Observational study reveals emotion regulation difficulties influence academic procrastination in students, suggesting targets for behavioral interventions.
Results indicate that difficulty in emotion regulation, especially the ones' believe about his/her ability in regulating unpleasant emotions effectively, is important in procrastination. However, despite the limited association between DERS and TPS, the findings raise some potentially useful implications for procrastination studies and interventions.
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Bytamar et al. (2020) studied this question.
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