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Reynolds, John Paul. "Factors Affecting Academic Procrastination." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1511.
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This study sought to understand the relationships among locus of control, parenting style, academic procrastination, and financial independence with a population of undergraduate students. A sample of 61 students (39 females, 21 males, 1 other) completed measures of demographics, locus of control, parenting style, and academic procrastination. Participants were recruited within the last two weeks of the semester. Therefore, the sample probably contained a higher percentage of procrastinators than the general population. There were no significant correlations across the total sample. There was a significant positive correlation between higher scores on the Parental Authority Questionnaire authoritative scale and the Procrastination Assessment Scale Student Frequency scores for individuals who were financially dependent. There was also a significant negative correlation between the authoritarian and authoritative parenting style scores for those who were financially dependent.
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Yang, Yan. "Academic procrastination among UK PhD students." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/37613/.
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The majority of research on academic procrastination has been conducted among undergraduate students, and there is relatively little research investigating procrastination among doctoral students. PhD students are different from undergraduates: they might need a higher level of self-regulatory ability to conduct research. The aim of this thesis was to fill the research gap in the investigation of academic procrastination among PhD students in the UK. More specifically, the current investigation combined different perspectives to examine the extent to which PhD students procrastinate, explores the relationships between a variety of psychological variables, doctoral satisfaction and academic procrastination, and identifies the antecedents and influence of procrastination in relation to PhD students’ own experience. This thesis comprises three studies. Firstly, a cross-sectional study (N=285) was conducted in order to assess the relationship between doctoral satisfaction, Big Five personality traits, self-efficacy, self-esteem, anxiety, depression, and academic procrastination. In Study 2, a longitudinal research design was employed to examine the stability of the identified relationships over a 12-month period (N=79). The results indicated that doctoral satisfaction and depression had long-term influence on PhD students’ procrastinatory behaviour. In addition, conscientiousness was found to have an effect on academic procrastination only in the cross-sectional study, while openness was found to predict procrastination longitudinally. Moreover, doctoral satisfaction also had meditional effect on the relationship between personality traits, self-efficacy, anxiety, and procrastination. In Study 3, the antecedents and consequences of academic procrastination in terms of UK PhD students’ own perspectives were explored in twenty-one in-depth interviews. Data were thematically analysed and a description of the themes concerning antecedents, positive and negative consequences of procrastination, and coping strategies used to help reduce procrastination, is provided. The findings indicates that PhD students’ procrastination is a multifaceted phenomenon with cognitive, affective, and behavioul factors influencing its likelihood. Causes and effects of academic procrastination among PhD students are discussed on the basis of findings from the quantitative and qualitative studies, by considering individual differences, psychological state, and contextual factors in a new conceptual model of academic procrastination. The findings point to a range of possible procrastination-reduction interventions focused on doctoral satisfaction and psychological wellbeing. The strengths and limitations of this work are discussed.
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Binder, Kelly. "The effects of an academic procrastination treatment on student procrastination and subjective well-being." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ57652.pdf.
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Haskins, Mary Susan. "Procrastination, thesis writing and Jungian personality type." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28059.
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This study sought to examine the relationship between the procrastination involved in thesis writing and Jungian personality type.
A sample of 50 graduate students enrolled in the Department of Counselling Psychology at the University of British Columbia participated in the study. These individuals were classified into one of two groups: those who procrastinated while writing their thesis and those who did not. Procrastination was measured using length of time taken to complete the thesis coupled with self-report. The 50 subjects were then administered the Myers-Briggs Type Indicator which measures Jungian personality type. These two groups were then compared to determine if significant differences in personality type existed between the procrastinating and nan-procrastinating groups.
Five hypotheses were tested. A t-test (two tailed) was performed using the continuous scores of the four scales of the MBTI to test the first four hypotheses to determine if a statistical difference could be found between these two groups on these dimensions. No differences were found on the first three scales (extraversion-introversion; sensation-intuition; thinking-feeling), but a significant difference was found on the judging-perceiving index (p=.008). Procrastinators tended to score toward the perceiving end of the scale while non-procrastinators scored toward the judging end of the continuum.
A chi-square analysis using tire dichotomous scores of the MBTI was performed to test the fifth hypothesis which predicted that a significantly higher number of NFP types would be procrastinators than nan-procrastinators. This hypothesis was accepted (p=.0017) indicating that specific personality variables do tend to correlate with procrastination.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Fung, Man-hong, and 馮文康. "Reducing academic procrastination for junior secondary school students : the application of the temporal motivational theory." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209687.
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The study examined the effectiveness of a motivational package developed based on the components of the temporal motivational theory on reducing the participants’ tendency to procrastinate. Characteristics of a sample of 308 junior secondary school students (formed 14 groups) were matched and randomly assigned (in group unit) into treatment and control conditions. Through watching a video in a workshop, the treatment group learned the skills to reduce procrastination while the control group learned relaxation skills. Participants then completed an assignment in 10 school days after the intervention workshop to apply the strategies they have learnt. Results indicated that participants who received the intervention package showed significantly less behavioral procrastination than those who did not. Implications of the findings were discussed.published_or_final_version
Educational Psychology
Master
Master of Social Sciences
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Uzun, Ozer Bilge R. "Academic Procrastination: Prevalence, Self-reported Reasons, Gender Difference And It'." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606307/index.pdf.
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The purpose of the present study was mainly fourfold1) to examine the undergraduate students&rsquo
level of academic procrastination in relation to gender
2) to investigate the undergraduate students&rsquo
prevalence of procrastination in relation to gender in six areas of academic functioning namely
writing a term paper, studying for an exam, keeping up reading weekly assignments, performing academic administrative tasks, attendance tasks, and school activities in general
3) to find out the relationship between academic procrastination score and academic achievement of undergraduate students
and 4) to reveal the self-reported reasons of academic procrastination in relation to gender. The Procrastination Assessment Scale-Students (PASS) was translated and adapted into Turkish and used as the data collection instrument. The data was gathered from 784 undergraduate students from different grades and 37 departments of Middle East Technical University. The results of the study revealed that 52% of METU students procrastinate on their academic tasks and the findings revealed that male students procrastinate more than female students. Moreover, the results of the prevalent analysis showed that the students nearly always or always engage in procrastination on the areas of studying for an exam, writing a term paper, and reading weekly reading assignments more than the other three areas namely
academic administrative tasks, attendance tasks and the tasks related to school activities in general. In addition, the results regarding the relationship between academic procrastination and academic achievement revealed a significant negative relationship between the two variables. Finally, factor analysis was conducted to find out the self-reported reasons of academic procrastination and four factors were found as excuses of students namely
fear of failure, risk taking, laziness, and rebellion against control.
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Wong, Brian Shing-chi. "Metacognitive awareness, procrastination and academic performance of university students in Hong Kong." Thesis, University of Leicester, 2012. http://hdl.handle.net/2381/27621.
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Academic performance has long been the focus of educational research. There are so many factors that can affect the results of the academic performance of a student. This study focuses on how university students in Hong Kong self-regulate their academic learning. Two factors were investigated for their self-regulation: the use of metacognitive skills and the punctuality for learning. Three hundred and fourteen students from two universities participated in this study by filling out a self-administered questionnaire, which consists of three instruments measuring metacognitive awareness, procrastination, and academic performance. The results show that ‘high metacognitive awareness’ and ‘low procrastination tendency’ are two positive elements for academic learning. For analysis purposes, the data were divided into four categories by using the mean scores of each variable: students with high level of metacognitive awareness and high level of procrastination; students with low level of metacognitive awareness and low level of procrastination; students with high level of metacognitive awareness but low level of procrastination; students with low level of metacognitive awareness but high level of procrastination. The results show that the students without any of these positive elements are significantly lower in G.P.A. than students from the other three groups; however, it is surprising to find that the students who have two positive elements do not get a higher G.P.A. than those who have only one of these positive elements.
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Birkla, Deanna. "AN EVALUATION ON VALUES AND COMMITTED ACTION BASED INTERVENTION ON ACADEMIC PROCRASTINATION." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/theses/2722.
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The purpose of the current study is to evaluate to determine whether or not two components of Acceptance and Commitment Therapy, committed actions and values, would have an impact on decreasing potential academic procrastination and increasing minutes work engagement (Hayes et al., 2001). Using a concurrent multiple baseline design, three participants recorded schoolwork activity in minutes throughout the study. The two interventions consisted of one phase where participants identified and acted in accordance with their personal values. The second intervention participants identified, created and applied S.M.A.R.T. goals to their daily lives (Muñoz-Olano & Hurtado-Parrado, 2017). Two participants had recorded an increase in minutes worked daily (Covington, 2000). Implications of these results and future research is discussed. Keywords: academic procrastination, values, S.M.A.R.T. goals, committed actions, ACT
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Petrie, Bianca. "The role of self-concept content, certainty and stability in academic procrastination." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/11786.
