Overcoming Procrastination…Or…Getting on with it when time is short!
For many students, procrastination is an insidious enemy that can get in the way of their success at uni. It can lead to low self-esteem, anxiety and… to failure. Procrastination is avoiding things that need to be done. It has been called “the act of needlessly delaying tasks to the point of experiencing subjective discomfort.” (Solomon and Rothblum, 1984). When we procrastinate, we use avoidance as a mechanism to deal with our feelings of aversion about something we have to do. (Gaston, 1999) Procrastination always comes at a cost to us.
There are some straightforward steps we can take in order to overcome procrastination.
First of all, accept that it is a problem.
Think about how you feel when you keep putting off making a start on an essay and then, before you know it, you’re facing the reality of too little time to get it done. You probably feel anxious, stressed; maybe you beat yourself up and get depressed too. Similarly, if you haven’t done your revision and overall preparation in the weeks leading up to your exams, you probably feel the same way as the commencement date looms close. You can’t hope to perform at your best in such circumstances. Better to admit to the problem so you can do something about it.
Second, it’s important to see if you can understand why you’re procrastinating.
Your reasons may include:
- You’re setting your standards too high.
- You can’t see the relevance of the work you have to do.
- You’re unclear about what’s required.
- You’re afraid of the unknown.
- You lack confidence in your ability to do the work.
If you can begin to identify why you procrastinate, you’re then more able to work on the problem through dealing with the issue(s).
Third, you need to make a commitment to change, to making a start.
This is very important. A definite decision is what’s needed. Remember, you’re not doing it for anyone else; you’re doing it for yourself. See change as your personal responsibility and one that will bring you personal benefits. Give yourself incentives to change. For example, plan some small reward for yourself as you complete an important task…perhaps a night off from study with friends, or …?
Fourth, you need to modify the way you think.
Rather than telling yourself that you can’t do the work, it’s too hard, you’re not smart enough, the work is boring etc., change the way you think about it. See the work as a worthwhile and necessary challenge, tell yourself it’s inevitable that you’ll do it and that you can make a start. Start on a task by doing a bit at a time rather than thinking you have to do it all in one go. By doing this you’ll be tackling the irrational thoughts that lead to avoidance and anxiety and you’ll begin to see real results for your efforts.
Fifth, you need to clearly spell out your strategies for change.
Write them down and make a contract with yourself. This must involve the following:
- Stating your intentions
- Enacting your intentions
- Combating negative thoughts and emotions and bad habits
And more specifically it will involve:
- Prioritising your tasks
- Breaking your tasks down into manageable pieces.
- Estimating the time it will take to complete a particular task.
- Making a plan detailing when, where, what you’ll study and for how long. (Be specific!) Remember that your study plan must be realistic and that it will be your responsibility alone to stick to it. Review your plan regularly.
Sixth, once you’ve made a start, you need to focus on maintaining your progress.
You need to keep the momentum going in your study! Challenge any negative thoughts or self-talk you might experience. Give yourself credit for the progress you make, even if you’re taking small steps forward. Focus on the immediate task(s), avoid distractions (for example, watching TV, doing unnecessary housework, talking for too long on the phone, surfing the net, reading magazines). Remember to spend more time working on the most important tasks! When you’ve completed one, for example, a major assignment, give yourself a small reward and then don’t delay moving on to the next task.
Making a start is a major problem for a lot of students. Remember that the longer you put off making a start, the worse you’re likely to feel about yourself and about your study and of course, the less time you’ll have to get your work done. This means STRESS!..Who needs it?
So, finally, here are some motivational questions to ask yourself:
- What stops me from making a start?
- How do I feel about the task I’m putting off?
- What are the advantages of making a start right now? What are the disadvantages of leaving it until later?
- What excuses do I make for not making a start now?
- Where is the evidence that I cannot do the work?
- What are the most important tasks facing me at present? (If I prioritise them, 1, 2, 3 etc then I can use this in my statement of intentions.)
- How can I break this particular task down into manageable bits?
- What reward can I give myself when I finish this task?
- How can I use my time more purposefully? What relatively unimportant activities can I avoid?
- Am I willing to commit myself to change?
Time now to make a start!
If you would like to talk with a counsellor about procrastination problems, feel free to make an appointment at The University Counselling Service. We are located on Level 2 of The Lincoln Building, C8A, near The University Library. Phone 9850 7497.
References:
- Living Without Procrastination. How To Stop Postponing Your Life, M. Susan Roberts, 1995, New Harbinger Publications, U.S.A.
- David Burns, Feeling Good: The New Mood Therapy, Quill, New York, 2000.
- Procrastination. Why You Do It, What To Do About It, Jane B. Burka and Lenora M. Yuen, 1983, Harper Collins, New York.
- Gaston, J. (1999) Obsession, perfection and fear: the role of anxiety in academic procrastination. Paper presented at the First State Conference of the Australian Association of Cognitive Behaviour Therapy, Sydney.
- Solomon, Laura J; Rothblum, Esther D. Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology. Vol 31(4) Oct1984, 503-509.
- Prochaska, J.O., & DiClemente, C.C. (1984). The transtheoretical approach: Crossing traditional boundaries of change. Homewood, Il: Dorsey Press.
- Schouwenburg, H.C., Lay, C.H., Pychyl, T.A., Ferrari, J.R., Counseling the Procrastinator in Academic Settings, A.P.A., Washington, D.C., 2004