The Emergence of Procrastination in Early Childhood: Relations with Executive Control and Future-Oriented Cognition

Autor/inn/en	Fuke, Taissa S. S.; Kamber, Ege; Alunni, Melissa; Mahy, Caitlin E. V.
Titel	The Emergence of Procrastination in Early Childhood: Relations with Executive Control and Future-Oriented Cognition
Quelle	In: Developmental Psychology, 59 (2023) 3, S.579-593 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fuke, Taissa S. S.) ORCID (Alunni, Melissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001502
Schlagwörter	Preschool Children; Time Management; Child Behavior; Executive Function; Thinking Skills; Parent Attitudes; Family Income; Age Differences; Prediction + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Zeitmanagement; Denkfähigkeit; Elternverhalten; Familieneinkommen; Age; Difference; Age difference; Altersunterschied; Vorhersage
Abstract	Little is known about the development of procrastination, the tendency to postpone undesirable but necessary tasks, during early childhood. Only one study has measured procrastination behavior in preschool children using a single behavioral task (Sutter et al., 2018). Thus, the present study investigated the emergence and development of everyday procrastination behavior in preschool children and to explore its relations with executive function and future thinking using an adapted version of Lay's (1986) General Procrastination Scale for use with parents of preschool children. Parents (81% White, 82% with an annual household income of over $40,000, and 92% had a postsecondary education) of 3- to 6-year-olds (N = 396; 175 girls) completed the Preschool Procrastination Scale, the Behavior Rating Inventory of Executive Function--Preschool Version (Gioia et al., 2003), and the Children's Future Thinking Questionnaire (Mazachowsky & Mahy, 2020). Naturalistic examples of children's procrastination behavior were collected to better understand the domains in which preschool children procrastinated. Results revealed that: (a) procrastination emerges early in preschool, (b) procrastination became more characteristic with age, (c) executive function and future thinking were negatively related to procrastination tendencies, (d) different components of future thinking and executive function predicted younger and older children's procrastination, and (e) children procrastinated in different domains depending on their age and responsibilities. Our results suggest that children's procrastination tendencies increase with age and develop alongside self-regulatory and future-oriented cognitive abilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01