i

ACTIVE PROCRASTINATION

RELATIONSHIP OF ACTIVE AND PASSIVE

PROCRASTINATION TO THE ACADEMIC
ACHIEVEMENTS OF GRADE 12 ABM STUDENTS

A Thesis Presented to the

Senior High School Department

In Partial Fulfillment of the Requirements for the Subject

Inquiries, Investigation and Immersion

Princess Joy D. Bansil

Dante Jr. A. Bual
Karol P. Capuno
Angel Lyn P.Gando
Mica Jen M. Herrera
Veronica G. Jimenez
Alissa G. Pascual
Anna Marie A. Ronquillo

February 2020
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ACTIVE PROCASTINATION

TABLE OF CONTENTS

Title Page …………………………………………… i

Introduction …………………………………………… 1

Method …………………………………………… 12

References …………………………………………… 20

Appendices …………………………………………… 24
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RELATIONSHIP OF ACTIVE AND PASSIVE PROCRASTINATION TO

ACADEMIC ACHIEVEMENTS OF ABM STUDENTS

The educational world is a vast world of consisting of learnings and ideas. Even in

small-scale like schools, education is what we learn and experience that will can prove

useful in our life. And to measure and improve our education we need to constantly

produce output to measure the growth of our learning. From student to teachers to the

higher ones, these physical or any noticeable changes are processed to know the gap of an

individual.

Students are also a part of this educational world, and thus, need to produce an

output to be evaluated by a teacher or a professor, but unproductiveness can halt them

from working hard, and one of leading causes of it is laziness. Laziness can become a

hindrance to a student’s success, when they encounter a problem, they immediately give

up (Cherif, Mohahedzadeh, Adams, & Dunning, 2013). And when it starts to worsen,

become uncontrolled and constantly done it can eventually lead to procrastination.

According to the book of Brate (2017), Laziness is one of the significant signals of self-

reported procrastination. The student’s laziness can become a factor in developing

procrastination habits if it is not fixed.

There are times when we can do something but tend to move it in another date

because we don’t feel like it. As for our world today, breaks and free times became a

state of happiness because we have so much to do. Breaks are linked to happiness and
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can be used to any activities that you enjoy (Shetty, 2018). There is a limit on how much

we can change the time frame of our workloads before we rush and can lead to an inferior

output or run past into deadlines.

Now, there is a contradicting idea about procrastination and how it affects someone

as a new form of procrastination emerges. It can be viewed as a positive effect, there is an

optimistic viewpoint that comes off when you are procrastinating. Procrastination can

help someone build student own creativity and innovation, and even innovators and

creative professionals tend to gravitate towards procrastinating habit (Oppong, 2017).

There is also a positive correlation between active procrastination and creative ideation

subjected to undergraduates (Liu, Pan, Luo, Wang, & Pang, 2017). It shows that the

creative part of mind is trained when they are procrastinating, and this can be beneficial

to students.

On the other hand, many condone procrastination because of it can become a habit

and it has destructive effects. It can be viewed as our way of avoidance of our tasks and

can become a unending cycle of disobedience (Anderson, Long-Middleton , & Lle,

2013). Procrastination has side effects, and these costs include added stress, overall lower

well-being, and negative effects on our lifestyle (Pychyl & Sirois, 2016). It is linked to be

negatively affect mental health and overall being. These are only some of many reasons,

procrastination had negative connotation and not supported in our society.

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Procrastination is the act of delaying need activities despite the consequences

(Klingsieck, 2013). It is the continuous cycle of moving our intended activities until it is

close to deadline. Passive procrastination is procrastination in traditional sense,

paralyzing people in decision and fails them from completing a task (Chu & Choi , 2005).

It hinders student’s from continuing a task and might even halt them. Active

procrastination is termed as planned procrastination, or someone who postpones learning

to improve his learning performance (Yamada, et al., 2016). It is the deliberate moving of

intended output in the belief that it can promote better performance. It is putting of tasks

because you like the rush and pressure that it gives (Vartika, 2017). And it can be based

off your preference in the pressure that you want.

Regarding active procrastination, there are subtopics that are also utilized in the

research. Outcome Satisfaction is the tendency to be satisfied in the work result, even if

you rushed (Shatz, 2019). It is reassurance of what the result will be while procrastinating

and their satisfaction level on the result of the work even if they are procrastinating.

