Why Not Procrastinate? Development and Validation of a New Active Procrastination Scale
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Procrastination has been studied as a dysfunctional, self-effacing behavior that ultimately results in undesirable outcomes. However, A. H. C. Chu and J. N. Choi (2005) found a different form of procrastination (i.e., active procrastination) that leads to desirable outcomes. The construct of active procrastination has a high potential to expand the time management literature and is likely to be adopted by researchers in multiple areas of psychology. To facilitate the research on this new construct and its further integration into the literature, the authors developed and validated a new, expanded measure of active procrastination that reliably assesses its four dimensions. Using this new measure of active procrastination, they further examined its nomological network. The new 16-item measure is a critical step toward further empirical investigation of active procrastination.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it