hindrance appraisal and self-regulation effort for time pressure. This results show that self-regulation effort to overcome inner resistances increases not only when employees perceive their work situation as more hindering on a specific workday, but also when they feel less challenged.

Our findings also showed that problem solving and planning and decision-making were only positively related with challenge appraisal (and shared no relationship with hindrance appraisal). Previous research rather consistently reported simultaneous positive relationships of challenge stressors with both, challenge appraisal and hindrance appraisal (e.g., Searle and Auton, 2015 ). This finding could suggest that not all challenge stressors necessarily also trigger hindrance appraisals and that it might make sense to further differentiate challenge stressors into those that trigger both, challenge appraisal and hindrance appraisal, and thus could be labeled ambivalent/mixed challenge stressors (e.g., time pressure), and those that trigger only challenge appraisal and thus could be labeled consistent/pure challenge stressors (e.g., problem solving, planning and decision making).

Our results also show that challenge and hindrance appraisal affected self-regulation effort only on the within-person level. On the between-person level self-regulation effort was strongly related with occupational self-efficacy in a favorable way. Still, on both levels, self-regulation effort was strongly related to workplace procrastination. This indicates that cognitive appraisals of the work situation play a relevant role for situation-specific self-regulation effort and daily workplace procrastination. In contrast, on the between-person level, occupational self-efficacy played an important role for persistent self-regulation effort and chronic workplace procrastination. This illustrates that, depending on the level of analysis and the perspective one takes, different variables seem to play a role in the emergence of workplace procrastination (compare Klingsieck, 2013 ).

In our study, sleep quality did not affect workplace procrastination, neither on the within- nor on the between-person level. We controlled for sleep quality as other studies on workplace procrastination ( Kühnel et al., 2016 , 2018 ) indicated that sleep is necessary to restore energy and willpower and thus plays a role in the emergence of workplace procrastination. An explanation for not finding effects of sleep quality on workplace procrastination could be that we used a different measure for sleep quality. In contrast to previous studies that used only a single item to measure sleep quality, we decided to adapt four items from the Insomnia Severity Index ( Bastien et al., 2001 ). It may be that the beneficial effects of a good night's sleep are better measured with the single item used in previous research. An alternative explanation could be that Kühnel et al. (2016 , 2018) have also shown that the effects of poor sleep quality on workplace procrastination increase with the circadian misalignment of sleep-wake preferences and work times. Thus, if the circadian misalignment in our sample was small, this could also explain why we did not find any effects of sleep quality on workplace procrastination.

Overall, our study shows that by taking a situational perspective on procrastination scholars may gain additional insights on the within-person processes that explain the emergence of procrastination. In line with the results of a limited number of previous diary studies, our study demonstrated that procrastination has meaningful fluctuations on the day level that can be explained by situational factors. Coming from a work and organizational psychology background, we focused on work characteristics as situational factors that potentially trigger both favorable and unfavorable cognitive appraisals of the work situation. To our knowledge, our study was also the first study to show that cognitive appraisals have an effect on employees' self-regulation effort and that higher levels of self-regulation effort translate themselves into higher levels of workplace procrastination. We think that it might be interesting to check whether analogous within-person processes also explain the emergence of procrastination in other settings.

Strengths, Limitations, and Avenues for Future Research

A major strength of our study is that its diary study design allowed us to investigate within-person processes that link work characteristics to workplace procrastination in daily working life. Hence, our study is among the first studies investigating situational factors as antecedents of procrastination in work settings. By asking participants to fill out diary entries at three measurement occasions per workday, we were also able to measure several variables at separate points in time and thus reduce concerns about potential common-method bias ( Podsakoff et al., 2003 ).

Moreover, we conducted additional analysis to test whether and how the inclusion of sleep quality and occupational self-efficacy as control variables affected our results. We included these control variables because we expected them to have an impact on within-person processes that explain intra-individual fluctuations in workplace procrastination across workdays. Although, our results suggest that sleep quality and occupational self-efficacy do not have a relevant impact on within-person processes that link work characteristics to workplace procrastination, they also showed that our control variables were able to explain between-person differences in workplace procrastination. Most importantly, the additional analysis revealed that the conclusions we draw from our analysis regarding our hypotheses are the same whether we include sleep quality and occupational self-efficacy in our models or not.

A limitation of our study is that—despite the three measurement occasions—not all measures could be separated in time. We decided to measure control variables separately from work characteristics and cognitive appraisals, which were again measured separately from of self-regulation effort and workplace procrastination. However, this means that we are not able to causally interpret the relationships between variables measured at the same point in time (i.e., work characteristics and cognitive appraisals respectively self-regulation effort and workplace procrastination). Future research might want to increase the number of measurements per day even further and implement within-day cross-lagged designs to allow stronger inferences about causality. However, it should be kept in mind that increasing the number of measurement occasions per workday might negatively impact on participants willingness to participate and their compliance in a diary study.

Another limitation of our diary study is that we were only able to gather self-report data from our participants. It would be desirable for future research to also obtain ratings on job stressors and/or performance from supervisors or colleagues. It should be noted, however, that asking supervisors and/or colleagues to submit such ratings over a period of multiple workdays also comes along with problems that might result in an increase in missing values. It might happen that participants do not have any contact with their supervisor or a specific colleague on a given workday and thus the supervisor or colleague would not be able to submit valid ratings. Moreover, the supervisor or colleague might forget to submit their ratings or even decide to drop out of the study. As a consequence diary studies in organizational research usually do not obtain ratings from supervisors or colleagues (for examples see Binnewies et al., 2009 ; Parke et al., 2018 ).

It should also be noted that we decided to measure workplace procrastination with a scale from Tuckman (1991) that had previously been adapted to measure workplace procrastination in diary studies ( Kühnel et al., 2016 , 2018 ). Although this measure is not typically used in research on procrastination outside of the work context (where procrastination is also oftentimes investigated from a differential psychology perspective rather than a situational perspective), we think that our measure of workplace procrastination is well-suited for our study design. However, future research might also want to adapt the recently developed workplace procrastination scale by Metin et al. (2016) or other well-validated procrastination scales (cf. Svartdal and Steel, 2017 ) for the use in diary studies on workplace procrastination.

Future research could also aim to better integrate the situational and differential psychology perspectives on procrastination. It could be interesting to investigate how between-person differences might impact on the within-person processes that lead to workplace procrastination. For example, future research might want to analyze whether the processes differ between individuals depending on their stress mindset ( Crum et al., 2013 ; Casper et al., 2017 ). It seems reasonable to assume that individuals with a stress-is-enhancing mindset might appraise time pressure more as a challenge than as a hindrance and thus they might require less self-regulation effort when working under time pressure and consequently procrastinate less than individuals with a stress-is-debilitating mindset.

It might also be interesting to dig deeper into the within-person processes that link work characteristics to workplace procrastination on a daily level. Future research could measure affect and affect regulation alongside cognitive appraisals and self-regulation effort. This might enable researchers to control for affect and affect regulation in their analyses or even investigate whether or not the results would be comparable to those obtained in the present study.

