In my ongoing search for finding a proper set of studies for the next few years of my life, I have been reading a few things to both help aid my choice in supervision, provide tools to further my professional development and to also kill time in the holidays, since I am feeling hyper unproductive right now (read: a lot). One of the books I am reading is The Feeling Good handbook, by David D. Burns, M.D. which is a somewhat fascinating version of my counseling courses in layman’s terms. There are a variety of communication techniques in order to improve relationships, especially in terms of conflict. It wasn’t really spectacular in that some of it was reiterations of what I had learned in EDPY 533, but that doesn’t diminish the importance of some of these techniques. Not a bad read at all. Its on loan from my friend to provide some guidance with my clients, and I might have to spring for a copy myself.
The interesting thing was how part of the book’s section on dealing with procrastination tied in with the paper I am perusing, “Academic procrastination of undergraduates: Low self-efficacy to self regulate predicts higher levels of procrastination” (Klassen, R.M., Krawchuk, L.L., & Rajani, S. 2008). Just a sort of summary, it distinguishes the differences between self esteem, which is a global view of one’s self, whilst self efficacy is a specific view of one’s particular ability. In this sense, one’s judgement of their particular ability to self regulate (as opposed to a global self esteem view on their ability to achieve in school) is one of the most important factors in predicting procrastination. So regardless of all the strategies one may have in place to prevent procrastination, such as keeping an organized agenda, checking off accomplishments, and so on, the most important factor is believing that one is capable of making these strategies work. Neat. As many clients in the university level often come into student services for support in helping their procrastination, this factor is surely just as important as providing focusing techniques (in a cognitive behavioral manner).