Introduction
Procrastination is an issue that affects the motivation of many individuals, reducing their overall feeling of satisfaction, quality of life, and performance in terms of learning and working processes. This phenomenon is complex and influenced by a variety of factors, among which is self-determination. However, while there are many aspects contributing to the state of procrastination, there are additional solutions that can help an individual reduce the effects of this phenomenon. Thus, with procrastination being explained through a self-determination theory (SDT), claiming that a more significant drive is required, two solutions must be present, such as the provision of autonomy and relatedness in tasks.
Applying Self-Determination Theory to Procrastination
It is first necessary to address the definition of procrastination and its effects. According to Codina and colleagues (2018), procrastination is the refusal to proceed with a plan of action even when one foresees negative outcomes. In addition to harming one’s physical, mental, emotional, financial, and intellectual well-being, it is typically regarded as damaging to one’s subjective state of happiness (Codina et al., 2018). Both Codina and colleagues (2018) and Akpur (2017) agree that poor self-regulation, one of procrastination’s key traits, has been identified in the context of motivation, more especially in connection to self-determined motivation. In this situation, it can be seen that procrastination and its root causes can be not only explained through a self-determination theory but also resolved.
In general, SDT can be seen as a motivational theory that can help explain why people act in specific ways. The theory explains human motivation based on three psychological needs, namely autonomy, competence, and relatedness (Akpur, 2017). According to the research conducted by Codina and colleagues (2018), the fear of failure has been linked to procrastination, and this relationship may be influenced by one’s perception of one’s own ability. Individuals with high self-perceived competence, particularly, have confidence in their ability to achieve and deal with the issue, whereas those who have inadequate self-perceived competence react adversely and avoid it (Codina et al., 2018). Moreover, an individual can feel that the task is being imposed on them externally, which reduces their feeling of autonomy and relatedness and, therefore, makes them unmotivated. Therefore, SDT helps explain how procrastination can be seen as a failure to satisfy the three basic psychological needs.
Therefore, forming a superior drive that relies on individuals feeling as though their emotional requirements are met can be associated with motivation to perform tasks. SDT shows that these needs include a sense of autonomy, such as the sensation of being free to determine which activities to participate in and the manner in which to handle them (Codina et al., 2018). Moreover, it includes a feeling of perceived competence, implying a belief that a person can perform the activity well (Codina et al., 2018). Finally, the needs involve a sense of relatedness, meaning a feeling of not being alone and emotionally close to others in the activity setting (Codina et al., 2018). Therefore, the research shows that procrastination is directly linked to the absence of intrinsic drive and emotional requirements.
Proposed Solution
Lastly, in terms of proposed solutions, relatedness and autonomy can be seen as the leading factors that should be considered. Activities and circumstances that satisfy an individual’s desire for autonomy, competence, and relatedness can encourage an internalization of extrinsic principles and beliefs, which reduces the unpleasantness of the task. Research by Svartdal and colleagues (2020) shows that people are more inclined to adopt a goal if they can connect with other learners and have a sense of relatedness since they can embrace the purpose or logic behind a task or activity. However, as mentioned by the Center for Self-Determination Theory (n.d.), it is not simply the goal that matters but its content. Therefore, the work will be less unpleasant if one creates relevant objectives that lead to activities that are appropriate for the person’s level of proficiency.
However, it is additionally essential to consider autonomy and its positive effects on motivation. Research by Svartdal and colleagues (2020) claims that assignments should encourage people to make decisions for themselves. As supported by Grund and Fries (2018), Individuals demonstrated persistent effort and commitment and were, therefore, more likely to achieve their objectives whenever they felt autonomous in beginning their aims. In contrast, controlled motivation did not help people achieve their goals (Grund & Fries, 2018). Therefore, without autonomy and relatedness, people will not only fail to understand why they need to perform the activity but will feel discouraged from doing it due to external control.
Conclusion
Hence, given that the self-determination hypothesis of procrastination contends that a stronger motivation is necessary, two solutions, such as the availability of autonomy and relatedness in activities, must be offered. SDT may be viewed as a theory of motivation that sheds light on why people behave in particular ways. According to the idea, human motivation is explained in terms of three psychological needs: relatedness, competence, and autonomy. The SDT provides an explanation for how procrastination can be viewed as an inability to meet the three fundamental psychological demands. Regarding suggested solutions, relatedness and autonomy may be understood as the key elements that need to be taken into account. People will struggle to grasp why they must undertake an activity without autonomy and relatedness, and they will also get demotivated to do it because of outside influence.
References
Akpur, U. (2017). Predictive and explanatory relationship model between procrastination, motivation, anxiety and academic achievement. Eurasian Journal of Educational Research (EJER), 69, 221–240. Web.
Codina, N., Valenzuela, R., Pestana, J. V., & Gonzalez-Conde, J. (2018). Relations between student procrastination and teaching styles: Autonomy-supportive and controlling. Frontiers in Psychology, 9, 809. Web.
Center for Self-Determination Theory. (n.d.). Goals. Center for Self-Determination Theory. Web.
Grund, A., & Fries, S. (2018). Understanding procrastination: A motivational approach. Personality and Individual Differences, 121, 120-130. Web.
Svartdal, F., Dahl, T. I., Gamst-Klaussen, T., Koppenborg, M., & Klingsieck, K. B. (2020). How study environments foster academic procrastination: Overview and recommendations. Frontiers in Psychology, 11. Web.