Utility = E x V / (Gamma) x D.
This formula calculates our propensity to procrastinate a given task (or so says University of Calgary prof, Piers Steel [Link to "A formula for procrastination"]. The idea is that our level of procrastination is a function of our expectancy that we can complete the task, how valuable completion is to us at the moment, how close the deadline is and the degree to which our personalities value play today vs. long term rewards.
Though I've never really thought about it in mathematical terms before, I know I have learned to break large tasks into smaller ones and, if necessary to break them apart even further. This works for me because I value the sense of achievement when completing a task ("check it off" "that's done"); and that reward isn't there if the goal is too convoluted or complex. I guess this correlates to Dr. Steele's concept of expectancy and value. The deadlines I try to work with are generally self-imposed such that the sum of the tasks completed equals the assigned task which in turn means external deadlines can be met without the last-minute push of the dreaded "all-nighters". I'm assuming that my "sensitivity to delay" has decreased with age, which helps to increase my personal procrastination quotient.
So, what that have to do with community college teaching? Well, maybe we could put this concept to work with our students. What if we break large
assignments into smaller reporting points so that the completion reward
stays closer to today? And, what if we add perceived value to
immediate completion? I don't know that we can do much about "play now, pay later" personality types, but reducing the other components of the formula might help our students learn how NOT to procrastinate.
Just a thought.
This formula calculates our propensity to procrastinate a given task (or so says University of Calgary prof, Piers Steel [Link to "A formula for procrastination"]. The idea is that our level of procrastination is a function of our expectancy that we can complete the task, how valuable completion is to us at the moment, how close the deadline is and the degree to which our personalities value play today vs. long term rewards.
Though I've never really thought about it in mathematical terms before, I know I have learned to break large tasks into smaller ones and, if necessary to break them apart even further. This works for me because I value the sense of achievement when completing a task ("check it off" "that's done"); and that reward isn't there if the goal is too convoluted or complex. I guess this correlates to Dr. Steele's concept of expectancy and value. The deadlines I try to work with are generally self-imposed such that the sum of the tasks completed equals the assigned task which in turn means external deadlines can be met without the last-minute push of the dreaded "all-nighters". I'm assuming that my "sensitivity to delay" has decreased with age, which helps to increase my personal procrastination quotient.
So, what that have to do with community college teaching? Well, maybe we could put this concept to work with our students. What if we break large
assignments into smaller reporting points so that the completion reward
stays closer to today? And, what if we add perceived value to
immediate completion? I don't know that we can do much about "play now, pay later" personality types, but reducing the other components of the formula might help our students learn how NOT to procrastinate.
Just a thought.
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