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Academic procrastination has been associated with a variety of negative outcomes. While theorists have proposed that those with an unstable self-concept engage in procrastination due to the fear that they will be unable to meet the required standard, a systematic review conducted as part of the present study (Chapter 2) revealed that all research pertaining to the self-concept in academic procrastination has been correlational, thereby limiting the validity of such theories. As such, the present study employed an experimental design to investigate the self-concept of academic procrastinators (Chapter 3). Ninety-nine undergraduate students completed trait, symptom and academic procrastination inventories as well as measures of state-based affect and cognition, and self-concept content, certainty and stability before and after receiving feedback for a writing task. Compared to low procrastinators, high procrastinators described a self-concept characterised by a greater number of negative and procrastination-related attributes, higher levels of fear of negative evaluation, lower levels of self-concept clarity, self-efficacy and self-esteem and more severe symptoms of depression, anxiety and stress. Furthermore, both the content and certainty associated with procrastinators’ self-concept descriptions changed significantly as a result of receiving randomly allocated feedback for a writing task. While high procrastinators reported significant improvements to their self-concept after receiving a positive evaluation, low procrastinators showed a more positive self-concept which did not change after feedback. These results provide the first empirical evidence for the presence of an unstable self-concept in academic procrastinators, providing support for the aforementioned theory and emphasising the importance of addressing self-concept stability in the psychological treatment of academic procrastination. Further research may investigate mindfulness-based interventions.
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Akkaya, Esra. "Academic Procrastination Among Faculty Of Education Students: The Role Of Gender, Age, Academic Achievement, Perfectionism And Depression." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12609157/index.pdf.
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The aim of the study was to investigate to what extent gender, age, academic achievement, depression and perfectionism predict academic procrastination among Faculty of Education students. The participants were 368 undergraduate students enrolled in five departments of Middle East Technical University, Faculty of Education. Data was collected by a questionnaire packet including demographic data formProcrastination Assessment Scale-Students (PASS), Beck Depression Inventory (BDI) and Multidimensional Perfectionism Scale (MPS). The results of the multiple regression analysis for the total sample revealed that, self-oriented perfectionism, others-oriented perfectionism, academic achievement and depression were significant predictors of academic procrastination among Faculty of Education students. However age and socially prescribed perfectionism did not have any significant contribution to the prediction of academic procrastination. Predictive roles of the variables were differantiated across genders. While self-oriented perfectionism, others-oriented perfectionism, depression and academic achievement had significant predictive role on academic procrastination among females, self-oriented perfectionism was the only variable that had a significant contribution in predicting the academic procrastination of male students. Implications of the findings were discussed and some suggestions were made for further research.
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Yao, Melissa Pulmares. "An investigation of academic self-efficacy, procrastination frequency, and reasons for procrastination among groups of adaptive perfectionists, maladaptive perfectionists, and non-perfectionists." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1413475165.
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Andersson, Malin. "Prokrastinering hos högskolestudenter i relation till self-efficacy och studieresultat." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-26041.
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Prokrastinering innebär att frivilligt skjuta upp en viktig aktivitet, trots vetskapen om att det leder till stress, ångest och ytterligare negativa konsekvenser. Enligt forskning anses 80-95 % av alla högskolestudenter prokrastinera, 50 % av studenterna uppger att detta leder till problem. Self-efficacy är individens tilltro till den egna förmågan att klara av saker. Syftet med studien var att undersöka prokrastinering i relation till self-efficacy och studieresultat. Metoden som användes var en webbenkät där två mätinstrument kombinerades, varav dessa är välkända inom forskning på området, Procrastination Assessment Scale for Students samt College Academic Self-efficacy Scale. Därtill adderades ett flertal frågor som mätte studieresultat. I undersökningen deltog 426 högskolestudenter varav 141 män. Resultatet visade på signifikanta samband mellan prokrastinering och sämre studieresultat, samt mellan prokrastinering och låg self-efficacy. Uppskjutande är ett destruktivt beteende som kan ge allvarliga konsekvenser på flera områden. Av den orsaken bör det vara viktigt att bedriva forskningen vidare.
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Lew, Alyssa J. C. "Cognitive Contributions to Academic Procrastination: Investigating Individual Differences of Personality and Delayed Discounting of Rewards." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/806.
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The prevalence of procrastination in the college environment is extremely high with estimates that 80–90% of college students procrastinate when completing academic tasks. Since it impacts the majority of college students, early identification of an individual’s personality traits and behavioral delay discounting tendencies that may contribute to academic procrastination can lead to improved productivity and overall, a better college experience. The present study reviews what is already known about the relationships between personality and delay discounting with academic procrastination. Based on the review of the current literature, this study strives to reinforce and extend what is known about the relationships between these variables, improve the methodology used to examine these relationships, and provide a possible neural basis of procrastination. The proposed study will be conducted with first-year undergraduate student participants who attend Scripps College, over three academic terms (three participant samples). The study materials consist of two self-report personality measures (Myers-Briggs Type Indicator and Revised NEO Personality Inventory), a delay discounting task involving choices between hypothetical monetary rewards, and two measures of academic procrastination: a self-report measure (Procrastination Assessment Scale—Students) and a behavioral measure through course assignment submission. The study predicts that the typical academic procrastinator is introverted, perceptive, neurotic, and impulsive. In addition, an academic procrastinator has tendencies toward poor self-discipline, non-conscientious behavior, and preferences for discounted future rewards. Limitations of this study and future directions are also discussed.
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Chang, Henry K. "PERFECTIONISM, ANXIETY, AND ACADEMIC PROCRASTINATION: THE ROLE OF INTRINSIC AND EXTRINSIC MOTIVATION IN COLLEGE STUDENTS." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/28.
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The adaptive-maladaptive debate in perfectionism research often centers on the issue of whether perfectionism affords the individual an advantage in academic performance. This study is an extension of a previous study by the authors that found maladaptive forms of perfectionism were positively associated with academic procrastination. Conversely, adaptive forms of perfectionism were negatively associated with academic procrastination. Additionally, although trait anxiety was positively associated with academic procrastination in general, this relationship was reversed for those scoring high in adaptive perfectionism but not maladaptive perfectionism. The purpose of the current study is to examine whether the relationships between perfectionism and procrastination is indirect with intrinsic and extrinsic motivation (respective to adaptive and maladaptive perfectionism) serving as mediators of this relationship. Additionally we will examine whether the relationship between anxiety and procrastination is moderated by intrinsic and extrinsic motivation.
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Wilkinson, Thomas Walter. "The perceptions and actions of selected distance educators on academic procrastination in telecommunications-based distance education programs in higher education /." This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-10032007-171515/.
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Scott, Gregory Brian. "Permeability of Selves and Compliance with Therapeutic Homework." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc500285/.
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A model of the person as a "community of selves" was used to investigate how adopting the perspective of different selves influenced anticipated compliance with therapy homework designed to decrease academic procrastination. A model of resistance to change derived from personal construct theory was used to predict which selves subjects would tend to see as more likely to take on the role of carrying out the homework. Focusing on different selves was found to influence anticipated compliance, and the model of resistance to change was partially successful in predicting which selves would be seen as more likely to carry out the homework. Implications for therapy and research are discussed within the framework of a model of first and second order change.
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Cheng, Sheng-Lun. "The Relationships Between Perceived Course Structures, Conscientiousness, Motivational Beliefs, and Academic Procrastination in Online Undergraduate Courses." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1565872460207536.
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Kennedy, Gary John. "The Influence of Academic Values and Belongingness Concerns on Achievement Goals, Self-Efficacy, and Perceived Stress in First Quarter Freshmen: Relationships to Academic Performance and the Mediating Role of Procrastination." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1244143410.
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Lee, Jonathan. "A comparison of the personal constructs of students scoring high, medium and low on a measure of academic procrastination." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0023/MQ48427.pdf.
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Lee, Jonathan Carleton University Dissertation Psychology. "A Comparison of the personal constructs of students scoring high, medium and low on a measure of academic procrastination." Ottawa, 1999.
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Yao, Melissa Pulmares. "An exploration of multidimensional perfectionism, academic self-efficacy, procrastination frequency, and Asian American cultural values in Asian American university students." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1248845353.
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Wilkinson, Thomas W. "The perceptions and actions of selected distance educators on academic procrastination in telecommunications-based distance education programs in higher education." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39547.
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This study investigated the perceptions and actions of selected distance educators on academic procrastination in telecommunications-based distance education programs in higher education. Data were collected via mail survey from a sample of 276 telecommunications-based distance education programs identified by two national data sources. Specifically, subjects were asked to provide information on: the extent to which they perceived academic procrastination to be a problem in their program, the data they collected on academic procrastination, and the strategies they used to com.bat academic procrastination.
Responses from 143 programs (135 program directors and 297 faculty) indicated that 95 percent of the distance educators believed student procrastination was a problem and 37.5 percent believed it was a serious problem. However, distance educators' data collecting efforts on academic procrastination were neither extensive nor systematic. The data that they reported collecting came from traditional sources and unsophisticated methods of data collection. The sources and unsophisticated methods of data collection. The distance educators did report using a variety of strategies to combat academic procrastination. These strategies had little relationship to the distance educators' perception of academic procrastination or the data they collected on procrastination. Distance educators tended to add more structure and control to reduce procrastination as opposed to rewarding students for early completion of assignments.
This study indicated that distance educators were sufficiently concerned about academic procrastination to warrant further investigation. Focus should be placed on comparing programs with low procrastination against programs with high procrastination, perceptions and actions of distance learners on academic procrastination, and determining what data collecting techniques and strategies to reduce procrastination are most effective.Ed. D.
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Burgos, Torre Kattya Sofia. "Procrastinación y Autoeficacia Académica en estudiantes universitarios limeños." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/652037.