Finally, future research on workplace procrastination might also want to devote itself to further integrate the literature on workplace procrastination with other streams of work and organizational psychology literature, like the literature on withdrawal behavior (cf. van Eerde, 2016 ), task completion (e.g., Claessens et al., 2010 ), and online media use at work (e.g., Syrek et al., in press ). We have the impression that although procrastination is not quite often investigated in work settings, there are many related topics in work and organizational psychology that might benefit from a better inclusion of procrastination research and vice versa.

Our study shows that it is important to investigate procrastination also in non-academic contexts as well as from a situational perspective, because not all findings might be transferable from the academic context to other contexts respectively from the person level to the day level. Because workplace procrastination generates enormous costs for both, individuals and organizations, we encourage other researchers to help further advance scholarly knowledge by investigating workplace procrastination in their future studies.

Author Contributions

All authors contributed to the conception and design of the study. OW and KH organized the collection and preparation of data. RP performed the statistical analyses, wrote the first draft of the manuscript, and also made changes to the manuscript during the interactive review stage. All authors have read and edited the manuscript and suggested improvements at several stages during the preparation and revision of the manuscript.

This research was partly supported by the Austrian Science Fund (FWF): P29408-G29.

Conflict of Interest Statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Acknowledgments

RP thanks the International Academy Traunkirchen for providing premises and infrastructure free of charge during most parts of the preparation of the first draft of this manuscript.

Supplementary Material

The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fpsyg.2018.01087/full#supplementary-material

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Keywords: workplace procrastination, self-regulation, challenge-hindrance, time pressure, planning and decision-making, problem solving, diary study

Citation: Prem R, Scheel TE, Weigelt O, Hoffmann K and Korunka C (2018) Procrastination in Daily Working Life: A Diary Study on Within-Person Processes That Link Work Characteristics to Workplace Procrastination. Front. Psychol . 9:1087. doi: 10.3389/fpsyg.2018.01087

Received: 29 November 2017; Accepted: 07 June 2018; Published: 05 July 2018.

Reviewed by:

Copyright © 2018 Prem, Scheel, Weigelt, Hoffmann and Korunka. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Roman Prem, [email protected]

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

84 Procrastination Ideas & Essay Examples

Is procrastination good or bad? Some people judge procrastination and call it “lazyness”. Others insist that procrastinating helps them to do their best under pressing deadlines.

If you assigned to write an essay on this topic, we’ve got your back covered! In this article you will find 51 interesting procrastination essay topics. Keep reading!

🏆 Best Procrastination Topics & Essay Examples

📌 interesting procrastination essay topics to write about, 👍 good procrastination research topics, ❓ research questions about procrastination.

• A Critical Analysis of Hamlet’s Constant Procrastination in Shakespeare’s Hamlet Claudius is successful in his ambition and Hamlet is left with the decision on whether or not to kill his uncle so as to avenge his father’s death.
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• Students Procrastination Problem If the task is big, it should be broken down into small tasks that are easy to manage and to complete.
• Procrastination and Time Management In case the available time is not properly allocated to all activities to be achieved within a given period, then the available time will not be allocated to the correct event.
• Procrastination: Qualitative and Quantitative Research Methods Due to the nature of the research questions of the study, open-ended questionnaires and interviews will be used to gather the required information for the study.
• Procrastination Among College Students It is not the fear of failure that keeps people from taking on assignments, but their personality traits and desire to have fun instead of putting in the effort.
• Procrastination as a Means of Improving Creativity The work’s author is Adam Grant, a professor of management and psychology at the Wharton School of the University of Pennsylvania. The point of the essay is to talk about the benefits of procrastination.
• Procrastination Predictors in College Students This is a show of autonomy, the evading of the aversive task, avoidance of a state of anxiety, a response to their fear of failure or they are said to suffer from perfectionism and usually […]
• Procrastination Concept and Reasons The term procrastination is relatively new to psychology, despite the fact that the psychological essence of the phenomenon indicated by this term is familiar to everyone.
• Time Management: How to Beat Your Procrastination? In order to manage time effectively the following solutions can be applied: The most popular solution is to make a schedule to keep track of important facts and ideas that can be of any use […]
• Procrastination in Undergraduates and Graduates In this article, the researcher was interested in investigating the differences in procrastination and the motivation between undergraduate and graduate students.
• Procrastination in the Fields of Education and Psychology Although two articles discuss the topic of procrastination, writings in the fields of psychology and education are similar only in relation to the chosen IMRAD format, vocabulary, and rhetoric appeals, and the articles are different […]
• Frequent Tests as the Ways to Overcome Procrastination and Anxiety The problem can depend not only on the level of the students’ knowledge but also on the degree of the tension and anxiety which are associated with the preparation and review of the material during […]
• Procrastination Issues: Cause and Effect Procrastination is said to be the avoidance of starting or going through on a task that is deemed to be important and necessary.
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• The Causes of the Procrastination to Seek Revenge in Hamlet, a Play by William Shakespeare
• The Cause and Effects of Procrastination Causes Stress
• Behavior Modification & Stopping Procrastination
• Procrastination: Computer and Urgent Legislative Issues
• The Questioning, Procrastination and Rationalization That Defines Hamlet’s Character
• The Effect of Academic Procrastination on Self Determination
• Addressing the Behavior of Procrastination That Needed to Be Fixed
• Procrastination Is a Complex Behavioral Disorder
• The Importance of Procrastination and Their Advantage and How It Affects
• Putting It off for Later: Procrastination and End of Fiscal Year Spending Spikes
• The Struggle With Procrastination in Hamlet by William Shakespeare
• The Effects of Procrastination on Personal Discipline and the Quality of Work
• Procrastination and Its Effects on College Students
• The Different Reasons Why One Commit Procrastination
• Rush and Procrastination Under Hyperbolic Discounting and Interdependent Activities
• Procrastination Is a Psychological Epidemic
• Procrastination Is Synonymous With Hesitation
• Reducing Procrastination by High School Students
• An Analysis of the Causes and Remedies of Procrastination in College
• Procrastination in Teams, Contract Design and Discrimination
• The Relationship Between Academic Procrastination Behaviors of Preservice Science Teachers and Their Attitudes toward Social Media
• Procrastination Is a Dangerous and Seemingly Unbreakable Habit
• The Contributions of Technology to Modern Procrastination
• Transition and Regional Inequality in Russia; Reorganization or Procrastination
• Deadlines, Procrastination, and Forgetting in Charitable Tasks
• The Causes and Effects of Procrastination on Students in School
• Procrastination: Anger and Unrealistic High Expectations
• Procrastination versus Time Management
• The Different Ways of Eliminating Procrastination
• Procrastination and Time Management Skills
• Differences in Procrastination and Motivation Between Undergraduate and Graduate Students
• How Study Environments Foster Academic Procrastination?
• What Are the Pros and Cons of Procrastination?
• What Are the Main Reasons Students Procrastination?
• How Does Procrastination Affect College Education?
• Why Should We Stop Procrastination?
• Is Procrastination a Mental Health Issue?
• What Are the Complex Reasons for Procrastination?
• What Are the Causes and Cures for Procrastination?
• Is Procrastination Caused by Laziness?
• Why Do Students Procrastinate?
• How Permanently End Procrastination?
• What Are the Statistics on Procrastination?
• Can You Be Successful if You Procrastinate?
• How to Achieve the Art of Procrastination?
• What Age Group Is Procrastinate the Most?
• What Is the Most Common Cause of Procrastination?
• What Are the Negative Effects of Procrastination?
• Why Being in Procrastination Is a Serious Problem?
• What Are the Common Types of Procrastination?
• Does Loss Aversion Beat Procrastination?
• How Does Procrastination Affect Success?
• How Many People Procrastinate on Average?
• How Can a Creative Person Use the Procrastination?
• How Can You Avoid Procrastination?
• Is Procrastination a Form of Depression?
• What Happens in Your Brain When You Procrastinate?
• How Can Students Avoid Procrastination?
• What Are the Solutions to Procrastination?
• How Does Procrastination Affect Academic Performance?
• Is Procrastination a Genetic Trait?
• Chicago (A-D)
• Chicago (N-B)

