Task-completion schedules: determinants and consequences for performance

A recent study analyzed 98 students assigned to six tasks and examined the aspects of individual differences and task characteristics to determine whether they could be used as predictors of task scheduling. Also analyzed was whether scheduling influenced job performance. Results indicate that students completed boring tasks earlier, and complex tasks later. Results also demonstrate that students with a high need for achievement finished tasks later. Additionally, results indicate that early task completion generated superior performance, and successful workload and prior performance was related to earlier task completion.