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El presente estudio es transversal con diseño correlacional (Hernández-Sampieri & Mendoza, 2018), su objetivo es relacionar procrastinación y autoeficacia en el contexto académico; Participaron 178 universitarios a los que se les administró la Escala de Procrastinación Académica (EPA, Dominguez, Villegas & Centeno, 2014) y la escala de Autoeficacia Percibida para Situaciones Académicas (EAPESA, Dominguez, Villegas, Yauri, Mattos & Ramírez, 2012). Se encontró que las variables presentan correlación, la dimensión Autorregulación académica correlaciona positivamente con Autoeficacia académica (.39); asimismo, la dimensión Postergación de actividades correlaciona negativamente con Autoeficacia (-.23). Se halló también, que existen diferencias en las dos variables al comparar los tres grupos de alumnos por ciclos, los alumnos de ciclos intermedios presentan mayores niveles de postergación de actividades que los que inician estudios y que los que culminan los estudios, asimismo se encuentran diferencias por género; las mujeres presentan mayores niveles de autorregulación académica.This research is cross-sectional study with correlational design (Hernández-Sampieri & Mendoza, 2018). The objective is to relate procrastination and self-efficacy in the academic context; 178 university students participated and were administered the Academic Procrastination Scale (EPA, Dominguez, Villegas & Centeno, 2014) and the Perceived Self-Efficacy Scale for Academic Situations (EAPESA, Dominguez, Villegas, Yauri, Mattos & Ramírez, 2012). It was found that the variables are correlated, the academic self-regulation correlates positively with academic self-efficacy (.39); specifically, the postponement of activities dimension negatively correlates with self-efficacy (-.23) It was also found that there are differences in the two variables when comparing the three groups of students by semesters, the students of intermediate semesters present higher levels of postponement of activities than those who star studies and those how finish studies, also it was found there are differences between gender; women have higher levels of academic self-regulation.
Tesis
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Wang, Siyuan. "A SERIOUS GAME PROTOTYPE BASED ON STUDY TRAINING EMOTION REGULATION TO HELP COLLEGE STUDENTS REDUCE ACADEMIC PROCRASTINATION : Take ‘Cat Clinic’ as a case." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-20018.
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Academic procrastination is a common phenomenon among contemporary college students. This behavior seriously affected the graduation, physical and mental of college students. Playing games is a kind of procrastination behavior, which refers to short-term happiness through games and avoiding the pain caused by academic writing. The purpose of this article is to help students pay attention to using idle games to regulate emotions to reduce the frequency of academic writing procrastination. In terms of game design, the game type chosen is idle games. The study used the method of emotion regulation skill trend chart to divide the procrastinators into two groups for the experiment. The conclusion is that serious games based on learning emotion regulation can help procrastinators to improve their emotion regulation skills and reduce the frequency of procrastination to a certain extent.
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Maturana, Tirado Fiorella Sofia. "Aprendizaje autorregulado y procrastinación académica en estudiantes de nivel secundario del distrito de Chorrillos." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/652410.
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El objetivo de esta investigación es examinar la relación entre el aprendizaje autorregulado y la procrastinación académica en escolares de cuarto y quinto de secundaria de un colegio nacional de Chorrillos. La muestra estuvo conformada por 213 estudiantes entre las edades de 14 a 18 años, en la cual el 54% son los hombres y 46% son mujeres; el 53.5% pertenecen al turno mañana y 46.5% al turno tarde. Se aplicó la escala de procrastinación académica (Álvarez-Blas, 2010) y el cuestionario de autorregulación del aprendizaje (Matos, 2009). Dentro de los principales resultados se obtuvo que la dimensión autonomía presenta una correlación significativa negativa con procrastinación académica (rs=-.46**), por lo que se puede observar que la procrastinación tiene una mayor asociación con la regulación intrínseca que extrínseca; además, los resultados comparativos conllevan a una mayor exploración en futuras investigaciones con relación al sexo y turno de estudio de los escolares.The objective of this research is to examine the relationship between self-regulated learning and academic procrastination in fourth and fifth grade schoolchildren in a national school in Chorrillos. The sample consisted of 213 students between the ages of 14 and 18, in which 54% are men and 46% are women, 53.5% belong to the morning shift and 46.5% to the late shift. The academic procrastination scale was applied (Álvarez-Blas, 2010) and the learning self-regulation questionnaire (Matos, 2009). Among the main results, it was obtained that the autonomy dimension of self-regulated learning has a significant negative correlation with academic procrastination (rs=-.46**), so it can be seen that procrastination has a greater association with intrinsic than extrinsic regulation; In addition, the comparative results lead to further exploration in future research regarding the sex and study time of schoolchildren.
Tesis
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Majchrzak, Tina Laree. "Effects of deadline contingencies in a web-based course on html [electronic resource] / by Tina Laree Majchrzak." University of South Florida, 2001.
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Thesis (Ph.D.)--University of South Florida, 2001.
Includes bibliographical references.
Text (Electronic thesis) in PDF format.
ABSTRACT: Current learner-centered trends, such as supplying students with content on demand (CoD), coupled with research findings that indicate distributed practice is superior to massed practice in terms of increased memory function and that the Personalized System of Instruction (PSI) is superior to traditional instruction in terms of academic achievement, content retention, and student satisfaction, prompted an investigation merging these two lines of research. Although PSI is more feasible today based on advances in technology and students prefer its self-paced component, they often procrastinate. In fact, this problem is resurfacing in distance education courses and is reflected in low completion rates as well as in the number of nonstarters. Numerous researchers have used deadline contingencies to reduce procrastination without adversely affecting student achievement and satisfaction, but few have considered the benefit of enhanced memory.
ABSTRACT: It was hypothesized that, by providing students with CoD, a lesser form of self-pacing, and by using contingencies to regulate the pace of assignment submissions, procrastination would be reduced and content retention subsequently increased without detriment to immediate achievement and student satisfaction. To quantify differences in procrastination level, a comprehensive, sensitive, and reliable measure of procrastination, called the rate of relative digression from a target response (RDTR), was proposed. Undergraduate, preservice teachers in an instructional technology course were randomly assigned to one of three treatments. All groups were given the same deadlines. For one treatment, the deadlines were recommended (R) with one absolute deadline at the end of the treatment interval. For another they were conditional (C) with opportunities to earn bonus and penalty points for early and late work.
ABSTRACT: For a third, they were all absolute (A) with no assignment accepted for credit after its due date. Although many problems experienced by students in A made findings for this group inconclusive, analysis of differences between students in R and C indicated that C was superior in reducing procrastination and enhancing memory function without detriment to immediate achievement, pacing preference, and course satisfaction. Although more research is needed to replicate, extend, and clarify findings, these results support using conditional deadlines for assignments when learners are supplied CoD.
System requirements: World Wide Web browser and PDF reader.
Mode of access: World Wide Web.
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Узинцев, В. С., and V. S. Uzintsev. "Исследование академической прокрастинации у студентов-психологов в связи с их смысложизненными ориентациями : магистерская диссертация." Master's thesis, б. и, 2021. http://hdl.handle.net/10995/99999.
Full textAbstract:
Объектом исследования явилась академическая прокрастинация. Предметом исследования стала связь академической прокрастинации со смысложизненными ориентациями и экзистенциальной исполненностью у студентов-психологов. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (105 источников) и приложения. Объем магистерской диссертации 81 страница, на которых размещены 11 таблиц и 1 рисунок. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются основная и дополнительные гипотезы, указываются методы и эмпирическая база, а также этапы проведения исследования, научная новизна, теоретическая и практическая значимость работы. Первая глава включает в себя обзор зарубежной и отечественной научной литературы по феномену прокрастинации, приведены различные трактовки данного термина, представлено изучение прокрастинации как в рамках различных психологических концепций, так и в современных исследованиях. Показана классификация прокрастинации и рассмотрена, одна из наиболее распространённых её форм, академическая прокрастинация. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Во второй главе проанализированы и проинтерпретированы результаты эмпирического исследования связи академической прокрастинации со смысложизненными ориентациями у студентов-психологов. В главе представлен корреляционный, факторный и регрессионный анализ результатов исследования. Выводы по второй главе включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, выводы по выдвинутым гипотезам, а также описаны возможные перспективы дальнейшей разработки данной проблематики.The object of the research was academic procrastination. The subject of the study was the connection between academic procrastination and life-meaning orientations and existential fulfillment in psychology students. The master's thesis consists of an introduction, two chapters, a conclusion, a list of references (105 sources) and an appendix. The volume of the master's thesis is 81 pages, which contain 11 tables and 1 figure. The introduction reveals the relevance of the research problem, the elaboration of the problematics, the goal and objectives of the research are set, the object and subject of the research are determined, the main and additional hypotheses are formulated, the methods and empirical base are indicated, as well as the stages of the research, scientific novelty, theoretical and practical significance of the work. The first chapter includes a review of foreign and domestic scientific literature on the phenomenon of procrastination, various interpretations of this term are given, the study of procrastination is presented both within the framework of various psychological concepts and in modern research. The classification of procrastination is shown and considered, one of its most common forms, academic procrastination. Conclusions for the first chapter represent the results of the study of theoretical material. The second chapter analyzes and interprets the results of an empirical study of the relationship between academic procrastination and life-meaning orientations in psychology students. The chapter presents the correlation, factorial and regression analysis of the research results. The conclusions of the second chapter include the main findings of the empirical study. In the conclusion, in a generalized form, the results of the theoretical and empirical parts of the work, conclusions on the hypotheses put forward, and possible prospects for the further development of this problem are described.
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Brando, Garrido Cecilia. "Nuevas perspectivas en procrastinación. Desarrollo conceptual y empírico en estudiantes de enfermería." Doctoral thesis, TDX (Tesis Doctorals en Xarxa), 2020. http://hdl.handle.net/10803/670412.