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Essay on Procrastination

Students are often asked to write an essay on Procrastination in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Procrastination

Understanding procrastination.

Procrastination is when you delay or postpone tasks. It’s a common issue among students. It often leads to stress, as tasks pile up.

Why We Procrastinate

There are many reasons why we procrastinate. Some feel overwhelmed by tasks, while others lack motivation or fear failure.

Effects of Procrastination

Procrastination can lead to poor grades, stress, and a lack of self-confidence. It can also create a cycle of delaying tasks.

Overcoming Procrastination

To overcome procrastination, break tasks into smaller parts. Also, set deadlines and rewards for completing tasks. It’s important to start tasks early.

Also check:

• Speech on Procrastination

250 Words Essay on Procrastination

Procrastination, a ubiquitous phenomenon, is the act of delaying or postponing tasks. This habit, often perceived as harmless, can lead to detrimental impacts on productivity, mental health, and overall life satisfaction.

The Psychology Behind Procrastination

Psychologically, procrastination is not merely a lack of time management or laziness, but a complex interplay of fear, anxiety, and perfectionism. Individuals procrastinate due to the fear of failure, the anxiety of the unknown, or the desire to perfect a task, which can lead to a paralysis of action. This cognitive dissonance between the ideal self and the actual self fuels the cycle of procrastination.

Consequences of Procrastination

Procrastination can lead to a plethora of negative outcomes. It often results in poor performance, as tasks completed in haste lack quality. Moreover, it can cause stress, guilt, and a decrease in self-confidence. In extreme cases, it can lead to serious mental health issues like depression and anxiety disorders.

Overcoming procrastination requires a multifaceted approach. Techniques such as time management, goal setting, and mindfulness can help. However, it is crucial to address the underlying psychological issues. Cognitive Behavioral Therapy (CBT) has shown promise in helping individuals understand and change their procrastination habits.

In conclusion, procrastination is a complex issue that requires a comprehensive understanding and targeted strategies to overcome. It is not merely a character flaw but a psychological issue that can be addressed with the right tools and mindset.

500 Words Essay on Procrastination

Introduction.

Procrastination is a pervasive phenomenon that affects a significant portion of the global population. It is the act of delaying or postponing tasks or actions despite knowing the potential negative consequences. This essay explores the psychological and societal underpinnings of procrastination, its impacts, and possible strategies to overcome it.

Procrastination is not merely a matter of time management or laziness; it’s a complex interplay of psychological factors. The Temporal Motivation Theory, for instance, posits that individuals are more likely to procrastinate when the reward for a task is distant in time, and the task is perceived as unpleasant or challenging.

Moreover, procrastination can also be linked to self-regulation failure, where individuals struggle to control their responses and give in to immediate gratification. This is often exacerbated by factors such as fear of failure, perfectionism, and low self-efficacy, which can create a vicious cycle of avoidance and further procrastination.

Impacts of Procrastination

The impacts of procrastination are multifaceted, spanning across academics, work, and personal life. On an academic front, procrastination can lead to poor performance, heightened stress, and lower overall satisfaction with one’s educational experience.

In the workplace, procrastination can result in missed deadlines, subpar work quality, and strained relationships with colleagues. Furthermore, on a personal level, chronic procrastination can lead to increased stress, diminished mental health, and a pervasive sense of guilt and regret.

Overcoming procrastination requires a strategic and multifaceted approach. One effective strategy is time management, where individuals plan and allocate time for tasks in advance, breaking larger tasks into smaller, manageable parts.

Cognitive restructuring, another strategy, involves changing one’s negative thought patterns about a task. By reframing a task as an opportunity rather than a burden, individuals can reduce their resistance towards it.

Lastly, self-compassion can be instrumental in mitigating procrastination. By being kind to oneself during instances of failure or delay, individuals can reduce the associated guilt and anxiety, thereby breaking the cycle of procrastination.

In conclusion, procrastination is a complex, multifaceted issue that extends beyond mere laziness or poor time management. It is deeply rooted in psychological factors and can have significant impacts on various aspects of life. However, with strategic interventions like effective time management, cognitive restructuring, and self-compassion, it is possible to overcome procrastination. Understanding and addressing procrastination is crucial in today’s fast-paced world, where efficiency and productivity are highly valued.

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Punctuality Essay for Students and Children

500+ words essay on punctuality.

Punctuality refers to the habit of a human being completing their tasks on time. We can say that punctuality is a great habit which surely results in success . All the leaders have punctuality in common as the habit is such. In other words, when you are on time, you will maintain the discipline and order in your life. It will, in turn, help you achieve your goals faster within a set time period.

Moreover, it also makes you a man of habit. This creates a very good impression in front of others. Punctuality is an etiquette which encourages us to complete our work in a timely fashion. It also makes us realize the importance of time . A person who is punctual will always know how to respect their time and others as well.

Importance of Punctuality

Punctuality is of great importance, it is truly underestimated and must be given utmost importance. When a person becomes punctual, everything else falls into place. You get discipline in life and also earn the respect of the others.

Subsequently, a punctual person works on time without any hindrance. The people who are employed in armies and navies are given rigorous training to become disciplined and punctual. They pay no heed to any circumstances be it rain or thunder, they care about their punctuality.

Furthermore, punctuality pushes the person to achieve success at faster rates than others. We must develop this quality in children from an early age which will make it easy for everyone to lead a better life. When a person is punctual, they get utmost respect and admiration by society and reach greater heights than an unpunctual person.

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Key to Success

We can now safely say that punctuality is definitely the key to success. As we know everything else falls in order when we become punctual, likewise, success will too. When you become successful, you know that you can arrive at your destination easily.

This may only happen when a person works on time and achieve their time goals. In addition to punctuality, hard work is also important. If you ask all the successful people of the world, you will see that it is their secret to success as well.

Why so? Because a successful person knows very well how to make use of their time and act accordingly. Similarly, everyone must adopt this habit to reach great heights in life. It is correctly said that ‘time and tide wait for none’, thus we must remember it well.

We cannot stop time or turn it back, every second is precious. That is why it is important to be punctual in life at all times, so you never miss out on opportunities. Moreover, you will also become happier when you get punctual.