Preference Pressure is the preference for completing the work, under small timeframe

(Shatz, 2019). It is how much academic pressure they want to affectively cope in an

academic work. Intentional Decision is how they tend to move tasks deliberately (Shatz,

2019). It is making decisions that make it more difficult for them to do the things they

need to. Ability to meet Deadline is the ability to complete tasks on time (Shatz, 2019).
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It is the ability to handle the matter of his or her time and it will help an organization for

an individual to work or plan successfully to meet the deadline.

In addition, Academic achievement refers to the output of education, and it tells in

which extent did a person accomplish a defined objective or goal (Survana & Ganesha

Bhata, 2016). It defines how a student did well in terms of examinations, projects, and

any graded schoolwork. Academic Achievement is used and described as the academic

attainment or the GWA or grades of a student (Calaguas, 2012). Thus, as GWA is the

students’ attainment or the total result of their academic work, it is used to define the

Academic Achievement in the research.

There are similar studies conducted to show the relationship of the procrastination

to other variables, to which many of them have similar ideas, materials, and even have

the same variables this study. In the research of Kyung and Eun (2015), it used self-report

scales in finding the relationship of the two variables and found out that demographic had

an effect to the result of the study. The research will also use the same scales that will be

provided by the questionnaires. In the research of Malkit (2011) aims to find the

relationship of procrastination to the academic achievement of college students and find

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if there is positive or negative correlation. The research will also use students and the

subject of research is academic achievement and uses the same idea and correlative

research type.

Other researches have also found out effects of procrastination but used a different

way and perspective. Rather than using the physical environment, there are researchers

that uses online environment because of the emerging of internet. Online environment

was used as setting in finding the procrastination of students (Michinov, Brunot, Le

Bohec, Juhes, & Delaval, 2011). The research of Flett, Haghbin, & Pychyl (2016)

explored the psychological effect and the relationship of procrastination, on depression.

On the other hand, the research aimed to only correlate academic achievement and not

focus on the emotional factors.

It became a prevalent issue in our daily life that needs to be addressed and further

research is needed. In an online exam students show that over half of the students (58%)

procrastinated a day before, and 40% procrastinated 12 hours before their work (Levy &

Ramim, 2012). And even in the workplace and non-working, it is an issue that is relevant.

In the research of Nguyen, Steel & Ferrari (2013), the result shows that 57% of

unemployed, and 44% of full-time workers are procrastinators. These are just two

environments that procrastination is relative, but there are more places that it is an issue.
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There is also research that shows active procrastination positively relates self-

reported performance (Choi & Moran, 2009). It shows that it can possibly help students

in their performance. And passive performance negatively relates to self-reported

performance (Choi & Moran, 2009). That traditional procrastination is a hindrance to

students. But others disagree and claims that active procrastination is a myth and it is not

considered as procrastination (MacLellan, 2017). It is not procrastination because

procrastination causes delay and produce hindrances.

The research will help to see if active procrastination helps people to work or under

pressure or it is a way, we divert our attention to not to do our work in our education. It

will show us if in a general way what really is the effect of when we procrastinate. What

weighs the most, the adaption to move in a limited time and think critically or the way it

kills our time rather than be productive and do more work.

On the other hand, the schools and institutions may use this a guide if they want to

promote cramming or not. This will give light to the effects of active procrastination, and

as a new idea it will help them on what will they do to it. It can be used to promote

stricter reason to why we should not procrastinate. It can be rather useful to show not

tolerate this attitude in a working environment. In the end the result will help everyone in

the organization in their work habits and lifestyle.

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Though many have researched about active procrastination, little is known to use

academic achievement as a variable, so there are limited researches show the

achievement of students as one of variables being affected, thus the need to show the

relationship can prove useful as reference for other researches.

The study aims to determine the active procrastination level in relation to their

academic achievement of the select ABM students at Mary the Queen College Pampanga

Incorporated for the School Year 2019-2020. More specifically it aims the answer the

following question:

1. How may the demographic profile of the respondents be described in terms of:

a. Sex

b. Academic Achievements

2. How may the respondents assess their active procrastination in terms of:

a. Outcome Satisfaction

b. Preference for Pressure

c. Intentional Decision

d. Ability to Meet Deadlines

3. Is there a difference in male and female in terms of active procrastination?

4. Is there a difference in male and female in terms of passive procrastination?

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5. What is the relationship of active procrastination to the academic achievements of

ABM students?