Full textAbstract:
El concepte de procrastinació fa referència a la conducta caracteritzada per la tendència a posposar o ajornar l'execució de tasques o la presa de decisions. Realment, la procrastinació constitueix una pràctica comuna en la majoria de les persones, sense que ocasioni cap problema, però, quan es generalitza i es converteix en una característica del comportament de l'individu, pot suposar un important factor de risc amb conseqüències negatives sobre la seva qualitat de vida i sobre la seva salut. Aquestes conseqüències negatives són especialment importants en el cas dels estudiants universitaris, en els quals les conductes procrastinadores de les tasques i responsabilitats acadèmiques suposen una seriosa dificultat per a arribar a aconseguir les seves expectatives i l'èxit acadèmic.
Els objectius d'aquesta tesi són, en primer lloc, realitzar una revisió de les últimes troballes de la recerca sobre la procrastinació general i la procrastinació acadèmica, i la seva influència sobre diversos aspectes de la salut i de la vida de les persones. En la part empírica, es presenten cinc treballs de recerca, realitzats en mostres d'estudiants d'infermeria, que pretenen reflectir les relacions i les conseqüències de la procrastinació en els estudiants, i aportar instruments d'avaluació validats en espanyol, que constitueixin elements útils per a facilitar el desenvolupament de programes preventius i intervencions en l'àmbit docent.
En el primer dels treballs, es planteja la relació de la procrastinació amb diverses variables derivades de la psicologia positiva. El segon estudi, es dedica a indagar sobre la influència que la procrastinació presenta sobre la conducta suïcida, un dels problemes més greus que s'observen actualment als campus universitaris. Els estudis tres i quatre es centren en una línia de recerca molt nova, la procrastinació experimentada a l’hora d’anar a dormir i la seva influència sobre la qualitat i quantitat de la son. Concretament, en l'estudi tres es presenta la traducció i adaptació a l'espanyol d'un instrument d'avaluació recentment desenvolupat, la Bedtime Procrastination Scale (BPS), mentre que en l'estudi quatre s'utilitza la BPS per a establir la influència de la postergació de l'hora de ficar-se al llit sobre les característiques de la son dels estudiants. El cinquè i últim estudi es centra en la traducció i adaptació d'una escala curta de procrastinació, l’Academic Procrastination Scale-Short Form (APS-SF), que pot utilitzar-se en aquelles situacions on el temps disponible sigui limitat.
Els resultats obtinguts aporten evidència sobre les causes i conseqüències de la procrastinació, que poden ser d'utilitat per a establir activitats i programes dedicats a evitar o disminuir les conductes procrastinadores i les seves conseqüències negatives sobre els estudiants.El término procrastinación se refiere a la conducta caracterizada por la tendencia a posponer o aplazar la ejecución de tareas o la toma de decisiones. Realmente, la procrastinación constituye una práctica común en la mayoría de las personas, sin que ocasione ningún problema, pero, cuando se generaliza y se convierte en una característica del comportamiento del individuo, puede suponer un importante factor negativo, con consecuencias sobre su calidad de vida y sobre su salud. Estas consecuencias negativas son especialmente importantes en el caso de los estudiantes universitarios, en los que las conductas procrastinadoras de las tareas y responsabilidades académicas suponen una seria dificultad para llegar a conseguir sus expectativas y el éxito académico. Los objetivos de este trabajo son, en primer lugar, realizar una revisión de los últimos hallazgos de la investigación sobre la procrastinación general y la procrastinación académica, y su influencia sobre diversos aspectos de la salud y de la vida de las personas. En la parte empírica, se presentan cinco trabajos de investigación, realizados en muestras de estudiantes de enfermería, que pretenden reflejar las relaciones y las consecuencias de la procrastinación en los estudiantes, y aportar instrumentos de evaluación validados en español, que constituyan elementos útiles para facilitar el desarrollo de programas preventivos e intervenciones en el ámbito docente. En el primero de los trabajos se plantea la relación de la procrastinación con diversas variables derivadas de la psicología positiva. El segundo estudio se dedica a indagar sobre la influencia que la procrastinación presenta sobre la conducta suicida, uno de los problemas más graves que se observan actualmente en los campus universitarios. Los estudios tres y cuatro se centran en una línea de investigación muy novedosa, la procrastinación del sueño y su influencia sobre la calidad y cantidad del sueño. Concretamente, en el estudio tres se presenta la traducción y adaptación al español de un instrumento de evaluación recientemente desarrollado, la Bedtime Procrastination Scale (BPS), mientras que en el estudio cuatro se utiliza la BPS para establecer la influencia de la postergación de la hora de acostarse sobre las características del sueño de los estudiantes. El quinto y último estudio se centra en la traducción y adaptación de una escala corta de procrastinación, que puede utilizarse en aquellas situaciones donde el tiempo disponible sea limitado. Los resultados obtenidos aportan evidencia sobre las causas y consecuencias de la procrastinación, que pueden ser de utilidad para establecer actividades y programas dedicados a evitar o disminuir las conductas procrastinadores y sus consecuencias negativas sobre los estudiantes.
The term procrastination refers to behavior characterized by the tendency to postpone the execution of tasks or decision making. Although, really, procrastination is a common practice in most people, without causing any problem, when it becomes generalized and becomes a characteristic of the individual's behavior, it can be an important negative factor, with consequences on their quality of life and about your health. These negative consequences are especially important in the case of university students, in which the procrastinating behaviors of the academic tasks and responsibilities pose a serious difficulty in reaching their expectations and academic success. The objectives of this work are, first of all, to conduct a review of the latest research findings on general procrastination and academic procrastination, and their influence on various aspects of people's health and lives. In the empirical part, four research works are presented, made in samples of nursing students, which aim to reflect the relationships and consequences of procrastination in students, to provide elements that allow the development of preventive programs and interventions in the field teacher. In the first of the works, the relationship of procrastination with various variables derived from positive psychology is considered. The second study is devoted to investigating the influence that procrastination has on suicidal behavior, one of the most serious problems currently observed on university campuses. Studies three and four focus on a very novel line of research, the procrastination of sleep and its influence on the quality and quantity of sleep. Specifically, in study three the translation and adaptation to Spanish of the a recently developed instrument, the Bedtime Procrastination Scale (BPS) is presented, while in study four the BPS is used to establish the influence of the postponement of bedtime on the characteristics of sleep of the students. The results obtained provide evidence on the causes and consequences of procrastination, which can be useful to establish activities and programs dedicated to avoiding or diminishing procrastinating behaviors and their negative consequences on students.
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Alvim, Tais Guedes de Melo e. "AUTOLIDERANÇA E SUA INFLUÊNCIA NA RELAÇÃO ENTRE SUPORTE E PROCRASTINAÇÃO ACADÊMICA." Pontifícia Universidade Católica de Goiás, 2018. http://tede2.pucgoias.edu.br:8080/handle/tede/4002.
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Procrastination is the postponement of tasks, activities or decision-making and reaches a large portion of students and workers. Looking at this context, this dissertation had as main objective to investigate academic procrastination, as well as to analyze how the support of the environment and self-leadership can contribute to this understanding. Three studies were carried out - two theorists and one empirical one -, having as theoretical model the social cognitive theory (Bandura, 1991). In the first article, an analysis was made of the main theoretical references of academic procrastination, observing the antecedent and consequent variables. After analysis of the findings, it was observed that procrastination has been studied in several perspectives, but a scientific gap in the national and international productions that related the variables related to environmental support and procrastination, evidencing a wide field of investigation, was noticed. The second article verified, through a systematic review of the literature, how the self-leadership construct was studied by the scientific community in the period between 2006 and 2016. The results showed that although the studies focused on a common theme, construct is distinct in selected studies. In this way, it was emphasized the importance of developing more research focused on this theme, using specific instruments, validated in different countries. Finally, the third article aimed to broaden the understanding of the relationship between environmental support and academic procrastination with the influence of selfdirected strategies focused on behavior. According to the results, this influence can be direct and indirect, when it is shaped by self-leadership. The research findings suggest that the relationship between environmental support and academic procrastination is best explained through behavioral self-leadership strategies. It is evident that the use of mediation analysis was presented as a very important resource, since only then was it possible to verify with more clarity how self-directed strategies focused on behavior, as mediator variable, influence the direction or intensity of the relationship between environmental support and academic procrastination.
Procrastinação consiste no adiamento de tarefas, atividades ou tomadas de decisões e atinge uma grande parcela de estudantes e trabalhadores. Observando esse contexto, esta dissertação teve como objetivo principal investigar a procrastinação acadêmica, assim como analisar de que forma o suporte do ambiente e autoliderança podem contribuir para essa compreensão. Foram realizados três estudos – dois teóricos e um empírico –, tendo como modelo teórico a teoria social cognitiva (Bandura, 1991). No primeiro artigo, foi realizada uma análise dos principais referenciais teóricos da procrastinação acadêmica, observando as variáveis antecedentes e consequentes. Após análise dos achados, observou-se que procrastinação tem sido estudada em diversas perspectivas, entretanto percebeu-se uma lacuna científica nas produções nacionais e internacionais que relacionem as variáveis relativas ao suporte do ambiente e procrastinação, evidenciando um amplo campo de investigação. O segundo artigo verificou, por meio de uma revisão sistemática da literatura, como o construto autoliderança foi estudado pela comunidade científica no período entre 2006 a 2016. Os resultados demonstraram que, apesar dos estudos terem foco em um tema comum, a forma de avaliação do construto é distinta nos estudos selecionados. Desta forma, ressaltou-se a importância do desenvolvimento de mais pesquisas com foco nesta temática, utilizando instrumentos específicos, validados em diferentes países. E, por fim, o terceiro artigo, objetivou ampliar a compreensão da relação entre suporte do ambiente e procrastinação acadêmica com a influência das estratégias de autoliderança focadas no comportamento. De acordo com os resultados, essa influência pode ser direta e indireta, quando é moldada pela autoliderança. Os achados da pesquisa sugerem que a relação entre suporte do ambiente e procrastinação acadêmica é melhor explicada através das estratégias de autoliderança focadas no comportamento. Evidencia-se que a utilização da análise de mediação se apresentou como um recurso de suma importância, visto que somente assim foi possível verificar com mais clareza de que forma as estratégias de autoliderança focadas no comportamento, na condição de variável mediadora, influenciam na direção ou intensidade da relação entre suporte do ambiente e procrastinação acadêmica.
