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Article summary:

1. This study examines the relationship between passive and active procrastination, and the five factor model of personality traits.

2. The results show that extraversion and neuroticism are related to active procrastination, and that active procrastination predicts GPA more than passive procrastination or the five factor model.

3. The study was conducted on a sample of 178 university students in Switzerland.

Article analysis:

The article “Procrastination, Personality Traits, and Academic Performance: When Active and Passive Procrastination Tell a Different Story” is an empirical study examining the nomological network of active procrastination in comparison with passive procrastination in an academic setting. The article is well-structured and provides a clear overview of the research question, methodology, results, and discussion.

The trustworthiness of this article can be assessed by looking at its potential biases and their sources, one-sided reporting, unsupported claims, missing points of consideration, missing evidence for the claims made, unexplored counterarguments, promotional content, partiality, whether possible risks are noted or not presenting both sides equally.

In terms of potential biases and their sources, it is important to note that this study was conducted on a sample of 178 university students in Switzerland which may limit its generalizability to other contexts or populations. Additionally, it is unclear if any measures were taken to ensure that participants were not influenced by social desirability bias when responding to questions about their academic performance or personality traits.

The article does not appear to be one-sided as it presents both positive (active procrastination) and negative (passive procrastination) aspects of procrastination behavior without favoring either side. Furthermore, all claims made in the article are supported by evidence from previous studies which adds credibility to the findings presented here.

There are no missing points of consideration or missing evidence for the claims made in this article as all relevant information is provided throughout the text. However there are some unexplored counterarguments such as how different types of procrastinators may respond differently to interventions aimed at reducing academic procrastination which could have been discussed further in order to provide a more comprehensive understanding of this phenomenon.

The article does not contain any promotional content nor does it appear to be partial towards any particular point of view regarding academic procrastination behavior. Additionally, possible risks associated with engaging in either type of procrastinating behavior are noted throughout the text which adds further credibility to this research paper. Finally, both sides (positive vs negative) are presented equally throughout the text without favoring either one over the other which suggests that this paper is unbiased overall.

In conclusion, this article appears to be trustworthy overall due its lack of potential biases or one-sided reporting as well as its inclusion of relevant evidence for all claims made throughout the text.