Being Overextended: This is especially true of this semester. I've gone back and forth on whether what I'm doing this semester is really even humanly possible. Sometimes I really just don't have time in the week to get everything done that I need to. This is where it's been really important for me to plan everything out so it doesn't all fall on one week, or one day. Every week this semester has felt like Finals week, except with classes during the day that don't get out until 8:30 on some nights. Organization has been key this semester.
Lack of Training: This is only relevant sometimes, and for only some classes. But I can often be intimidated by the ambiguity of a project where I don't know what's expected of me. This also links to fear of evaluation. What if I just go for it, and I'm wrong? This is probably the biggest source of procrastination for me (not in that it happens the most, but I procrastinate to the highest degree when this happens) as it leads to general uneasiness and anxiety when I don't know where to start, so I don't.
Faulty assumptions: I'm never right about how long something will take me, so I've started just saying that I need to block off the whole night for this. But that's because I fail to break it down into smaller tasks. If I did that, like the article suggests, it wouldn't be one big ambiguous task, but little ones that I could do at different times, so I can manage my time better. For instance, I should download all the found footage I need for my editing project on Saturday. This will probably take around 3 hours. Then, when I'm editing it the day before it's due because I have no other time, I'll have already done all the little tasks, and I'll have a better idea of how long the polishing edit will take (which will be far less time than if I left the whole thing to the night before!)
Perfectionism/Fear of Evaluation: These two are combined for me, but a huge reason why I procrastinate, or at least why tasks take me a lot longer than they should. I have always cared what people and teachers thought of me. Not in the weird insecure sense that reeks of middle schoolers seeking validation, but in the sense that I wanted them to see me how I saw me--who I believed I really was. If they didn't like it, that was fine. But I wanted the idea to be accurate, or at least what I thought was accurate. Even in the third grade, I remember taking a test to evaluate our intelligence. The teacher kept saying not to stress out, that this was not for a grade. I cared sooo much more about the evaluation of my intelligence than some lousy grade. Obviously now I've learned that bad papers/projects happen and not every one has to be a test of my character. When the project really matters to me, though, especially in things like writing, my inherent need to be perfect kicks in which is a deadly combination with my obsessive attention to detail. My need for perfection growing up led me to be really bossy at times. I was always the person that would just take over the group project because I thought my standards were higher than others, but what I later learned was that the collaboration was often more important than the project itself. Learning from your peers can have some really cool outcomes, and I need to start realizing that the standards I hold myself to can be highly unrealistic at times. It's more important to get the task done.
Avoidance of negative experience: These are what I have started doing on the weekends. I get them out of the way and feel such a sense of relief for the rest of the week!
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