6. What is the relationship of passive procrastination to the academic achievements

of ABM students?

7. What is the relationship of active procrastination to passive procrastination?

The research can be useful to distinguish active and passive procrastination and

how it affects students, specifically, it can be useful to the following entities:

This study will benefit the Students by knowing the result that will provide some

knowledge with passive and active procrastination. It will help them know how it relates

to their academic achievements. And it will help them integrate procrastination in their

school lives and turn their behavior into more productive and efficient use.

Teachers, by the given data would guide the researchers on what to do with the

students who experiencing procrastination. This study will help them formulate an

intervention for the procrastination of the students. Like policies that will help to regulate

the idea about of procrastination.

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Parents, by understanding how procrastination relates their children's academic

achievements. The parents would understand what the kinds of procrastination are. And it

will also help them to guide their children when doing schoolwork.

School Management, in the results of this study could be a basis to improve

programs for school advancement. It will serve as a reference to either to or not provide a

scheme for preventing active procrastination.

Lastly, Future Researchers because it will serve as their guide and reference in

doing or conducting another study. It may help prove useful as this is about

procrastination and its relationship with academic achievements. It may provide a

baseline data for future research and can serve as a guide.

The researchers raised the following hypotheses:

1. There is no significant difference between male and female in terms of active

procrastination.

2. There is no significant difference between male and female in terms of passive

procrastination.

3. There is no correlation between active procrastination and academic achievement of

the respondents.
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4. There is no correlation between passive procrastination and academic achievement of

the respondents.

5. There is no correlation between active procrastination and passive procrastination.

The theory used to support the research is the Shraw, Wadkins & Olafson’s (2007)

grounded theory of procrastination on the basis of university student’ self-reported

procrastination. One of the weaknesses of procrastination instruments, according to the

authors, is the exclusion of potential adaptive aspects of procrastination. Accordingly, the

authors sought to identify and clarify adaptive aspects of procrastination, along with the

traditional maladaptive factors in their model of procrastination. Student’s perceptions of

procrastination were used to create a 5-component model that includes context and

conditions, antecedents, coping strategies, consequences, and adaptive and maladaptive

forms of phenomenon. These dimensions, in turn, were related to condition that affect the

amount and type of procrastination, as well as students’ cognitive and affective coping

mechanisms. The authors then proposed 6 general principles and relate them to previous

researches.

The theory used self-reported procrastination of university students to develop a

model that shows the adaptability of procrastination. A model was created which includes

components related to procrastination based on student’s point of view about the

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procrastination and, it reflects the level and kind of procrastination and the coping

mechanism of students.

The theory explains the phenomena of active procrastination. It is describing the

level of procrastination of students and the kind of procrastination it might be with the

given dimensions. It can be defined as a cognitive and affective coping mechanism of

students to adapt procrastination in their lives, which can also be described as active

procrastination. It is used to adaptive factor of the instrument of procrastination, which in

turn used to create the subtopics used in describe active procrastination. It also includes

the passive procrastination, described as definition of procrastination, and was used to the

perception of the students.

The relationship between active procrastination, passive procrastination and with

students’ academic achievements conceived the conceptual framework based on the IV-

DV Model system approach. This approach was composed of interrelated elements that

served as guide by the researchers in solving the problem under the investigation.

The strength between each variable is defined by the three-way arrow and used

between the variables. The demographics which is sex, will be used to find if there is a

significant difference in terms of sex, for passive and active procrastination.

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Academic
Active Procrastination Achievements of the
of the Respondents Respondents
 Outcome
Satisfaction
 Preference for
Pressure
 Intentional
Decision
 Ability to Meet
Deadlines Passive
Procrastination

Difference based on
Demographics:
 Sex

Method

Research Design

The research will use two design to fully define, interpret, process, and present the

data. The research design is quantitative-correlational and descriptive-comparative.

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Quantitative research methods use impartial measurements and the numerical,

statistical, or mathematical using surveys, polls and questionnaires to translates them

using computation treatments (Creswell, 2013). It is the use of mathematics to describe a

specific event or phenomena. The research uses quantitative, all the information collected

are translated in numerical data.

