PSYC FPX 3770 Assessment 2 Motivation and Performance in Education

Student Name

Capella University

PSYC FPX 3770 Psychology of Human Motivation and Performance

Prof. Name

Date

Addressing the Challenge: Procrastination

Procrastination poses a significant obstacle for students, hindering task completion and leading to diminished academic performance (Klingsieck, 2013). Its pervasive nature often accompanies feelings of anxiety and stress among students (Klingsieck, 2013).

Proposed Solutions

Implementing stimulus control strategies can effectively combat procrastination by reducing distractions and enhancing self-regulation (Steel et al., 2018). Additionally, Cognitive Behavior Therapy (CBT) offers promising interventions, focusing on intrinsic and extrinsic motivation to fulfill basic psychological needs (Rozental et al., 2018; Cook & Artino Jr., 2016).

Theoretical Perspectives

The Self-Determination Theory emphasizes intrinsic motivation and psychological needs such as autonomy and relatedness (Lopez-Garrido, 2021). Conversely, the Temporal Motivation Theory highlights the role of time and factors like expectancy and impulsiveness in motivating behavior (Steel et al., 2018).

Empirical Findings

Research indicates that environmental stimuli exacerbate impulsive choices, underscoring the importance of controlling these cues (Steel et al., 2018). Distancing oneself from temptations and focusing on goal-oriented tasks have been shown to reduce procrastination tendencies (Fishbach & Shah, 2006).

Application in Professional Settings

Educators can promote autonomy by offering choices in learning materials and fostering relatedness through collaborative activities (Usable Knowledge, 2016). Creating challenging tasks and providing constructive feedback can enhance student competence and motivation (Usable Knowledge, 2016).

Conclusion

Procrastination in academics can be effectively addressed through strategies rooted in the Self-Determination Theory and the Temporal Motivation Theory. Stimulus control techniques and CBT interventions offer viable approaches to mitigate procrastination and enhance student motivation and performance.

References

Cook, D., & Artino Jr., A. (2016). Motivation to learn: an overview of contemporary theories. DOI: 10.111/medu.13074

Fishbach, A., & Shah, J. (2006). Self-Control in Action: implicit dispositions toward goals and away from temptations. DOI: 10.1037/0022-3514.90.5.820

Karas D, Spada MM (2009). Brief cognitive-behavioral coaching for procrastination: A case series. DOI: 10.1037/0022-3514.90.5.820

PSYC FPX 3770 Assessment 2 Motivation and Performance in Education

Klingsieck, K.B. (2013). Procrastination: When good things don’t come to those who wait. DOI: 10.1027/1016-90401/9000138

Lopez-Garrido, G. (2021). Self-Determination Theory and Motivation.

Rozental, A., & Carlbring, P. (2013). Internet-Based cognitive behavioral therapy for procrastination: Study protocol for a randomized controlled trial.

Rozental, A. et al. (2018). Treating Procrastination Using Cognitive Behavioral Therapy: A Pragmatic Randomized Controlled Trial Comparing Treatment Delivered vis The Internet or in Groups.

Steel, P., Svartdal, F., Thundiyil, T., & Brothen, T. (2018). Examining Procrastination Across Multiple Goal Stages: A longitudinal Study of Temporal Motivation Theory.

PSYC FPX 3770 Assessment 2 Motivation and Performance in Education

Usable Knowledge (2016). Intrinsically Motivated.