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Lambert, P. B. "Factors contributing to the delay of MBA research reports at the University of Stellenbosch Business School : an exploratory study." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/95597.
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Thesis (MBA)--Stellenbosch University, 2012.The MBA programme at the USB comprises two main parts, namely coursework and a research report. Students need to successfully complete both in order to graduate; however, a percentage of students are unsuccessful in that they either a) fail to complete the coursework as well as the research report, or b) successfully complete the coursework but fail to complete the research report. Those in the first category manage to cut their losses by preventing further expenditure of resources; however, those in the second category risk failure after full investment of time and money. The USB has seen an increase in the number of students from the second category; it is an undesirable outcome which needs to be addressed at the institutional and individual level. This research report aims to assist the USB in gaining more insight into this problem, and in addressing it effectively. Since the students themselves are pivotal in the MBA research phase, the research for this report took the form of live, in-depth interviews with MBA students at the USB who have successfully completed their coursework, but have not submitted their research report. The semi-structured interviews were based on themes highlighted in the literature on academic non-completion and delay. The most prominent contributing factors identified, were: a) inadequate preparation for research, which impacted on self-efficacy, i.e. the student’s belief in his/her own research competence; b) student motivation levels, which are influenced by the lack of intrinsic motivation to study, and by perceiving the research report to be irrelevant to their goals; c) timing of topic choice, which some felt came too early and did not allow an informed choice, and which others felt came too late and reduced the research time; and d) the lack of structure and deadlines during the research phase, which was problematic given the students’ expressed need for external pressure to prioritise the research report. In the light of the above factors, suitable recommendations are made on how the USB could address the problem.
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Canter, David Edward. "Self-Appraisals, Perfectionism, and Academics in College Undergraduates." VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1375.
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The influences on perfectionism and procrastination of race, gender, cognitive-affective and academic self-appraisals, and academic performance expectations were studied. The sample consisted of 155 Introductory Psychology students (57 African Americans, 41 Asian Americans, and 57 European Americans; 51.6% women) with a mean age of 19.4 years (SD = 3.6). Data were collected during the final week of the Fall 2007 semester. Consistent with previous research indicating that men are more likely to procrastinate than women, men were over-represented in this sample. Self-esteem, measured with the Rosenberg (1965) Self-Esteem Scale, was conceptualized as having two components: self-liking and self-competence (Tafarodi & Milne, 2002). Guilt- and shame-proneness were measured with the Test of Self-Conscious Affect, Version 3, Short-form (TOSCA-3S; Tangney & Dearing, 2002). Academic self-confidence was measured with the Personal Evaluation Inventory (Shrauger & Schohn, 1995). A number of single-item questions concerning aspects related to students' Grade Point Average (GPA) were included. The High Standards and Discrepancy scales of the Almost Perfect Scale-Revised (APS-R; Slaney, Rice, Mobley, Trippi, & Ashby, 2001) represented the criterions of adaptive (AP) and maladaptive perfectionism (MP), respectively. The Aitken (1982) Procrastination Inventory was used as the criterion for procrastination. Components of self-esteem differentially predicted perfectionism. African Americans were significantly lower in shame-proneness. While there were non-perfectionists and AP's/MP's in each race and gender, African Americans were significantly higher in AP and Asian Americans were significantly higher in MP. Additionally, Asian American men were more likely to procrastinate. These results counter the "model minority" stereotype of Asian Americans, showing that they are at higher risk for personal and academic distress than their Black and White classmates. While women had higher GPA's and were more likely to be AP's, men had higher levels of academic self-confidence and expected to achieve higher GPA's. Regardless of race or gender, students with GPA's of 3.5 or higher (on a 4.0 scale) were more likely to be both types of perfectionists. Academic self-confidence was a significant positive predictor of AP and a negative predictor for MP and procrastination. This suggests that helping students improve their academic self-confidence could have many benefits.
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Janssen, Jill. "Academic Procrastination: Prevalence Among High School and Undergraduate Students and Relationship to Academic Achievement." 2015. http://scholarworks.gsu.edu/epse_diss/103.
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This dissertation presents a literature review on procrastination and more specifically research involving the domain of academic procrastination, characteristics/traits academic procrastinators exhibit, and two different types of academic procrastinators. Even though a comprehensive theory has not been established, social cognitive theory, attribution theory, and motivation theories contribute to our understanding of academic procrastination. Studies that investigate prevalence of high school and college students who procrastinate in international settings, and more specifically in the United States, are reviewed, along with the literature on the relationship between academic procrastination and achievement. Research has demonstrated with relative consistency that academic procrastination has significant adverse effects on academic progress (Ferrari et al., 2005; Moon & Illingworth, 2005) and that high percentages of undergraduate college students self-report they engage in academic procrastination (Steel, 2007).
The literature review is followed by an investigation that utilizes an adapted version of the Procrastination Assessment Scale-Students (Özer & Ferrari, 2011), a self-report instrument, to measure students’ academic procrastination. The purpose of this study was to investigate (a) the percentage of undergraduate college and high school students who self-report academic procrastination; (b) the frequency of academic procrastination among undergraduate college and high school students for the specific academic tasks of studying for exams, completing reading assignments, and writing papers; and (c) the relationship between academic procrastination and achievement of undergraduate college and high school students. Both on specific tasks and overall, significantly more college students report higher procrastination than high school students. Unexpectedly, this study did not find a significant relationship between academic procrastination and academic achievement, as measured by grade point average. This study highlights the importance of considering students’ age when examining academic procrastination.
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Chiang, yi-fang, and 江依芳. "The Analysis of Academic Procrastination Model." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/51073992931880783081.
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碩士國立成功大學
教育研究所
97
The purposes of this study were to (a) develop the Academic ProcrastinationQuestionnaire (APQ), and analyze its reliability and validity, (b) test the model fit of academic procrastination developed on this study. To attain these goals above, the study first used the confirm factor analysis to test the construct validity of APQ. Second, the study tested if the model of academic procrastination fitted the empirically observed data well. The instruments used in the study included the APQ, the Individual Goal Orientation Scale, Subjective Competence Scale,Effort Scale, and Persistence Scale. Besides, we collected two groups of samples. The firstgroup was 164 students to test the reliability of the APQ. The second group was 296 students to test the model fit of the models on the study. All students were collegians in Taiwan who take the class about the teacher education program. SEM was used to analyze the collected data. The results of this study were summarized as following: (a) The second-order confirm factor analysis of academic procrastination fitted the empirically observed data well. It meaned that APQ developed on this study both has good reliability and validity. (b) The model of academic procrastination fitted the empirically observed data well. The results of analysis showed that the model of academic procrastination could be used to explain the empirically observed data. Approach-mastery goal and subject competence could positively predict learning outcome; Active academic procrastination could negatively predict learning outcome. Avoidance-mastery goal could positively predict active and passive academic procrastination; Approach-performance goal could negatively predict active and passive academic procrastination, and positively predict learning outcome;Avoidance-performance goal could positively predict active and passive academic procrastination, and negatively predict learning outcome. Besides, avoidance-mastery goal and avoidance-performance goal had negative and indirect effects on learning outcome through active academic procrastination; Approach-performance goal had positive and indirect effects on learning outcome through active academic procrastination. Based on the findings of this study, suggestions for teaching, educational guidance and further studies were proposed.
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Chen, Chia-Ying, and 陳佳穎. "The Relationships among Active/Passive Procrastination, Academic Social Comparison Processes, and Academic Procrastination State of College Students." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/65188548631450803304.
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碩士國立交通大學
教育研究所
103
The main purposes of this study were to: 1) identify two types of procrastinators: passive procrastinators and active procrastinators of college students in Calculus class, 2) to investigate the differences on social comparison direction, social comparison effect, and academic procrastination state between two types of procrastinators, and 3) to analyze the path model of the relationship among two types of procrastinators, social comparison direction, social comparison effect, and academic procrastination state by using structural equation modeling. Participants were college students from three universities in Hsinchu, who enrolled in Calculus class. Of 1158 participants, two hundred twenty-seven students were identified as passive procrastinators, and one hundred twenty-eight students were identified as active procrastinators. The instruments used in this study include Procrastination Assessment Scale Student, A New Active Procrastination scale (Chinese Version), Academic Social Comparison Direction Scale, Social Comparison Effect Scale and Academic Procrastination State Inventory. Multivariate Analysis of Variance (MANOVA), Pearson product-moment correlation, Structural Equation Modeling were used to analyze the data. The main findings of the study were as follows: 1.The academic procrastination of college students in Calculus was not so common. 2.Active procrastinators scored higher in upward comparison and lateral comparison than passive procrastinators, but did not differ from passive procrastinators in downward social comparison direction. 3.Active procrastinators scored higher in upward identification than passive procrastinators，but did not differ from passive procrastinators in other social comparison effects. 4.Type of procrastinators predicted academic procrastination state indirectly firstly through the social comparison direction, and then through the interpretation coping. 5.There is a significant difference between active procrastinators and passive procrastinators on mediating model of social comparison process and academic procrastination state. Upward identification negatively predicted academic procrastination state through the positive interpretation coping, and downward comparison positively predicted academic procrastination state through the negative interpretation among passive procrastinator. Downward comparison positively predicted academic procrastination state through the negative interpretation coping among active procrastinators.