Correlation means association, it is a measure of the extent to which two variables

are related, and there are three outcomes of a correlational study: a positive correlation, a

negative correlation, and no correlation (Macleod, 2018). It is the research type when

finding the relationship of two variables. It is used to produce the relationship of active

and passive procrastination of the respondents and the academic achievements of the

respondents. This will give the result if there is positive effect, negative effect, or if there

is no correlation between the two variables.

Comparative-descriptive design is used in the research. Descriptive is as they

sound, they describe certain situations they do not make accurate predictions nor

determine cause and effects (Hale, 2018). It is research type used to describe a certain

idea or phenomenon. It used to define the active procrastination and passive

procrastination of the respondents. With the given information of the respondents in the

questionnaire the researchers can describe the measure of active procrastination and in

terms of the four factors which are Outcome Satisfaction, Preference for Pressure,
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Intentional Decision, and Ability to Meet Deadlines. Comparative attempts to compare

two groups and make a conclusion about (Richardson, 2018). It is used to draw a

difference between two groups. It is used to compare the male and female students in

terms of their passive procrastination and active procrastination and eventually describe

and specify the differences and subtopics about them.

Accurate information and characteristics of the respondents shall be included in

the descriptive-comparative, quantitative-correlational research, to make the processing

and interpretation of data more valid and reliable. This study shall give better

understanding about the level of procrastination and deepen the understanding on how it

is related to academic achievements and the difference of academic procrastination in

terms of sex.

Respondents

Mary the Queen College of Pampanga (MQC) is the main locale of the study. MQC

is one of the private schools in Guagua, Pampanga currently managed by a SHS Principal

and a Dean. The Grade 12 ABM students have a total of 302 students for School Year

2019-2020. Out of 302 students, 170 were selected with a confidence level of 95%
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with 5% margin of error using Raosoft’s Formula. In selection of the actual respondents,

the researchers used Stratified Random Sampling. The respondents were divided into

strata and random samples are taken for each stratum or group.

SECTIONS MALE FEMALE TOTAL

1 7 20 27

2 6 21 27

3 6 21 27

4 4 20 24

5 8 18 26

6 3 21 24

7 8 7 15

TOTAL 42 128 170

Instruments

The research utilized the following in gathering the needed information to get the

specific concerns that were raised in the study:

Questionnaire. The demographic of the students was included in the questionnaire which

includes section and sex, and their 1st Semester GWA. The 9-item Irrational
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Procrastination Scale was used to define the passive procrastination of the students and

has undergone convergent validity and internal reliability. The Active Procrastination

Scale was used to find the active procrastination of the students. The questionnaire had its

scale reliability and incremental validity to test the reliability and validity of the questions

in the survey. It includes 16 items that uses likert scale, divided into four categories

namely, Outcome satisfaction, Preference for pressure, Intentional decision, and Ability

to meet deadlines. The questionnaire was then finalized and was ready to be floated.

Procedures

First, the researchers secured a basic letter of approval to the research adviser and

the school to start the conduction of the study. A basic letter was prepared by the

researchers and was addressed to the research adviser. Then, it was addressed to the SHS

Principal for the final approval to start the dissemination of questionnaires.

After, the actual data gathering phase was conducted through personal visits of

the sections involved in the study. It was clarified that their 1st Semester GWA for A.Y.

2019-2020 will be used and that they can check their grades in the school’s portal with

the researcher’s provided data packet. Lastly, the data were then processed using the right

statistical techniques to produce the intended output.

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Data Analysis

The information was collected, processed and organized. With the data collected,

the following statistical techniques were then utilized.

(1) Frequency was used to describe the passive and active procrastination and the

academic achievements of the respondents. It is the number of respondents who chose

from individual likeness scale in the questionnaire. (2) While percentage, was used to

express the individual subtopics of active procrastination as part of total active

procrastination level and which is the least and most prominent subtopic that affect the

level. The total number of likeness per individual subtopics divided by the total likeness.

(3) Next, weighted average mean was used to identify the average academic grades,

average passive and active procrastination of the respondents. It is the representation of

the result of the survey and their GWA, it is implemented by adding all numerical data

and dividing by the total number of respondents. (5) Proportion was used to compare the

male and female in their passive and active procrastination. It is used to describe the

number of male or female who answered more in subtopics and who procrastinates more,

expressed in ratio.
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Next, the parametric test used in the research was (4) Pearson product-moment

coefficient of correlation and was used to examine and interpret the collected data, used

to identify the strength of relationship of the three variables to each other. Lastly, (5)

Independent T-test was utilized to collect the passive and active procrastination of the

respondents and subtopics and differentiate and compare the results between males and

females.

