Precrastination in the Team Setting

Precrastination is the tendency to complete or begin tasks as soon as possible— even at the expense of additional effort—to relieve the mental burden of having unfinished work. An individual is considered a precrsatinator when they consistently exhibit this behavior when completing tasks. The present study investigates the understudied phenomenon of precrastination and explores how it impacts dynamics in team settings in areas such as communication, quality of work, time management and overall efficiency. The aim of the present study is to examine how a precrastinator’s presence on a team affects key areas of team dynamics as well as performance outcomes. The current research on precrastination is primarily focused on defining the phenomenon and assessing its implications for the individuals who engage in it. However, there is limited research examining how this phenomenon specifically affects team dynamics. The present study utilizes a sample of college students who have experience working in teams. The student participants complete a survey with demographic questions and a precrastination measure, followed by a zoom interview. Students are asked about their experiences working with precrastinators in team settings and their responses are transcribed and analyzed to identify common themes related to precrastinators’ effects on team dynamics and students’ attitudes toward working with them. Preliminary findings suggest that students’ attitudes toward working with precrastinators are generally positive. Although some precrastinators can make their teammates feel rushed or overshadowed, most are perceived as reliable team members that produce high quality work and help motivate their teammates to stay productive. The present study aims to build off previous research by further investigating the understudied phenomenon of precrastination as it relates to dynamics in team settings. The purpose of the present study is to generate insights that could help strengthen team dynamics and enhance performance outcomes in academic settings.