Therefore, we see how punctuality plays a major role in anyone’s life. If we are not punctual, we cannot be as successful as others. In addition, this competitive world demands punctuality so that all of us can be successful in life.

600+ Words Essay on Punctuality

Punctuality implies to be on time. Punctuality benefits an individual in all aspects of life. It also helps an individual to build up his/her character and creates a positive impression on society. If one is not punctual, then his/her life fills with friction in whatever he/she does. Without being punctual, an individual feels that he/she is wasting time and where and how the time flies, one can never estimate. A punctual person can manage all the household chores and other tasks at the right time.

Door to Success

It is evident that Punctuality is one of the key aspects to attain success in life. One who understands and values time can easily become a Punctual individual and in lieu become successful. It helps one to understand the value of time. And as we all know time is the most precious thing in our life. Time once lost, can never come back. We cannot make and get back to the lost time. It is the habit of punctuality which makes us understand and learns us to respect the value of Time. Becoming a successful person in life implies achieving ones’ goals in time with proper planning and dedication, which can again only be attained by being punctual in life. Knowing the value of time-aware an individual to utilize the time in the best way. And to utilize time in the best way is the definition of being Punctual.

Punctuality in the Student’s life

For a student, punctuality is the stepping stone towards discipline and being sincere. It is utmost important for a student to be punctual to attain success during his/her school life. It is the base on which the student’s life during school and afterward shapes up. A student being punctual is considered having one of the noblest virtue. It helps them to cultivate the habit of completing their tasks in due time. Punctuality proves the great saying, “A stitch in time, saves nine” meaning completing ones’ task in due time and avoiding troublesome.

It is the virtue of punctuality which makes the students more discipline and responsibility. A sense of responsibility is attained by the virtue of punctuality. Being punctual a student can always be at the right time whether be it in school, in the lab, in class, at home, in the examination hall, at the playground, etc. The teachers and parents of other students highly appreciate the students who are punctual.

Advantage of Punctuality

Punctuality leads to a happy mind. It is a key to happiness and having a healthy mind. Therefore, any person having this quality would always feel comfortable while doing his/her work. He/She wakes up early in the morning and always feel energetic to do more tasks. Punctuality brings positivity in our mind and heart. One is clear about his/her thoughts, plan and activities, which is also an essential element to move forward in life.

Punctuality is not being practiced only by human beings but also the nature around us. Every day, the sun rises in the morning, sets in the evening. After the day, comes the night. Each of the seasons follows their timeline. All these natural phenomena encourage us to be punctual in our life to attain a goal and have a peaceful mind. Thus, Punctuality is the essence of life. It is very important for us to develop such quality from a very young age and lead ourselves and our country to a greater high. The rate of growth of the Human Development Index is bettered in a country where everyone knows and understands the value of time by being punctual. It ultimately helps in the growth of the country. Therefore, punctuality is not only a key to success for an individual but also for the entire community, nation, globe.

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Procrastination Essay

500+ words procrastination essay.

Procrastination is a tendency, attitude or behavioural trait of a person lacking willpower and vitality to do work. Most people have a tendency to not complete their work, and leave it for some other time. When people procrastinate, instead of working on important meaningful tasks, they find themselves performing trivial activities. They spend their time watching TV, playing video games, checking Facebook, obsessively cleaning, pacing back and forth through the office, or maybe just sitting and staring at a wall. Afterwards, they feel powerless and are overcome with feelings of guilt and frustration. They often end up doing nothing. So, the habit of procrastination is very harmful as it wastes so much time. This Procrastination Essay will help in understanding the meaning of procrastination, its effect on students’ lives and ways to overcome procrastination. So, students must go through it and take ideas which help them write an effective essay on this topic. Moreover, they can also get the list of CBSE Essays on different topics for their practice. It will help them to participate in various essay writing competitions.

What is Procrastination?

Procrastination is the tendency to delay an intended action or decision. It is defined as the act of needlessly delaying tasks to the point of experiencing subjective discomfort. The illusory idea underlying procrastination is a feeling that ‘later is better. This is also the common reason behind the ‘tomorrow’ outlook on life, which forces people to postpone everything for a ‘tomorrow’ that never comes. When the next day dawns, the pattern resurfaces, and procrastinators excuse themselves by promising again that ‘I will do it tomorrow. Hence, procrastination is seen as a ‘tomorrow syndrome’.

Effect of Procrastination on Students’ Life

Since the dawn of time, people have suffered from procrastination. It is a serious problem, especially among students. Most of the students put off their homework and studies for later, thinking that they have plenty of time to get it done. However, the work gets delayed and results in compromising the quality of education. Research has shown that it takes more time to complete a task when a student allows his focus to drift and the task becomes more difficult for him.

Some students waste up to one-third of their time procrastinating. Procrastination can take many forms. For example, a student has a paper due on Monday morning, but he went skiing with friends all weekend instead of studying. When students procrastinate, then they always have the excuse of “not having enough” time. The reasons for delaying and avoiding tasks for students are rooted in fear and anxiety. This fear is about doing poor, losing control, looking stupid, and having one’s sense of self or self-concept challenged. They avoid doing work to avoid their abilities being judged. So, what can students do to overcome their tendencies to procrastinate? Below are a few tips and methods that can help them.

Tips and Methods to Overcome Procrastination

There are many ways to break the vicious circle of procrastination. A good first step to overcoming procrastination is to identify distractions and their possible solutions. Another is to finish the work in the allocated time. If a task seems too big or overwhelming, break it down into a series of smaller, more achievable tasks or steps that will add up to completing the job. Concentrate on taking the first step, then the next, until you complete the full journey. Whenever students find themselves procrastinating, they should think about the good things that will happen when they stop procrastinating. Set specific dates and times to begin or continue the work. Put up notes or reminders in prominent places like the fridge or a mirror, to remind them that work needs to be done.

It is difficult to leave a bad habit. It also takes time and can’t be done overnight. So, don’t expect from yourself that you will suddenly break up with your procrastinating behaviour. Be realistic and figure out the strategies that work best for you. Practise them, notice small improvements in procrastinating behaviour and reward yourself. There is no quick fix for procrastination – it takes time and effort, and surely, no one else can fix it for you.

