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The Journal of Genetic Psychology. 2005, 160(4), 436--442 The Effects of Locus of Control and Task Difficulty on Procrastination TRACY JANSSEN Department of Psychology Beloit College JOHN S. CARTON Department of Psychology Oglethorpe University ABSTRACT. The authors investigated the effects of locus of control expectancies and task difficulty on procrastination. Forty-two college students wereadministered an academic locus of control scale and a task that was similar to a typical college homework assignment.The students were randomly assigned to 1 of 2 task difficulty levels. Although none of the results involving task difficulty was significant, several results involving locus of control were significant. Specifically, analyses revealed that students with internal locus of control expectancies tended to begin working on the assignment sooner than students with external locus of control expectancies. In addition, students with internal locus of control completed and returned the assignment sooner than students with external locus of control. The results are discussed within the context of J. B. Rotters (1966, 1975, 1982) social leaming theory. PROCRASTINATION refers to the act of needlessly delaying a task until the point of some discomfort —a behavior problem that many adults experience on a regular basis (Ferrari, Johnson,McCown, 1995). Most research on procrastination has focused on college students; researchers have estimated that anywhere from 46% (SolomonRothblum, 1984) to 95% (EllisKnaus, 1977) of college students regularly procrastinate on academic assignments. Research findings suggest that, the longer students are in college, the more they tend to procrastinate (Semb, Glick,Spencer, 1979), although most students perceive such behavior as a problem that they would like to eliminate (SolomonRothblum,1984). In addition, procrastination has