Introduction Section

Participants
The overall goal of this study was to see how task selection affects procrastination. This study involved the participation of forty Barton college freshmen (male and female). All of the participants were to complete four tasks individually. All of the 40 participants were assigned the same tasks. The participants were selected from freshman enrolled in Psychology 101. The participants were handed the four tasks in a shuffled order to show that they did not have to complete the tasks in any order. Additionally, the participants were told that they would be able to choose whichever task they wanted to complete first. There were no groups in our study, the researchers collected data from all the participants, then compared the data to see if there were any similarities in the demographics of the participants. The demographics that our research group asked from the participants were gender, ethnicity, age, grade, and major.

Materials
In this experiment we used the Irrational Procrastination Scale (IPS) questionnaire, a short essay prompt, four math worksheets, including one addition, subtraction, division and multiplication pages. We also included a coloring page, colored pencils, a reading passage with questions, a data collection sheet and a pencil. The IPS measures how much of a procrastinator the participant thinks they are.

Procedure
In this experiment, we had the participants come in and sit at the desks in the classroom. Each desk had a number to identify the participants as. They then received a packet with the IPS questionnaire, a short essay prompt, four math worksheets containing one page of multiplication, division, addition and subtraction. In this packet was also the coloring page and reading passage with questions to answer. The instructions were simple: there is 35 minutes to complete all of the tasks in the packet. The packets were all in the same order so that there was no confusion and we could keep the experiment as controlled as possible, to reduce confounding variables. On the front of the packet, there was a cover sheet that had them list their favorite of our tasks from one to four. Next to that was four other lines they would fill out at the end of the experiment. Before they started the experiment we, the researchers, had the participants read and fill out the informed consent document so they understood the procedure of the experiment. When the participants were done filling out the informed consent document, we started the clock and said to finish one task at a time before moving on to the next one. At the end of the 35 minutes, we had the participants write the order that they had completed the tasks next to the lines that they had listed their favorite tasks from one to four. When everyone had finished writing their orders, they were allowed to get up and leave.
OUR HYPOTHESIS: Students who procrastinate tend to experience higher levels of anxiety and stress

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