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Hindi Essay (Hindi Nibandh) | 100 विषयों पर हिंदी निबंध लेखन – Essays in Hindi on 100 Topics

हिंदी निबंध: हिंदी हमारी राष्ट्रीय भाषा है। हमारे हिंदी भाषा कौशल को सीखना और सुधारना भारत के अधिकांश स्थानों में सेवा करने के लिए बहुत महत्वपूर्ण है। स्कूली दिनों से ही हम हिंदी भाषा सीखते थे। कुछ स्कूल और कॉलेज हिंदी के अतिरिक्त बोर्ड और निबंध बोर्ड में निबंध लेखन का आयोजन करते हैं, छात्रों को बोर्ड परीक्षा में हिंदी निबंध लिखने की आवश्यकता होती है।

निबंध – Nibandh In Hindi – Hindi Essay Topics

• सच्चा धर्म पर निबंध – (True Religion Essay)
• राष्ट्र निर्माण में युवाओं का योगदान निबंध – (Role Of Youth In Nation Building Essay)
• अतिवृष्टि पर निबंध – (Flood Essay)
• राष्ट्र निर्माण में शिक्षक की भूमिका पर निबंध – (Role Of Teacher In Nation Building Essay)
• नक्सलवाद पर निबंध – (Naxalism In India Essay)
• साहित्य समाज का दर्पण है हिंदी निबंध – (Literature And Society Essay)
• नशे की दुष्प्रवृत्ति निबंध – (Drug Abuse Essay)
• मन के हारे हार है मन के जीते जीत पर निबंध – (It is the Mind which Wins and Defeats Essay)
• एक राष्ट्र एक कर : जी०एस०टी० ”जी० एस०टी० निबंध – (Gst One Nation One Tax Essay)
• युवा पर निबंध – (Youth Essay)
• अक्षय ऊर्जा : सम्भावनाएँ और नीतियाँ निबंध – (Renewable Sources Of Energy Essay)
• मूल्य-वृदधि की समस्या निबंध – (Price Rise Essay)
• परहित सरिस धर्म नहिं भाई निबंध – (Philanthropy Essay)
• पर्वतीय यात्रा पर निबंध – (Parvatiya Yatra Essay)
• असंतुलित लिंगानुपात निबंध – (Sex Ratio Essay)
• मनोरंजन के आधुनिक साधन पर निबंध – (Means Of Entertainment Essay)
• मेट्रो रेल पर निबंध – (Metro Rail Essay)
• दूरदर्शन पर निबंध – (Importance Of Doordarshan Essay)
• दूरदर्शन और युवावर्ग पर निबंध – (Doordarshan Essay)
• बस्ते का बढ़ता बोझ पर निबंध – (Baste Ka Badhta Bojh Essay)
• महानगरीय जीवन पर निबंध – (Metropolitan Life Essay)
• दहेज नारी शक्ति का अपमान है पे निबंध – (Dowry Problem Essay)
• सुरीला राजस्थान निबंध – (Folklore Of Rajasthan Essay)
• राजस्थान में जल संकट पर निबंध – (Water Scarcity In Rajasthan Essay)
• खुला शौच मुक्त गाँव पर निबंध – (Khule Me Soch Mukt Gaon Par Essay)
• रंगीला राजस्थान पर निबंध – (Rangila Rajasthan Essay)
• राजस्थान के लोकगीत पर निबंध – (Competition Of Rajasthani Folk Essay)
• मानसिक सुख और सन्तोष निबंध – (Happiness Essay)
• मेरे जीवन का लक्ष्य पर निबंध नंबर – (My Aim In Life Essay)
• राजस्थान में पर्यटन पर निबंध – (Tourist Places Of Rajasthan Essay)
• नर हो न निराश करो मन को पर निबंध – (Nar Ho Na Nirash Karo Man Ko Essay)
• राजस्थान के प्रमुख लोक देवता पर निबंध – (The Major Folk Deities Of Rajasthan Essay)
• देशप्रेम पर निबंध – (Patriotism Essay)
• पढ़ें बेटियाँ, बढ़ें बेटियाँ योजना यूपी में लागू निबंध – (Read Daughters, Grow Daughters Essay)
• सत्संगति का महत्व पर निबंध – (Satsangati Ka Mahatva Nibandh)
• सिनेमा और समाज पर निबंध – (Cinema And Society Essay)
• विपत्ति कसौटी जे कसे ते ही साँचे मीत पर निबंध – (Vipatti Kasauti Je Kase Soi Sache Meet Essay)
• लड़का लड़की एक समान पर निबंध – (Ladka Ladki Ek Saman Essay)
• विज्ञापन के प्रभाव – (Paragraph Speech On Vigyapan Ke Prabhav Essay)
• रेलवे प्लेटफार्म का दृश्य पर निबंध – (Railway Platform Ka Drishya Essay)
• समाचार-पत्र का महत्त्व पर निबंध – (Importance Of Newspaper Essay)
• समाचार-पत्रों से लाभ पर निबंध – (Samachar Patr Ke Labh Essay)
• समाचार पत्र पर निबंध (Newspaper Essay in Hindi)
• व्यायाम का महत्व निबंध – (Importance Of Exercise Essay)
• विद्यार्थी जीवन पर निबंध – (Student Life Essay)
• विद्यार्थी और राजनीति पर निबंध – (Students And Politics Essay)
• विद्यार्थी और अनुशासन पर निबंध – (Vidyarthi Aur Anushasan Essay)
• मेरा प्रिय त्यौहार निबंध – (My Favorite Festival Essay)
• मेरा प्रिय पुस्तक पर निबंध – (My Favourite Book Essay)
• पुस्तक मेला पर निबंध – (Book Fair Essay)
• मेरा प्रिय खिलाड़ी निबंध हिंदी में – (My Favorite Player Essay)
• सर्वधर्म समभाव निबंध – (All Religions Are Equal Essay)
• शिक्षा में खेलकूद का स्थान निबंध – (Shiksha Mein Khel Ka Mahatva Essay)a
• खेल का महत्व पर निबंध – (Importance Of Sports Essay)
• क्रिकेट पर निबंध – (Cricket Essay)
• ट्वेन्टी-20 क्रिकेट पर निबंध – (T20 Cricket Essay)
• मेरा प्रिय खेल-क्रिकेट पर निबंध – (My Favorite Game Cricket Essay)
• पुस्तकालय पर निबंध – (Library Essay)
• सूचना प्रौद्योगिकी और मानव कल्याण निबंध – (Information Technology Essay)
• कंप्यूटर और टी.वी. का प्रभाव निबंध – (Computer Aur Tv Essay)
• कंप्यूटर की उपयोगिता पर निबंध – (Computer Ki Upyogita Essay)
• कंप्यूटर शिक्षा पर निबंध – (Computer Education Essay)
• कंप्यूटर के लाभ पर निबंध – (Computer Ke Labh Essay)
• इंटरनेट पर निबंध – (Internet Essay)
• विज्ञान: वरदान या अभिशाप पर निबंध – (Science Essay)
• शिक्षा का गिरता स्तर पर निबंध – (Falling Price Level Of Education Essay)
• विज्ञान के गुण और दोष पर निबंध – (Advantages And Disadvantages Of Science Essay)
• विद्यालय में स्वास्थ्य शिक्षा निबंध – (Health Education Essay)
• विद्यालय का वार्षिकोत्सव पर निबंध – (Anniversary Of The School Essay)
• विज्ञान के वरदान पर निबंध – (The Gift Of Science Essays)
• विज्ञान के चमत्कार पर निबंध (Wonder Of Science Essay in Hindi)
• विकास पथ पर भारत निबंध – (Development Of India Essay)
• कम्प्यूटर : आधुनिक यन्त्र–पुरुष – (Computer Essay)
• मोबाइल फोन पर निबंध (Mobile Phone Essay)
• मेरी अविस्मरणीय यात्रा पर निबंध – (My Unforgettable Trip Essay)
• मंगल मिशन (मॉम) पर निबंध – (Mars Mission Essay)
• विज्ञान की अद्भुत खोज कंप्यूटर पर निबंध – (Vigyan Ki Khoj Kampyootar Essay)
• भारत का उज्जवल भविष्य पर निबंध – (Freedom Is Our Birthright Essay)
• सारे जहाँ से अच्छा हिंदुस्तान हमारा निबंध इन हिंदी – (Sare Jahan Se Achha Hindustan Hamara Essay)
• डिजिटल इंडिया पर निबंध (Essay on Digital India)
• भारतीय संस्कृति पर निबंध – (India Culture Essay)
• राष्ट्रभाषा हिन्दी निबंध – (National Language Hindi Essay)
• भारत में जल संकट निबंध – (Water Crisis In India Essay)
• कौशल विकास योजना पर निबंध – (Skill India Essay)
• हमारा प्यारा भारत वर्ष पर निबंध – (Mera Pyara Bharat Varsh Essay)
• अनेकता में एकता : भारत की विशेषता – (Unity In Diversity Essay)
