Kaylena Townsend, University of Idaho

Procrastination is an all too familiar topic in higher education. Most advisors have met with students who describe all-night cramming sessions, late assignment submissions, or putting off difficult tasks to pursue other, more enjoyable, activities. Advisors are uniquely positioned to lend insight and set positive examples for students struggling with the practice and consequences of procrastination. By better understanding the causes of procrastination, advisors can respond effectively and craft intentional strategies that support students to reach their academic goals.

Procrastination is defined as “the voluntary and needless delay of an intended action, despite inevitable unpleasant or negative consequences” (Rahimi & Hall, 2021, p. 759). There are several defined types of procrastination including academic procrastination and decisional procrastination, which are most likely to be observed by academic advisors. Academic procrastination entails delaying the completion of academic tasks such as studying or completing assignments. Decisional procrastination is demonstrated by students who frequently change or have difficulty choosing a major. Both academic and decisional procrastination may lead to a range of negative outcomes, such as disrupted sleep patterns, increased stress, delayed work due to lack of time, low-quality homework completion, feelings of guilt and inadequacy, low self-esteem, anxiety, and depression (Zarrin et al., 2020). Most people are aware of the negative consequences of procrastination. Why then, is procrastination so prevalent?

Research has found a significant connection between fear and procrastination. Specifically, the fear of failure has been identified as a leading cause of procrastination for undergraduate and graduate students (Rahimi & Hall, 2021). Fear of failure is described as “persistent and irrational anxiety about failing to measure up to the standards and goals set by oneself or others” (Dey et al., 2023, p. 507). Studies show that this fear often leads to avoidance of tasks, which becomes procrastination. Fear of failure can negatively impact task choice, effort exerted on tasks, well-being, and motivation (Dey et al., 2023).

Furthermore, research indicates that fear of failure is associated with the experience of emotions such as shame. When a person experiences fear of failure it is often the fear of shame connected with failure, not failure itself, that drives the person’s reaction (Dey et al., 2023). For example, one study described the correlation between self-esteem and fear of failure by stating “It seems that those who have a weak self-esteem when they fail, consider themselves to be defeated in their entirety, so they prefer to take no action for fear of failure” (Zarrin et al., 2020, p. 39). In other words, people who experience fear of failure link their personal value with their performance. As a result, to preserve their sense of self-worth, they avoid tasks that have a possibility of poor results. An example of this behavior is the student who reports completing an assignment but never turned it in. Another study associated fear of failure outcomes with evaluation anxiety, low self-esteem, and perfectionism (Rahimi & Hall, 2021). These findings corroborate the correlation between performance-based value and fear of failure. Fear of failure has broad effects that impact both academics and interpersonal relationships (Dey et al., 2023).

Identifying fear as the cause of a student’s procrastination is key to implementing the right supports and interventions during an advising session. To determine whether fear may be the cause of a student’s procrastination, advisors can listen for shame-based language from their students. Brene Brown (2012) differentiates shame and guilt by stating that shame says, “I am bad” while guilt says, “I did something bad.” When a student feels like their value is diminished based on a poor grade, this may be a sign that they are experiencing shame that may lead to fear of failure. Advisors must critically engage in self-reflection to prevent perpetuating fear and shame-based mindsets. During advising appointments, advisors should approach the use of jokes and sarcasm with caution, recognizing their potential to unintentionally convey or reinforce shame-based narratives. Observing a student who is demonstrating a shame-based narrative can indicate the need for a targeted intervention on the student’s behalf.

The interactive process of advising appointments offers many opportunities for advisors to model and encourage student mindset changes and shift shame-based narratives. Mistakes are part of the human experience; however, students may not have seen mistakes as acceptable in their childhood homes. Modeling healthy mistake-making and the steps to acknowledging and correcting mistakes is one option for teaching students the behaviors that counteract the fear of failure. By acknowledging mistakes, or lack of knowledge an advisor can actively illustrate what it looks like to apologize, to ask for help, and to move forward when things don’t go as planned. Advisors also have an opportunity to help students visualize alternate paths. The fear of failure is likely more pronounced when it seems that only one right path exists. In higher education, there are often multiple paths to a similar outcome. Identifying what a student’s goals are and helping them to identify multiple possible options for reaching these goals can help alleviate some of the stress of making the wrong choice.