Ethical Considerations

The research adviser of Grade 12 ABM-Ezekiel students gave approval of

conducting this research. A letter of approval of the research adviser and the school was

given and approved to float the survey items. The researchers ensured that the

respondents voluntarily answered the questionnaire and asked for their permission to take

it and the researchers clarified that they will collect their 1st Semester GWA. The

researchers provided the mechanics and the objective of the study and time to clarify any

questions or misunderstandings that they raised. The researchers ensured that all

information that were collected were explained to them and the usage of data in the study

was also explained to them with the assurance that the data were treated academically for

the purpose of completing the research only. Their identities were treated with full

confidentiality and anonymity in the entire process of completing the research. Any data
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that could be used to trace a participant are destroyed after the research. If any sensitive

data were leaked, the researchers take full responsibility and will act hastily to fix any

problems. Lastly, the researchers gave all credits and acknowledgement to the authors of

the literature work and take no credit for any references used.
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References

Anderson, B., Long-Middleton , M., & Lle, S. (2013, September 9). Kcur 89.3. Retrieved

from Kcur 89.3 Site: https://www.kcur.org/post/negative-consequences-

procrastination#stream/0

Brate, A. T. (2017). Compulsive internet use and academic procrastination: Significant

comparative, correlative and predicting indicators in a Romanian student sample.

International Conference Knowledge-Based Organization. 3, pp. 251-255. De

Gruyter Open.

Calaguas, G. M. (2012). Academic Achievement and School Ability: Implications to

Guidance and Counseling Programs . In Academic Achievement and School

Ability: Implications to Guidance and Counseling Programs . Researchers World.

Cherif, A., Mohahedzadeh, F., Adams, F., & Dunning, J. (2013). Why do students fail. In

the 2013 NCA HLC annual conference, pp. 35-51.

Choi, J. N., & Moran, S. V. (2009). Why Not Procrastinate? Development and Validation

of a New Active Procrastination Scale. The Journal of Social Psychology, 195-

211.

Chu, A. C., & Choi , J. N. (2005). Rethinking procrastination: Positive effects of "active"

procrastination behavior on attitudes and performances. The Journal of Social

Psychology, 145, 245-264.

Cresswell, J. W. (1994). Research Design: Qualitative & Quantitative. London: SAGE

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Creswell, J. W. (2013). Research Design: Qualitative, quantitative, and mixed method

approaches. Sage Publications.

Flett, A., Haghbin, M., & Pychyl, T. (2016). Procrastination and Depression from a

Cognitive Perspective: An Exploration of the Associations Among

Procrastinatory Automatic Thoughts, Rumination, and Mindfulness. Journal of

Rational-Emotive & Cognitive-Behavior Therapy, 169-186.

Hale, J. (2018, July 8). The 3 Basic Types of Descriptive Research Methods. Retrieved

from Psych Central Site: https://psychcentral.com/blog/the-3-basic-types-of-

descriptive-research-methods/

Klingsieck, K. (2013). In Procrastination. When good things don't come to those who

wait (pp. pp. 24-34).

Kyung, R. K., & Eun, H. (2015, August). Elsevier B.V. Retrieved from Sciencedirect

Web Site:

https://www.sciencedirect.com/science/article/abs/pii/S0191886915001610

Levy, Y., & Ramim, M. (2012). [Chais] A Study of Online Exams Procrastination Using

Data Analytics Techniques. Interdisciplinary Journal of E-Learning and

Learning Objects,, 8(1), 97-113.

Liu, W., Pan, Y., Luo, X., Wang, L., & Pang, W. (2017). Active procrastination and

creative ideation: The mediating role of creative self-efficacy. Personality and

Individual Differences, 119, 227-229.