• महंगाई की समस्या पर निबन्ध – (Problem Of Inflation Essay)
• महंगाई पर निबंध – (Mehangai Par Nibandh)
• आरक्षण : देश के लिए वरदान या अभिशाप निबंध – (Reservation System Essay)
• मेक इन इंडिया पर निबंध (Make In India Essay In Hindi)
• ग्रामीण समाज की समस्याएं पर निबंध – (Problems Of Rural Society Essay)
• मेरे सपनों का भारत पर निबंध – (India Of My Dreams Essay)
• भारतीय राजनीति में जातिवाद पर निबंध – (Caste And Politics In India Essay)
• भारतीय नारी पर निबंध – (Indian Woman Essay)
• आधुनिक नारी पर निबंध – (Modern Women Essay)
• भारतीय समाज में नारी का स्थान निबंध – (Women’s Role In Modern Society Essay)
• चुनाव पर निबंध – (Election Essay)
• चुनाव स्थल के दृश्य का वर्णन निबन्ध – (An Election Booth Essay)
• पराधीन सपनेहुँ सुख नाहीं पर निबंध – (Dependence Essay)
• परमाणु शक्ति और भारत हिंदी निंबध – (Nuclear Energy Essay)
• यदि मैं प्रधानमंत्री होता तो हिंदी निबंध – (If I were the Prime Minister Essay)
• आजादी के 70 साल निबंध – (India ofter 70 Years Of Independence Essay)
• भारतीय कृषि पर निबंध – (Indian Farmer Essay)
• संचार के साधन पर निबंध – (Means Of Communication Essay)
• भारत में दूरसंचार क्रांति हिंदी में निबंध – (Telecom Revolution In India Essay)
• दूरसंचार में क्रांति निबंध – (Revolution In Telecommunication Essay)
• राष्ट्रीय एकता का महत्व पर निबंध (Importance Of National Integration)
• भारत की ऋतुएँ पर निबंध – (Seasons In India Essay)
• भारत में खेलों का भविष्य पर निबंध – (Future Of Sports Essay)
• किसी खेल (मैच) का आँखों देखा वर्णन पर निबंध – (Kisi Match Ka Aankhon Dekha Varnan Essay)
• राजनीति में अपराधीकरण पर निबंध – (Criminalization Of Indian Politics Essay)
• प्रधानमंत्री नरेन्द्र मोदी पर हिन्दी निबंध – (Narendra Modi Essay)
• बाल मजदूरी पर निबंध – (Child Labour Essay)
• भ्रष्टाचार पर निबंध (Corruption Essay in Hindi)
• महिला सशक्तिकरण पर निबंध – (Women Empowerment Essay)
• बेटी बचाओ बेटी पढ़ाओ पर निबंध (Beti Bachao Beti Padhao)
• गरीबी पर निबंध (Poverty Essay in Hindi)
• स्वच्छ भारत अभियान पर निबंध (Swachh Bharat Abhiyan Essay)
• बाल विवाह एक अभिशाप पर निबंध – (Child Marriage Essay)
• राष्ट्रीय एकीकरण पर निबंध – (Importance of National Integration Essay)
• आतंकवाद पर निबंध (Terrorism Essay in hindi)
• सड़क सुरक्षा पर निबंध (Road Safety Essay in Hindi)
• बढ़ती भौतिकता घटते मानवीय मूल्य पर निबंध – (Increasing Materialism Reducing Human Values Essay)
• गंगा की सफाई देश की भलाई पर निबंध – (The Good Of The Country: Cleaning The Ganges Essay)
• सत्संगति पर निबंध – (Satsangati Essay)
• महिलाओं की समाज में भूमिका पर निबंध – (Women’s Role In Society Today Essay)
• यातायात के नियम पर निबंध – (Traffic Safety Essay)
• बेटी बचाओ पर निबंध – (Beti Bachao Essay)
• सिनेमा या चलचित्र पर निबंध – (Cinema Essay In Hindi)
• परहित सरिस धरम नहिं भाई पर निबंध – (Parhit Saris Dharam Nahi Bhai Essay)
• पेड़-पौधे का महत्व निबंध – (The Importance Of Trees Essay)
• वर्तमान शिक्षा प्रणाली – (Modern Education System Essay)
• महिला शिक्षा पर निबंध (Women Education Essay In Hindi)
• महिलाओं की समाज में भूमिका पर निबंध (Women’s Role In Society Essay In Hindi)
• यदि मैं प्रधानाचार्य होता पर निबंध – (If I Was The Principal Essay)
• बेरोजगारी पर निबंध (Unemployment Essay)
• शिक्षित बेरोजगारी की समस्या निबंध – (Problem Of Educated Unemployment Essay)
• बेरोजगारी समस्या और समाधान पर निबंध – (Unemployment Problem And Solution Essay)
• दहेज़ प्रथा पर निबंध (Dowry System Essay in Hindi)
• जनसँख्या पर निबंध – (Population Essay)
• श्रम का महत्त्व निबंध – (Importance Of Labour Essay)
• जनसंख्या वृद्धि के दुष्परिणाम पर निबंध – (Problem Of Increasing Population Essay)
• भ्रष्टाचार : समस्या और निवारण निबंध – (Corruption Problem And Solution Essay)
• मीडिया और सामाजिक उत्तरदायित्व निबंध – (Social Responsibility Of Media Essay)
• हमारे जीवन में मोबाइल फोन का महत्व पर निबंध – (Importance Of Mobile Phones Essay In Our Life)
• विश्व में अत्याधिक जनसंख्या पर निबंध – (Overpopulation in World Essay)
• भारत में बेरोजगारी की समस्या पर निबंध – (Problem Of Unemployment In India Essay)
• गणतंत्र दिवस पर निबंध – (Republic Day Essay)
• भारत के गाँव पर निबंध – (Indian Village Essay)
• गणतंत्र दिवस परेड पर निबंध – (Republic Day of India Essay)
• गणतंत्र दिवस के महत्व पर निबंध – (2020 – Republic Day Essay)
• महात्मा गांधी पर निबंध (Mahatma Gandhi Essay)
• ए.पी.जे. अब्दुल कलाम पर निबंध – (Dr. A.P.J. Abdul Kalam Essay)
• परिवार नियोजन पर निबंध – (Family Planning In India Essay)
• मेरा सच्चा मित्र पर निबंध – (My Best Friend Essay)
• अनुशासन पर निबंध (Discipline Essay)
• देश के प्रति मेरे कर्त्तव्य पर निबंध – (My Duty Towards My Country Essay)
• समय का सदुपयोग पर निबंध – (Samay Ka Sadupyog Essay)
• नागरिकों के अधिकारों और कर्तव्यों पर निबंध (Rights And Responsibilities Of Citizens Essay In Hindi)
• ग्लोबल वार्मिंग पर निबंध – (Global Warming Essay)
• जल जीवन का आधार निबंध – (Jal Jeevan Ka Aadhar Essay)
• जल ही जीवन है निबंध – (Water Is Life Essay)
• प्रदूषण की समस्या और समाधान पर लघु निबंध – (Pollution Problem And Solution Essay)
• प्रकृति संरक्षण पर निबंध (Conservation of Nature Essay In Hindi)
• वन जीवन का आधार निबंध – (Forest Essay)
• पर्यावरण बचाओ पर निबंध (Environment Essay)
• पर्यावरण प्रदूषण पर निबंध (Environmental Pollution Essay in Hindi)
• पर्यावरण सुरक्षा पर निबंध (Environment Protection Essay In Hindi)
• बढ़ते वाहन घटता जीवन पर निबंध – (Vehicle Pollution Essay)
• योग पर निबंध (Yoga Essay)
• मिलावटी खाद्य पदार्थ और स्वास्थ्य पर निबंध – (Adulterated Foods And Health Essay)
• प्रकृति निबंध – (Nature Essay In Hindi)
• वर्षा ऋतु पर निबंध – (Rainy Season Essay)
• वसंत ऋतु पर निबंध – (Spring Season Essay)
• बरसात का एक दिन पर निबंध – (Barsat Ka Din Essay)
• अभ्यास का महत्व पर निबंध – (Importance Of Practice Essay)
• स्वास्थ्य ही धन है पर निबंध – (Health Is Wealth Essay)
• महाकवि तुलसीदास का जीवन परिचय निबंध – (Tulsidas Essay)
• मेरा प्रिय कवि निबंध – (My Favourite Poet Essay)
• मेरी प्रिय पुस्तक पर निबंध – (My Favorite Book Essay)
• कबीरदास पर निबन्ध – (Kabirdas Essay)