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Santos, David Rafael Alves dos. "Exploring bedtime procrastination among university students: the role of general procrastination, academic procrastination and perceived importance of sleep." Master's thesis, 2020. http://hdl.handle.net/1822/70266.
Full textAbstract:
Dissertação de mestrado integrado em PsicologiaLack of sleep comes at a cost to our development and homeostasis, so it is not surprising that behaviors prevent a healthy sleep hygiene have been gaining attention by research. One such behavior is procrastination, specifically Bedtime Procrastination. The purpose of this research is to examine the relationships between Bedtime Procrastination and other life domains, as well as expand our knowledge on the topic by considering contextual variables and the subjective value of sleep. The study was conducted with an online self-report questionnaire aimed at university students. 446 students with an average age of 23 (SD=5.48, range= 18-57) completed the survey. Results showed a partial mediation model with Academic Procrastination, General Procrastination and Perceived Importance of Sleep having direct effect on Bedtime Procrastination and indirect effects of Perceived Importance of Sleep and General Procrastination, mediated by Wake-Up Time and Dinner Time. This research has demonstrated that procrastination is not a simple behavior with a straightforward explanation. Changes on one domain may impact others and contextual variables may prove to be valuable tools when intervening on this behavior.
Pouco tempo de sono tem um custo para nosso desenvolvimento e homeostase, daí não surpreender que comportamentos que dificultem uma boa higiene do sono tenham começado a ser examinados com mais atenção. Um desses comportamentos é a procrastinação, mais especificamente a Procrastinação na Hora de Dormir. O objetivo desta investigação foi examinar as relações entre a Procrastinação na Hora de Dormir e outros domínios da vida, bem como expandir o conhecimento sobre o tema, tendo em conta variáveis contextuais e o valor subjetivo do sono. O estudo realizou-se através de um questionário de autorrelato online, direcionado a estudantes universitários. 446 participantes com idade média de 23 anos (DP=5.48, amplitude=18-57). Os resultados revelaram um modelo de mediação parcial tendo a Procrastinação Académica, a Procrastinação em Geral e a Importância Percebida do Sono um efeito direto sobre a Procrastinação na Hora de Dormir e um efeito indireto da Importância Percebida do Sono e da Procrastinação em Geral, mediada pela Hora de Acordar e Hora de Jantar, sobre a Procrastinação na Hora de Dormir. Esta investigação demonstra que a procrastinação não é um comportamento simples com uma explicação fácil e direta. Mudanças que ocorram num domínio podem impactar outros e variáveis contextuais podem provar ser ferramentas valiosas ao intervir neste tipo de comportamento.
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WU, CHEN-HSUN, and 吳政勳. "The Relationships among Negative Perfectionism, Academic Self-efficacy, and Academic Procrastination." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/9438yd.
Full textAbstract:
碩士國防大學政治作戰學院
心理碩士班
106
The main purpose of this quantitative study was to explore the relationships among negative perfectionism, academic self-efficacy, and academic procrastination, and the predictive effects of negative perfectionism and academic self-efficacy on academic procrastination. 248 undergraduates were measured by Negative Perfectionism Questionnaire, Academic Self-efficacy Questionnaire, and Passive Procrastination Scale. The main findings of this study were summarized as the followings: (1). different levels of negative perfectionism show significant differences in academic procrastination; (2). different levels of academic self-efficacy show significant differences in academic procrastination; (3). negative perfectionism and academic self-efficacy have predictive effects on academic procrastination.
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Peng, Bo Xiang, and 彭柏翔. "The relationship of college Students' academic motivation, action control strategy, and academic procrastination." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/4374yv.
Full textAbstract:
碩士國立臺中教育大學
諮商與應用心理學系碩士班
104
The purposes of this research are to understand that college students’ situations of action control strategies using, academic motivation, and academic procrastination in the context that preparing for the exam. The purposes of this research also include to investigate the relationship between the three variables and the factors that effect academic procrastination. This study uses quantitative research method to survey the 376 college students that attend the two universities of Taichung. The research instruments in the present study include Academic Procrastination Scale, Action Control Strategy Scale, and Academic Motivation Scale. The data obtained from the samples are analyzed by descriptive statistics analysis, t-test, chi-square test, ANOVA, Pearson product-moment correlation, and multiple regression analysis. The main results revealed that: 1. The prevalence of students' academic procrastination is 60%. There are 17.3% college students that are active procrastinators, 45.2% are passive procrastinators, and 37.5% are non-procrastinators in the present study. 2. The three types of procrastinators’ difference in self-efficacy, avoidance failure and approach success of academic motivation reachs a significant level, and passive procrastinators score the lowest. 3. The three types of procrastinators’ difference in cognitive and emotional control strategy reachs significant level, and the non-procrastinators score better than passive procrastinators. The main difference between active and passive procrastinators is emotional control strategy,and active procrastinators can manage their own emotion better. 4.Active procrastinators’ stress perception score the lowest, and their exam performance as well as non-procrastinators do. Passive procrastinators’ exam performance is the worst, 70% of them perceive difficult in exam subject, and the difference with active and non-procrastinators reachs a significant level. 5. Passive academic procrastination negatively correlates with academic motivation, cognitive control strategy, emotion control strategies and satisfaction of exam performance. 6. Active academic procrastination positively correlates with academic motivation, emotion control strategy and satisfaction of exam performance, while negatively correlates with pressure perceived. 7. Path analysis shows that action control strategy has significant direct effect and negative influence on academic procrastination. Through action control strategy, academic motivation has significant indirect effect and negative influence on academic procrastination. Based on the above findings, this study presents specific recommendations for students, parents, teachers, professional counselors and future research.
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CHIU, PEI-SYUAN, and 邱佩璇. "The Relationship among Parenting Style, Academic Self-Efficacy and Academic Procrastination in Adolescence." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/ae95qb.
Full textAbstract:
碩士大葉大學
教育專業發展研究所
105
This study aimed to explore the relationship among parenting style, academic self-efficacy and academic procrastination in adolescence. Another purpose of the study was to examine academic self-efficacy variables which were stronger predictor of academic procrastination variables than parenting style variables and mediated the relationship between parenting style indicator and academic procrastination in adolescence. There were six hundred sixty-seven (including 324 boys and 343 girls) students that were sampled among 7th to 9th grade from seven counties in north area of Taiwan. Materials were used including Parenting Style Questionnaire, Self-Efficacy and Study Skills Questionnaire (SESS) and Academic Procrastination State Inventory (APSI). The data collected from the students were analyzed by descriptive statistics, independent-sample T Test, one way ANOVA, Pearson product-moment correlation analysis, multiple regression, and hierarchical regression analysis. The research results were summarized as follows: 1.Junior high school students had significant differences between different gender among parenting style, academic self-efficacy and academic procrastination. 2.Junior high school students had significant differences between different grade among parenting style, academic self-efficacy and academic procrastination. 3.Parenting style, academic self-efficacy and academic procrastination were significantly associated. 4.Parenting style could significantly predict academic self-efficacy in adolescence. 5.Parenting style could significantly predict academic procrastination in adolescence. 6.Academic self-efficacy could significantly predict academic procrastination in adolescence. 7.Academic self-efficacy as a mediator between parenting style and academic procrastination in adolescence. Finally, this study which based on research results had discussed and offered conclusions and suggestions to the relevant personal references and for the future research.
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"Academic Procrastination: Prevalence, Self-reported reasons, gender difference and it's relation with academic achievement." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606307/index.pdf.
Full text
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Gendron, Amy Lilas. "Active procrastination, self-regulated learning and academic achievement in university undergraduates." Thesis, 2011. http://hdl.handle.net/1828/3524.
Full textAbstract:
The purpose of this study was to explore the relationship between active procrastination,
self-regulated learning and academic achievement. Participants included 108 undergraduate
students enrolled in a first-year elective course at a Canadian university. Students reported their
level of active procrastination, cognitive and metacognitive strategy use, self-efficacy for
learning and performance, goal quality and self-reported goal attainment over the semester.
Measures included the self-report Active Procrastination Scale (APS; Choi & Moran, 2009), the
Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich Smith, Garcia, & McKeachie,
1991) and weekly reflections. Findings revealed: (a) active procrastination was significantly
positively related to academic achievement, (b) the ability to meet deadlines was the component
of active procrastination most related to SRL variables, and (c) self-reported goal attainment
accounted for the most variance in ability to meet deadlines score. Further research is needed to
explore the central role of ability to meet deadlines in active procrastination and the order in
which SRL variables, active procrastination and negative influence of procrastination predict
academic achievement.Graduate
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Tsai, Hsing-Tsu, and 蔡幸祖. "Predictors of Academic Procrastination in College Entrance Reexaminees: Depressed Mood, Academic Self-Efficacy, and Coping Strategies." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/s27kfa.
