ACADEMIC PROCRASTINATION IN STUDENTS AT DIFFERENT AGE

Barabanshchikova, V.V.; Boyarinov, D.M.; Sultanova, F.R.; Ognyannikova, E.I.

Авторы: Barabanshchikova Valentina V., Boyarinov Dmitry M., Sultanova Faniya R., Ognyannikova Elena I.
Журнал: European Proceedings of Social and Behavioural Sciences
Том: 43
Номер: 42
Год издания: 2018
Издательство: Future Academy
Местоположение издательства: online
Первая страница: 318
Последняя страница: 328
DOI: 10.15405/epsbs.2018.07.42
Аннотация: The present paper is devoted to the study of academic procrastination in university students. This work aims to indicate and analyze the academic procrastination in students of different years of education, including the correlation between the procrastination manifestation and state and trait anxiety, laziness and control over actions. The study involves students of different years of education in the Faculty of Psychology of Lomonosov Moscow State University. They fulfill a standardized test booklet: the General Procrastination Scale test (Lay & Silverman, 1996), the Action Control Scale test (Kuhl, 1994), the StateTrait Anxiety Inventory (Khanin, 1976) and the “Self-diagnostics of laziness” methodology (D.A. Bogdanova and S. T. Posokhova). To collect data during the educational process, 360 copies were given out to the subjects under test, 207 of which have been returned (the return rate is 57.5%). The main result of this study is a linear regression model of academic procrastination (adj. R2=0,469; p =0,000). The academic procrastination is determined by laziness (β=0,274; p=0,000), state of anxiety (β=0,191; p=0,025) and action control in planning (β= -0,329; p=0,000). Statistical data analysis shows that the levels of state and trait anxiety increase from the first to the fourth year of education. It prospectively allows creating new programmes for developing efficient and positive type of coping strategy for students.
Добавил в систему: Бояринов Дмитрий Михайлович

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