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MacLellan, L. (2017, November 28). Quartz At Works. Retrieved from The concept of

productive procrastination is a myth: https://qz.com/work/1131368/productive-

procrastination-is-a-myth/

Macleod, S. A. (2018, January 14). Correlation. Retrieved from Simply Psychology:

https://www.simplypsychology.org/correlation.html?

fbclid=IwAR2uBknBvSt5FQ4DKlZiy6C6eIA0WGhtIV4iwtKygy68rh5755r1j0ez

6Rs

Malkit, B. (2011, May 25). ANI PUBLISHING co. . Retrieved from Eurasian Journal of

Educational Research SIte:

http://ejer.com.tr/public/assets/catalogs/0884266001562749257.pdf#page=3

Michinov, N., Brunot, S., Le Bohec, O., Juhes, J., & Delaval, M. (2011). Procrastination,

participation, and performance in online learning environments. Computers &

Education, 243-252.

Nguyen, B., Steel, P., & Ferrari, J. R. (2013). Procrastination's impact in the workplace

and the workplace's impact on procrastination. International Journal of Selection

and Assessment, 4(21), 388-399.

Oppong, T. (2017, January 27). A Medium Corporation. Retrieved from Mission.org:

https://medium.com/the-mission/this-is-how-procrastinating-can-boost-your-

creativity-according-to-research-84380e512353

Pychyl, T. A., & Sirois, F. M. (2016). Procrastination, health, and well-being. Academic

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Richardson, H. (2018, 18 June). Characteristics of a Comparative Research Design.

Retrieved from Classroom Web Site:

https://classroom.synonym.com/characteristics-comparative-research-design-

8274567.html

Schraw, G., Wadkins, T., & Olafson, L. (2007). Doing the Things We Do: A Grounded

Theory of Academic Procrastination. Journal of Educational Psychology, 99, 12-

25. doi:10.1037/0022-0663.99.1.12

Shatz, I. (2019, August 1). New study casts doubts on the concept of “active”

procrastination. Retrieved from Solving Procrastination:

https://solvingprocrastination.com/study-active-procrastination-purposeful-delay/

Shetty, R. (2018, May 8). Breaks boost happiness. Retrieved from The Asian Age:

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happiness.html

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Vartika, K. (2017, April 11). Active procrastination can lead to great success in your life.

Retrieved from Medium Web Site: https://medium.com/@kashyapvartika/active-

procrastination-can-lead-to-great-success-in-your-life-56ba77c74798

Yamada, M., Goda, Y., Matsuda, T., Saito, Y., Kato H., & MIyagawa, H. (2016). How

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Appendix A

Letter for Collection of Population of ABM students’ data

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Appendix B

Letter of Consent
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Appendix C

Survey Questionnaire

NAME (OPTIONAL): _______________________ SECTION: ________________

SEX: MALE
FEMALE

Average Grade (GWA) of 1st semester A.Y. 2019-2020: ______________

Very Seldom

Very Often
Sometimes
Seldom

Often
1. I delay tasks beyond what is reasonable.
2. I do everything when I believe it needs to be
done.
3. I often regret not getting to tasks sooner.
4. There are aspects of my life that I put off,
though I know I shouldn't.
5. If there is something I should do, I get to it
before attending to lesser tasks.
6. I put things off so long that my well-being or
efficiency unnecessarily suffers.
7. At the end of the day, I know I could have
spent the time better.
8. I spend my time wisely.
9. When I should be doing one thing, I will do
another.

Strongly Disagree Strongly Agree

1. My performance tends to suffer when I have to race
1 2 3 4 5 6 7
against deadlines. (R)
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ACTIVE PROCASTINATION

2. I don’t do well if I have to rush through a task. (R) 1 2 3 4 5 6 7

3. If I put things off until the last moment, I’m not
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satisfied with their outcomes. (R)
4. I achieve better results if I complete a task at a
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slower pace, well ahead of a deadline. (R)
5. It’s really a pain for me to work under upcoming
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deadlines. (R)
6. I’m upset and reluctant to act when I’m forced to
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work under pressure. (R)
7. I feel tense and cannot concentrate when there’s too
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much time pressure on me. (R)
8. I’m frustrated when I have to rush to meet
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deadlines. (R)
9. To use my time more efficiently, I deliberately
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postpone some tasks.
10. I intentionally put off work to maximize my
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motivation.
11. In order to make better use of my time, I
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intentionally put off some tasks.
12. I finish most of my assignments right before
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deadlines because I choose to do so.
13. I often start things at the last minute and find it
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difficult to complete them on time. (R)
14. I often fail to accomplish goals that I set for
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myself. (R)
15. I’m often running late when getting things done.
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(R)
16. I have difficulty finishing activities once I start
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them. (R)

(R) – Reverse Coded