Full textAbstract:
碩士國立臺灣大學
心理學研究所
104
Academic procrastination not only is prevalent among college students, but also predicts poor academic performances and expulsion from college on academic grounds in extreme cases. The expelled students need to retake the college entrance exam once again to reenter college. However, compared with college students who have not retaken the college entrance exam, a higher portion of the re-examinees still suffer from procrastination after they have been readmitted to college. Past research found depressed mood and academic self-efficacy are possible predictors for procrastination. The first aim of this study was to test whether the status of re-examinee would be able to predict procrastination after controlling for depressed mood and academic efficacy and whether college students’ status would moderate the effect of mood and efficacy in predicting procrastination. The second aim was to test the predictability of various academic coping strategies for procrastination and to demonstrate how coping would moderate the effects of mood, efficacy, and status on procrastination. A total of 60 college entrance re-examinees and 116 college students without the experience participated in this study. Moderated hierarchical regression was applied to test (1) the predictability of depressed mood and academic self-efficacy to procrastination, after controlling for mood and efficacy whether the status of re-examinee would still be able to predict procrastination, and whether or not the patterns of predictability of mood and efficacy for procrastination among re-examinees would be different from those in the control group. (2) Next, after controlling for the above variables, this study tested the main effect of academic coping strategies on procrastination, followed by the moderating effect of coping on the relation among mood, efficacy, status, and academic procrastination. Results showed that depressed mood had a significantly positive and self-efficacy had a marginally negative effect in predicting procrastination. The status of re-examinee had a marginally significant predictability for procrastination, especially for those re-examinees with lower level of self-efficacy, who demonstrated higher frequency of procrastination. Regarding the analyses involving the eight different coping strategies measured in this study, most strategies that belong to engagement copings could negatively and those to disengagement copings could positively predict procrastination, with the only exception being social support coping. On the whole, the coping strategies applied by re-examinees were more likely to significantly forecast their level of procrastination compared to those applied by the college students in the control group. Differential patterns of prediction were revealed depending on particular coping strategies. The positive relations between disengagement copings and procrastination, and the negative relations between engagement copings and procrastination are easily detected especially for those with higher level of academic self-efficacy. That is, high academic self-efficacy seems to be a double-edged sword concerning the effect of coping on procrastination. The overall results of this study showed that both engagement and disengagement copings were able to moderate self-efficacy and depressed mood in predicting procrastination. Future research directions and the application of current findings in educational counseling were suggested.
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黃馨玫. "A Study of the Relationships among Self-Efficacy, Academic Stress and Academic Procrastination of College Students." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/45030109829036536523.
Full textAbstract:
碩士國立彰化師範大學
商業教育學系
100
The purposes of this study were to explore the relationships among self-efficacy, academic stress and academic procrastination of college students, as well as the intermediate effect of academic stress. The collected data were from 436 undergraduates of Taiwan and analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson correlation and multiple regression analysis. The results of the study were summarized as following: 1.The situation of college students’ self-efficacy and academic stress were in the high-intermediary, and academic procrastination was at middle degrees. 2.Gender had significant difference on the academic stress and academic procrastination. 3.National or private had a significant difference on the self-efficacy. 4.Grade had significant difference on the self-efficacy and academic stress. 5.Self-efficacy and academic stress had negative effect. 6.Academic stress and academic procrastination had positive effect. 7.Self-efficacy and academic procrastination had negative effect. 8.Academic stress acted as an intermediate variable between self-efficacy and academic procrastination. Based on the findings and conclusions, this study also provided some recommendations for relevant educator and further study.
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MIAO, CHIH-WEN, and 繆志文. "The Relations among Different Perfectionism, Self-Efficacy and Academic Procrastination in Adolescence." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/59846132592383478069.
Full textAbstract:
碩士大葉大學
教育專業發展研究所
104
This study was designed to investigate the relations among different perfectionism, self-efficacy and academic procrastination in adolescence. There were 420 students that were sampled among 5th to 9th grade from five counties in central area of Taiwan. Instruments included Almost Perfect Scale-Revised (APS-R), Self-Efficacy Questionnaire for Children (SEQ-C) and Academic Procrastination State Inventory (APSI). The data collected from the students were analyzed by descriptive statistics, one way ANOVA, Pearson product-moment correlation analysis and multiple regression analysis. The results were summarized as follows: 1. The perfectionism subscale- standards, order and self-efficacy in adolescence were above 3 points in Likert scale (5-points scales in this study). The perfectionism subscale- discrepancy and academic procrastination in adolescence were below 3 points in Likert scale. 2. Both of maladaptive-perfectionism and non-perfectionism in adolescence appear academic procrastination frequently more than adaptive-perfectionism in adolescence. 3. The self-efficacy in adaptive-perfectionism adolescence could significantly negatively predict academic procrastination, more than in maladaptive-perfectionism adolescence. 4. Upgrade academic self-efficacy in adolescence, could be reduce academic procrastination. Finally, this study based on research results had discussed and offered conclusions and suggestions to the relevant personnel as references.
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Chiang, Wei-hao, and 江偉豪. "The Exploration of College Students’ Academic Procrastination, Self-regulation and Positive Thinking." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/51750919794897724360.
Full textAbstract:
碩士國立中山大學
教育研究所
100
The purpose of this study was to explore the relationship between academic procrastination, self-regulation and positive thinking. Five hundreds and sixty three college students from Taiwan were selected by stratified sampling. The participants completed the “Questionnaire of College Students'' Academic Procrastination (QCSAP),” “The Self-Regulation Questionnaire (SRQ)” and “Positive Thinking Scale (PTS).” Descriptive statistics, t-tests, multivariate analysis of variance, pearson correlation, and path analysis were conducted on the quantitative data. In addition, content theme analysis was used to assess the motivation and disturbance of academic procrastination of college students. The findings from the study were summarized as follows: 1. Near 70% college students procrastinate their academic tasks and 57.4% students were bothered by academic procrastination. 2. Senior college students presented significantly higher score in "the ability to meet the deadline" than junior college students. 3. Students from National universities presented significantly lower score on “active academic procrastination”, “ability to meet the deadline” and “outcome satisfaction” than those from private universities and universities of technology. 4. Low GPA students had significantly higher scores on "fear of failure" and "task aversiveness" than those high GPA group counterparts. 5. Female college students had significantly higher score on "perfectionism" than their male counterparts. 6. Students from private universities of technology had significantly higher score on self-regulation and positive thinking than those from general universities. 7. Self-regulation was positively correlated with positive thinking. 8. Active academic procrastination can either directly predict college students’ positive thinking or indirectly through self-regulation as a mediator. 9. Passive academic procrastination can significantly predict college students’ self-regulation. 10. College students'' academic procrastination motives were "task aversiveness," "laziness," "fear of failure" and "perfectionism." 11. The disturbance of academic procrastination of college students were categorized into three parts: "psychological," "physical," and "academic." Implications of these findings for higher education are discussed.
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胡瑄芸. "The Study on Relationships Among Self-Determination Motivation, Academic Emotions, and Academic Procrastination in Elementary School Students." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/97110738199329629458.
Full textAbstract:
碩士國立新竹教育大學
教育心理與諮商學系碩士班
104
This study explored the relationships among self-determination motivation, academic emotions, and academic procrastination of elementary school students. Self-Determination Motivation Scale, Academic Emotions Scale, and Academic Procrastination Scale were conducted to 662 fifth and sixth graders, sampled from Taoyuan County. Collected data were analyzed by descriptive statistics, one-way ANOVA, MANOVA, canonical correlation, and multiple stepwise regression analysis. The major results of were as follows: 1. Both fifth- and sixth- grade students had high levels of autonomous motivation for learning. All students perceived more academic emotions of enjoyment, pride, and anxiety. The academic procrastination of them was not severe. 2. Elementary school students of different background showed significant differences in self-determination motivation. The autonomous motivation of girls and chief class cadre members were the best. Sixth-grade students, boys, and students participating in after-school care service classes had higher scores on amotivation. 3. Elementary school students of different background showed significant differences in academic emotions. The enjoyment, hope and overall positive mood in academic emotions of chief class cadre members were significantly higher than other classmates. Sixth-grade students, boys, not as class cadre members, and students participating in after-school care service classes had higher scores on hopelessness and boredom. 4. Elementary school students of different backgrounds showed significant differences in academic procrastination. Boys, not as class cadre members, and students participating in after-school care service classes had higher scores on academic procrastination. 5. There were significant canonical correlations between self-determination motivation and academic procrastination. Students with a higher inclination of controlled motivation and amotivation exhibited more behaviors in terms of academic procrastination. 6. There were significant canonical correlations between academic emotions and academic procrastination. Students experienced less enjoyment, more hopelessness and boredom exhibited more behaviors in terms of academic procrastination. 7. Self-determination motivation and academic emotions could jointly predict 38.4% variation of academic procrastination, especially the aspect “hopelessness and boredom.” Based on the above findings, some suggestions were proposed as a reference for practical application and future research.
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Lin, Xi-Zhong, and 林希中. "Effects of Applying Productivity App to Reduce Academic Procrastination from Viewpoints of Gamification." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/436pdy.
