Veness for misbehavior requires a single to initially take duty for the transgression (Wohl et al. Finally,information concerning the moral implications of procrastination is very important for creating intervention programs to assist students,particularly regarding efforts to market adaptive student cognitions (e.g perceived responsibility) concerning their procrastination behavior. Furthermore,the present findings contribute to investigation on procrastination in highlighting the social implications of this detrimental behavior in educational settings. Despite the fact that prior study has convincingly ZL006 biological activity demonstrated the adverse personal consequences of procrastination with respect to academics (Schraw et al and wellbeing (Sirois and Pychyl,,it really is restricted with respect to its social implications. Offered that perceptions of blameworthiness and duty are clearly linked to PubMed ID:https://www.ncbi.nlm.nih.gov/pubmed/24690597 tasks that involve social obligation (Eshleman,,it is perhaps not surprising that procrastination was linked to intentionalityrelated beliefs involving others as evaluated usingFrontiers in Psychology www.frontiersin.orgAugust Volume ArticleRahimi et al.Responsibility and Procrastinationboth a cognitive measure (duty) and much more affective measure (blame; see Weiner.Limitations and Future DirectionsMultiple limitations are to become regarded when interpreting the outcomes with the present study. First,whereas the present study followed from recent research on the utility of singleitem selfreport measures in motivation and blameworthiness analysis (Inbar et al. Gogol et al,future research employing far more intensive qualitative or multiitem measures (Lay,,also as objective indicators (e.g observational data) are encouraged. Furthermore,the present study did not take into account the prospective influence of other variables such as demographics (ethnicity or socioeconomic status),psychosocial variables (personality traits),or contextual elements (years in system,domain). Second,the present study relied on students’ selfreport responses to scenario measures warranting additional analysis to evaluate responses in real time (e.g encounter sampling approaches; Nett et al to naturally occurring or manipulated behavior of an actual target individual. Third,it truly is important to note that the key impact for Outcome experimental condition (constructive versus negative) on blameworthiness,as well as for the way interaction outcomes,were modest in magnitude (effect size,Cohen to get a critique,see Cortina and Landis. Fourth,though age and gender had been controlledfor inside the analysis,the demographic composition from the sample (e.g female,university students) warrants further study to examine no matter whether our findings generalize across gender and to populations in other achievement contexts (e.g employment settings). Nevertheless,these preliminary empirical findings are encouraging in suggesting that moral perceptions of procrastination and its outcomes do differ in educational settings depending on no matter whether or not it truly is occurring to oneself vs. others,underscoring the significance of additional exploring social perceptions of procrastination in other domains (e.g employment) using additional intensive selfreport also as objective measures.AUTHOR CONTRIBUTIONSSR conducted data collection,statistical analysis,and manuscript writing. NH and TP contributed to manuscript writing.FUNDINGThis study was supported by funding to the second author from Le Fonds de recherche du Qu ec Soci et culture (#NP) plus the Spencer Found.