Veness for misbehavior requires 1 to initial take duty for the transgression (Wohl et al. Lastly,data concerning the moral implications of procrastination is crucial for building intervention applications to help students,particularly regarding efforts to promote adaptive student cognitions (e.g perceived responsibility) regarding their procrastination behavior. Moreover,the present findings contribute to research on procrastination in highlighting the social implications of this detrimental behavior in educational settings. Despite the fact that previous investigation has convincingly demonstrated the negative individual consequences of procrastination with respect to academics (Schraw et al and wellbeing (Sirois and Pychyl,,it is restricted with respect to its social implications. Provided that perceptions of blameworthiness and duty are clearly linked to PubMed ID:https://www.ncbi.nlm.nih.gov/pubmed/24690597 tasks that involve social obligation (Eshleman,,it is possibly not surprising that procrastination was linked to intentionalityrelated beliefs involving SR-3029 site others as evaluated usingFrontiers in Psychology www.frontiersin.orgAugust Volume ArticleRahimi et al.Duty and Procrastinationboth a cognitive measure (responsibility) and more affective measure (blame; see Weiner.Limitations and Future DirectionsMultiple limitations are to be regarded as when interpreting the outcomes of your present study. First,whereas the present study followed from recent study around the utility of singleitem selfreport measures in motivation and blameworthiness analysis (Inbar et al. Gogol et al,future studies employing much more intensive qualitative or multiitem measures (Lay,,at the same time as objective indicators (e.g observational information) are encouraged. Moreover,the present study did not take into account the potential influence of other variables which include demographics (ethnicity or socioeconomic status),psychosocial variables (character traits),or contextual components (years in system,domain). Second,the present study relied on students’ selfreport responses to situation measures warranting additional analysis to evaluate responses in true time (e.g experience sampling procedures; Nett et al to naturally occurring or manipulated behavior of an actual target person. Third,it is actually significant to note that the principle impact for Outcome experimental condition (optimistic versus unfavorable) on blameworthiness,also as for the way interaction benefits,have been small in magnitude (impact size,Cohen for any critique,see Cortina and Landis. Fourth,although age and gender were controlledfor inside the evaluation,the demographic composition on the sample (e.g female,university students) warrants additional research to examine whether or not our findings generalize across gender and to populations in other achievement contexts (e.g employment settings). Nonetheless,these preliminary empirical findings are encouraging in suggesting that moral perceptions of procrastination and its outcomes do differ in educational settings depending on regardless of whether or not it is occurring to oneself vs. other individuals,underscoring the value of further exploring social perceptions of procrastination in other domains (e.g employment) using extra intensive selfreport too as objective measures.AUTHOR CONTRIBUTIONSSR conducted data collection,statistical analysis,and manuscript writing. NH and TP contributed to manuscript writing.FUNDINGThis study was supported by funding to the second author from Le Fonds de recherche du Qu ec Soci et culture (#NP) and also the Spencer Discovered.