इसलिए, यह जानना और समझना बहुत महत्वपूर्ण है कि विषय के बारे में संक्षिप्त और कुरकुरा लाइनों के साथ एक आदर्श हिंदी निबन्ध कैसे लिखें। साथ ही, कक्षा 1 से 10 तक के छात्र उदाहरणों के साथ इस पृष्ठ से विभिन्न हिंदी निबंध विषय पा सकते हैं। तो, छात्र आसानी से स्कूल और प्रतियोगी परीक्षाओं के लिए हिंदी में निबन्ध कैसे लिखें, इसकी तैयारी कर सकते हैं। इसके अलावा, आप हिंदी निबंध लेखन की संरचना, हिंदी में एक प्रभावी निबंध लिखने के लिए टिप्स आदि के बारे में कुछ विस्तृत जानकारी भी प्राप्त कर सकते हैं। ठीक है, आइए हिंदी निबन्ध के विवरण में गोता लगाएँ।

हिंदी निबंध लेखन – स्कूल और प्रतियोगी परीक्षाओं के लिए हिंदी में निबन्ध कैसे लिखें?

प्रभावी निबंध लिखने के लिए उस विषय के बारे में बहुत अभ्यास और गहन ज्ञान की आवश्यकता होती है जिसे आपने निबंध लेखन प्रतियोगिता या बोर्ड परीक्षा के लिए चुना है। छात्रों को वर्तमान में हो रही स्थितियों और हिंदी में निबंध लिखने से पहले विषय के बारे में कुछ महत्वपूर्ण बिंदुओं के बारे में जानना चाहिए। हिंदी में पावरफुल निबन्ध लिखने के लिए सभी को कुछ प्रमुख नियमों और युक्तियों का पालन करना होगा।

हिंदी निबन्ध लिखने के लिए आप सभी को जो प्राथमिक कदम उठाने चाहिए उनमें से एक सही विषय का चयन करना है। इस स्थिति में आपकी सहायता करने के लिए, हमने सभी प्रकार के हिंदी निबंध विषयों पर शोध किया है और नीचे सूचीबद्ध किया है। एक बार जब हम सही विषय चुन लेते हैं तो विषय के बारे में सभी सामान्य और तथ्यों को एकत्र करते हैं और अपने पाठकों को संलग्न करने के लिए उन्हें अपने निबंध में लिखते हैं।

तथ्य आपके पाठकों को अंत तक आपके निबंध से चिपके रहेंगे। इसलिए, हिंदी में एक निबंध लिखते समय मुख्य बिंदुओं पर ध्यान केंद्रित करें और किसी प्रतियोगिता या बोर्ड या प्रतिस्पर्धी जैसी परीक्षाओं में अच्छा स्कोर करें। ये हिंदी निबंध विषय पहली कक्षा से 10 वीं कक्षा तक के सभी कक्षा के छात्रों के लिए उपयोगी हैं। तो, उनका सही ढंग से उपयोग करें और हिंदी भाषा में एक परिपूर्ण निबंध बनाएं।

हिंदी भाषा में दीर्घ और लघु निबंध विषयों की सूची

हिंदी निबन्ध विषयों और उदाहरणों की निम्न सूची को विभिन्न श्रेणियों में विभाजित किया गया है जैसे कि प्रौद्योगिकी, पर्यावरण, सामान्य चीजें, अवसर, खेल, खेल, स्कूली शिक्षा, और बहुत कुछ। बस अपने पसंदीदा हिंदी निबंध विषयों पर क्लिक करें और विषय पर निबंध के लघु और लंबे रूपों के साथ विषय के बारे में पूरी जानकारी आसानी से प्राप्त करें।

विषय के बारे में समग्र जानकारी एकत्रित करने के बाद, अपनी लाइनें लागू करने का समय और हिंदी में एक प्रभावी निबन्ध लिखने के लिए। यहाँ प्रचलित सभी विषयों की जाँच करें और किसी भी प्रकार की प्रतियोगिताओं या परीक्षाओं का प्रयास करने से पहले जितना संभव हो उतना अभ्यास करें।

हिंदी निबंधों की संरचना

उपरोक्त छवि आपको हिंदी निबन्ध की संरचना के बारे में प्रदर्शित करती है और आपको निबन्ध को हिन्दी में प्रभावी ढंग से रचने के बारे में कुछ विचार देती है। यदि आप स्कूल या कॉलेजों में निबंध लेखन प्रतियोगिता में किसी भी विषय को लिखते समय निबंध के इन हिस्सों का पालन करते हैं तो आप निश्चित रूप से इसमें पुरस्कार जीतेंगे।

