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Peer reviewedDewitte, Siegfried; Lens, Willy – International Journal of Educational Research, 2000
Tested the hypothesis that focusing on details of studying (a low-action identity) would enhance performance and persistence. Data for 35 Belgian college students supported this hypothesis for academic nonprocrastinators, but for procrastinators, a low identity was found to enhance only task persistence and performance on a creative response…
Descriptors: College Students, Foreign Countries, Intentional Learning, Performance Factors