The human brain is highly adaptable and can develop new neural pathways. When people stretch beyond their comfort zone and practice new skills, their brains will adapt to keep up. This underscores the value of practicing a growth mindset. Research indicates a link between the reduction of psychological distress and the implementation of a growth mindset (Burnette, 2020). A growth mindset is the belief that personal characteristics, skills, and abilities can be cultivated. Conversely, a fixed mindset is the belief that these characteristics are unchangeable (Yeager & Dweck, 2020). A student operating from a growth mindset will see challenges as learning opportunities. They will be able to describe their journey as a dynamic ongoing process by saying things like “I haven’t mastered that yet.” A student with a fixed mindset will believe that one failure is evidence of what they are not capable of. As a result, they are more likely to stop attending a challenging class or to stop studying for an exam that they feel destined to fail. A fixed mindset perpetuates the cycle of shame by limiting a person’s belief in their own potential. An option for fueling a growth mindset is to gather a body of evidence that demonstrates skills and accomplishments. To partner in this process, advisors can remind students of the obstacles they have successfully navigated in the past. Advisors can also equip students to use this information as evidence when facing future challenges. This approach can begin to reframe an existing fixed mindset by reflecting on times in which new skills were obtained and past challenges were overcome. This reframing process is a tool that students can use to persist through future challenges.

Participation in high-impact opportunities and extracurriculars may be another avenue for building self-esteem, increasing natural support, and adapting a student’s mindset. Extracurriculars have been identified as a source to increase a student’s sense of belonging and, importantly, improve students’ academic outcomes (Elkins et al., 2011). An advisor's role in connecting their advisees to opportunities that align with their academic and professional goals may have the added benefit of exposing students to environments and skills that can have long-lasting and broad-reaching impacts. Participation in these activities also promotes critical skill-building such as emotion regulation and time management (Clark et al., 2015).

Research about preventing or reducing fear of failure currently lacks concrete conclusions. Therefore, the recommendations I have provided are based on my professional work with students in academically at-risk populations. As such, these suggestions are anecdotal and experiential, based on my observations of what has been helpful for students in my care. By examining the root causes of students' procrastination tendencies, particularly fear of failure, advisors can implement targeted interventions to foster environments conducive to academic success and personal growth. By intentionally modeling a growth mindset, exploring alternative pathways, and facilitating connections to high-impact opportunities, advisors can help empower students to overcome their fears, embrace their academic journey with confidence, and realize their full potential.

References

Brown, B. (2012) Daring greatly: How the courage to be vulnerable transforms the way we live, love, parent, and lead. Gotham Books.

Burnette, J. L. (2020). Growth mindsets and psychological distress: A meta-analysis. Clinical Psychology Review., 77. https://doi.org/10.1016/j.cpr.2020.101816

Clark, G., Marsden, R., Whyatt, J. D., Thompson, L., & Walker, M. (2015). ‘It’s everything else you do…’: Alumni views on extracurricular activities and employability. Active Learning in Higher Education, 16(2), 133–147. https://doi.org/10.1177/1469787415574050

Dey, D., Thander, S., & Ray, D. (2023). Subjective understanding of “fear of failure” among emerging adults in Kolkata, India: An exploratory study. Indian Journal of Health & Wellbeing, 14(4), 507–510.

Elkins, D. J., Forrester, S. A., & Noel-Elkins, A. V. (2011). Students’ perceived sense of campus community: The influence of out-of-class experiences. College Student Journal, 45(1), 105–121.

Rahimi, S., & Hall, N. C. (2021). Why are you waiting? Procrastination on academic tasks among undergraduate and graduate students. Innovating Higher Education, 46(6), 759–776. https://doi.org/10.1007/s10755-021-09563-9

Yeager, D. S., & Dweck, C. S. (2020). What can be learned from growth mindset controversies? American Psychologist, 75(9), 1269–1284. https://doi.org/10.1037/amp0000794

Zarrin, S. A., Gracia, E., & Paula Paixão, M. (2020). Prediction of academic procrastination by fear of failure and self-regulation. Educational Sciences: Theory & Practice, 20(3), 34–43. https://uidaho.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=144781379&site=ehost-live&scope=site