इस संरचना को बनाए रखने से निबंध विषयों का अभ्यास करने से छात्रों को विषय पर ध्यान केंद्रित करने और विषय के बारे में छोटी और कुरकुरी लाइनें लिखने में मदद मिलती है। इसलिए, यहां संकलित सूची में से अपने पसंदीदा या दिलचस्प निबंध विषय को हिंदी में चुनें और निबंध की इस मूल संरचना का अनुसरण करके एक निबंध लिखें।

हिंदी में एक सही निबंध लिखने के लिए याद रखने वाले मुख्य बिंदु

अपने पाठकों को अपने हिंदी निबंधों के साथ संलग्न करने के लिए, आपको हिंदी में एक प्रभावी निबंध लिखते समय कुछ सामान्य नियमों का पालन करना चाहिए। कुछ युक्तियाँ और नियम इस प्रकार हैं:

• अपना हिंदी निबंध विषय / विषय दिए गए विकल्पों में से समझदारी से चुनें।
• अब उन सभी बिंदुओं को याद करें, जो निबंध लिखने शुरू करने से पहले विषय के बारे में एक विचार रखते हैं।
• पहला भाग: परिचय
• दूसरा भाग: विषय का शारीरिक / विस्तार विवरण
• तीसरा भाग: निष्कर्ष / अंतिम शब्द
• एक निबंध लिखते समय सुनिश्चित करें कि आप एक सरल भाषा और शब्दों का उपयोग करते हैं जो विषय के अनुकूल हैं और एक बात याद रखें, वाक्यों को जटिल न बनाएं,
• जानकारी के हर नए टुकड़े के लिए निबंध लेखन के दौरान एक नए पैराग्राफ के साथ इसे शुरू करें।
• अपने पाठकों को आकर्षित करने या उत्साहित करने के लिए जहाँ कहीं भी संभव हो, कुछ मुहावरे या कविताएँ जोड़ें और अपने हिंदी निबंध के साथ संलग्न रहें।
• विषय या विषय को बीच में या निबंध में जारी रखने से न चूकें।
• यदि आप संक्षेप में हिंदी निबंध लिख रहे हैं तो इसे 200-250 शब्दों में समाप्त किया जाना चाहिए। यदि यह लंबा है, तो इसे 400-500 शब्दों में समाप्त करें।
• महत्वपूर्ण हिंदी निबंध विषयों का अभ्यास करते समय इन सभी युक्तियों और बिंदुओं को ध्यान में रखते हुए, आप निश्चित रूप से किसी भी प्रतियोगी परीक्षाओं में कुरकुरा और सही निबंध लिख सकते हैं या फिर सीबीएसई, आईसीएसई जैसी बोर्ड परीक्षाओं में।

हिंदी निबंध लेखन पर अक्सर पूछे जाने वाले प्रश्न

1. मैं अपने हिंदी निबंध लेखन कौशल में सुधार कैसे कर सकता हूं? अपने हिंदी निबंध लेखन कौशल में सुधार करने के सर्वोत्तम तरीकों में से एक किताबों और समाचार पत्रों को पढ़ना और हिंदी में कुछ जानकारीपूर्ण श्रृंखलाओं को देखना है। ये चीजें आपकी हिंदी शब्दावली में वृद्धि करेंगी और आपको हिंदी में एक प्रेरक निबंध लिखने में मदद करेंगी।

2. CBSE, ICSE बोर्ड परीक्षा के लिए हिंदी निबंध लिखने में कितना समय देना चाहिए? हिंदी बोर्ड परीक्षा में एक प्रभावी निबंध लिखने पर 20-30 का खर्च पर्याप्त है। क्योंकि परीक्षा हॉल में हर मिनट बहुत महत्वपूर्ण है। इसलिए, सभी वर्गों के लिए समय बनाए रखना महत्वपूर्ण है। परीक्षा से पहले सभी हिंदी निबन्ध विषयों से पहले अभ्यास करें और परीक्षा में निबंध लेखन पर खर्च करने का समय निर्धारित करें।

3. हिंदी में निबंध के लिए 200-250 शब्द पर्याप्त हैं? 200-250 शब्दों वाले हिंदी निबंध किसी भी स्थिति के लिए बहुत अधिक हैं। इसके अलावा, पाठक केवल आसानी से पढ़ने और उनसे जुड़ने के लिए लघु निबंधों में अधिक रुचि दिखाते हैं।

4. मुझे छात्रों के लिए सर्वश्रेष्ठ औपचारिक और अनौपचारिक हिंदी निबंध विषय कहां मिल सकते हैं? आप हमारे पेज से कक्षा 1 से 10 तक के छात्रों के लिए हिंदी में विभिन्न सामान्य और विशिष्ट प्रकार के निबंध विषय प्राप्त कर सकते हैं। आप स्कूलों और कॉलेजों में प्रतियोगिताओं, परीक्षाओं और भाषणों के लिए हिंदी में इन छोटे और लंबे निबंधों का उपयोग कर सकते हैं।

5. हिंदी परीक्षाओं में प्रभावशाली निबंध लिखने के कुछ तरीके क्या हैं? हिंदी में प्रभावी और प्रभावशाली निबंध लिखने के लिए, किसी को इसमें शानदार तरीके से काम करना चाहिए। उसके लिए, आपको इन बिंदुओं का पालन करना चाहिए और सभी प्रकार की परीक्षाओं में एक परिपूर्ण हिंदी निबंध की रचना करनी चाहिए:

• एक पंच-लाइन की शुरुआत।
• बहुत सारे विशेषणों का उपयोग करें।
• रचनात्मक सोचें।
• कठिन शब्दों के प्रयोग से बचें।
• आंकड़े, वास्तविक समय के उदाहरण, प्रलेखित जानकारी दें।
• सिफारिशों के साथ निष्कर्ष निकालें।
• निष्कर्ष के साथ पंचलाइन को जोड़ना।

निष्कर्ष हमने एक टीम के रूप में हिंदी निबन्ध विषय पर पूरी तरह से शोध किया और इस पृष्ठ पर कुछ मुख्य महत्वपूर्ण विषयों को सूचीबद्ध किया। हमने इन हिंदी निबंध लेखन विषयों को उन छात्रों के लिए एकत्र किया है जो निबंध प्रतियोगिता या प्रतियोगी या बोर्ड परीक्षाओं में भाग ले रहे हैं। तो, हम आशा करते हैं कि आपको यहाँ पर सूची से हिंदी में अपना आवश्यक निबंध विषय मिल गया होगा।

यदि आपको हिंदी भाषा पर निबंध के बारे में अधिक जानकारी की आवश्यकता है, तो संरचना, हिंदी में निबन्ध लेखन के लिए टिप्स, हमारी साइट LearnCram.com पर जाएँ। इसके अलावा, आप हमारी वेबसाइट से अंग्रेजी में एक प्रभावी निबंध लेखन विषय प्राप्त कर सकते हैं, इसलिए इसे अंग्रेजी और हिंदी निबंध विषयों पर अपडेट प्राप्त करने के लिए बुकमार्क करें।