Full textAbstract:
碩士國立臺北科技大學
創新設計研究所
102
Procrastination is a common phenomenon in modern life. The academic procrastination is a kind of typical procrastination. With reviewing many researches on procrastination, this study was based on the Temporal Time Theory, which was a structure of procrastination. Conclusion of reference review was that: many factors could lead to procrastination when the graduate students were writing thesis. Therefore, this study chose graduate students as sample. For the purpose of reducing procrastination, this study widely searched for relevant methods and tools. Productivity Apps which were based on Pomodoro Technique were popular among procrastinators. Moreover, some Apps designed with concept of gamification have gotten many thumbs-ups. In consideration of the situation, this study added viewpoints of gamification to research the effects of applying productivity App to reduce academic procrastination. Two gamified productivity Apps were selected as the objects of study. The “Xiao Bai Da Shi”is more highly gamified than the “Fanche Do”. By summarizing theories of gamification, this study developed a game elements hierarchy model for App. Pilot test invited 4 students to use the 2 Apps. Through semi-structured interview, the effects of reducing procrastination could be concluded as 6 dimensions: “Promote a sense of Achievement”, “Reduce anxiety”, “Promote interest”, “Increase task Confidence”, “Reduce distraction”, “Enhance organization”. 30 graduate students participated formal experiment to use the 2 Apps for their thesis writing. The factors related to procrastination were investigated by General Procrastination Scale and Task Motivation Scale. The reducing procrastination effects of gamified Apps & game elements were tested by “Questionnaire of reducing procrastination evaluation”. Analysis methods including: correlation analysis, paired sample T test, independent sample non-parametric analysis, multiple regression analysis and cluster analysis. Both the 2 Apps received positive evaluations in 6 dimensions generally. The correlation between students'' traits of procrastination and all evaluations was not significant. The highly gamified App got significantly better effect than the low gamified App in dimension “promote interest”. On the contrary, the low gamified App got significantly better effect than the highly gamified App in dimension “Enhance organization”. Students who procrastinate moderately can reduce procrastination effectively by using highly gamified App compare to who perform positively or sluggishly. Finally, Pomodoro Technique do have effect to reduce procrastination. Game elements including feedback, reward and narrativity can help to reduce procrastination.
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Chau-chi, Chen, and 陳欩圻. "The Relationships among Perfectionism, Self discrepancy, Self efficacy, and Academic Procrastination of College Students." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/67402216137721717006.
Full textAbstract:
碩士國立彰化師範大學
輔導與諮商學系所
98
The purpose of the present study was to investigate the current status of college Students' perfectionism, self discrepancy, self efficacy, and academic procrastination, and to explore the relationships among these four variables. The research method applied in the present study was questionnaire survey, and the sample size of cluster sampling consisted of 303 students who took general education courses from five public and private universities in Hsinchu City. The research instruments in the present study included Multidimensional Perfectionism Scale, Self Discrepancy Scale, Learning Self Efficacy Scale and Academic Procrastination Scale. The data obtained from the samples were analyzed by descriptive statistics analysis, t-test, one way ANOVA, Pearson product-moment correlation, multiple regression analysis, and structural equation model. The results of descriptive statistics indicated that all college students' generality of four main variables were as following: 30.8% of college students had high perfectionism; 64.9% of college students had high self discrepancy; 28.5% of college students had high self efficacy; and 70.2% of college students had high academic procrastination. Concerning differences between different genders of college students, there was no significant difference between male and female in terms of perfectionism, self discrepancy, and academic procrastination, while a significant difference was found in self efficacy where female's grade was higher than male's. Besides, there was no statistically significant difference in four variables among different grades of college students. Pearson product-moment correlation analysis among perfectionism, self discrepancy, self efficacy and academic procrastination was also implemented. The result indicated that of college students perfectionism was positively correlative with self discrepancy and self efficacy but not significant to academic procrastination. A negative correlation was identified between self discrepancy and self efficacy; the former correlated positively with academic procrastination while the latter correlated with it negatively. Though the total scale of perfectionism does't correlated significantly with academic procrastination, the subscales—Concern Over Mistakes, Doubts about Action, and Parental Criticism are respectively correlated wih it positively. As to multiple regression prediction, the model of perfectionism, self discrepancy, and self efficacy had a significant accuracy of prediction to academic procrastination. Finally, the fitness of structural model composed of perfectionism, self discrepancy, self efficacy and academic procrastination was examined by structural equation model. The results revealed that the hypothetical model where self discrepancy and self efficacy fully mediated the association between perfectionism and academic procrastination was supported, which revealed that perfectionism of college students affected academic procrastination through the mediators of self discrepancy and self efficacy rather than itself. The above-mentioned results of this study were discussed, and the suggestions were accordingly provided for college students, parents, counselors, educators and follow-up researchers as references. Keywords: college students, perfectionism, self discrepancy, self efficacy, academic procrastination, structural equation model.
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Kuo, Wen-Yu, and 郭文又. "A Study of Academic Procrastination and Learning Well-being for Senior High School Students." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/56467212188310497511.
Full textAbstract:
碩士淡江大學
教育心理與諮商研究所碩士班
102
This study aimed to investigate the relationship between the academic procrastination and learning well-being based on the current status of the senior high school students. The recommendations resulted from the study are provide to senior high school educator and counseling center so that they can be beneficial to the interaction between procrastinator. This study used a questionnaire survey, and the subjects were 321 senior high school students in; the research instruments include “Learning Situation Instrument”, ’’Academic Procrastination Instrument” and “Learning Well-Being Instrument’, and use the methods such as t-test, One-Way ANOVA, Pearson''s product-moment correlation coefficient, and multiple stepwise regression analysis. Several facts are found in this research:(1)The overall behavior of senior high school students tend to procrastinate.(2) In terms of academic procrastination, high school students as a whole have high score in “to avoid the pain.".(3)The famous senior high school students and good grade students have higher score then the normal senior high school students and poor grade students in " Preference for pressure " and " Outcome satisfaction ".(4)The ”avoid the pain” was significantly negative correlation with “the flow experience”, and positively correlated with “academic stress”.(5) In terms of learning well-being, the senior high school students have higher "flow experience".(6) The famous senior high school students and good grade students have higher score then the normal senior high school students and poor grade students in” learning well-being” , but also have higher academic pressure.(7)Active procrastinators and non-procrastinators have higher score then passive procrastinator in “learning well-being”. The research also found that if the students try to avoid the pain of learning, not only the lower learning well-being they will got, but the higher academic pressure they will perceive. Therefore, some concrete suggestions could be given to educators, counselors and further study.
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Hsiao, Ming-Hui, and 蕭銘輝. "The Relations among Parenting Styles, Self-Regulation Learning Strategies and Academic Procrastination in Adolescence." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/65083460109056676219.
Full textAbstract:
碩士大葉大學
教育專業發展研究所
103
This study aimed to explore the relations among parenting styles, self-regulation learning strategies and academic procrastination in adolescence. There were four hundred eighty-eight (246 boys, 242 girls) 7th to 9th grade students in adolescence. Materials were used including (a)Parenting Style Questionnaire (b) Motivated Strategies for Learning Questionnaire and (c) Academic Procrastination State Inventory. The reliability and validity for the instruments were checked and satisfactory. The data collected were analyzed by descriptive statistics, Pearson product-moment correlation, hierarchical regression analysis. The research results were summarized as follows: 1. Parenting styles, self-regulation learning strategies and academic procrastination were significantly associated. 2. Parenting styles and self-regulation learning strategies could significantly predict academic procrastination. 3. In this study, maternal authoritarian and maternal neglectful were the negative powerful predictors of academic procrastination and motivation, cognitive and metacognitive strategies, behavioral strategies were the positive powerful predictors of academic procrastination. Finally, this study which based on research results had discussed and offered suggestions for future research.
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CHIN, CHIA-YU, and 金佳瑜. "The Study on Relationships among Defensive Pessimism, Perfectionism, and Academic Procrastination of College Students." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/78983710417203066319.
Full textAbstract:
碩士中國文化大學
心理輔導學系
104
The main purpose of this study was to investigate the present status of college students’ defensive pessimism, perfectionism, and academic procrastination, and to explore the relationships among these three variables. The research method of this study was questionnaire survey, and the sample size of convenience sampling of 845 students who took general education courses or teacher education programs from 11 public and private universities in Taipei City, New Taipei City, Taoyuan City, and Hsinchu Counties. The research instruments in this study included Defensive Pessimism Questionnaire, Multidimensional Perfectionism Scale, and Academic Procrastination Scale. The collected responses of participants were analyzed by descriptive statistics analysis, t-test, one-way ANOVA, Pearson product-moment correlation, and multiple stepwise regression. The result indicated that: 1.College students’ defensive pessimism was positively skewed distribution, perfectionism was negatively skewed distribution, and academic procrastination was negatively skewed distribution. 2.College students’ defensive pessimism had no significant gender or grade difference. 3.Male college students’ perfectionism was higher than female in statistically significant. The second grade college students’ organization was higher than the first-grade. 4.Male college students’ academic procrastination was higher than female in statistically significant. No significant grade difference was found in academic procrastination. 5.College students’ defensive pessimism was no significantly correlated with academic procrastination. Under all academic circumstances, defensive expectations was significantly positive-correlated with academic procrastination. Under report-writing circumstances, defensive reflection was significantly negative-correlated with academic procrastination. 6.College students’ perfectionism was significantly positive-correlated with academic procrastination. 7.College students’ defensive pessimism was significantly positive-correlated with perfectionism. 8.College students’ subject background, defensive pessimism, and perfectionism were effective predictors toward academic procrastionation, especially “defensive expectation”, “parental expectations”, “personal standards”, “doubts about actions”, and “organization”. Finally, based on the findings, the suggestions were accordingly provided for college students, parents, educators, counelors and follow-up researchers as references.