Naslov
Why are the students procrastinating? Do they worry or they like the „adrenaline kick“?

Autori
Živčić-Bećirević, Ivanka ; Smojver-Ažić, Sanja ; Martinac-Dorčić, Tamara ; Juretić, Jasminka ; Jakovčić, Ines

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Skup
9th Biennial Procrastination Research Conference

Mjesto i datum
Bielefeld, Njemačka, 09.07.2015. - 10.07.2015

Vrsta sudjelovanja
Poster

Vrsta recenzije
Nije recenziran

Ključne riječi
procrastination ; university students ; automatic thoughts ; academic skills

Sažetak
Introduction: Procrastination is a common behavior among college students. Our previous research showed negative effects of procrastination on different aspects of student adjustment, like academic success, depressive and anxiety symptoms, life satisfaction and satisfaction with themselves as students. Purpose of the study: The goal of this research was to adjust the Reasons for Academic Delay Scale and to determine the most common reasons for delaying academic work among our college students. We also wanted to examine how specific reasons for delay, as well as automatic thoughts during learning and test anxiety contribute to student procrastination. The final goal was to verify the hypothesized deleterious effect of procrastination on students' academic achievement using two different criteria. Method: 291 students (238 female and 53 male) from University of Rijeka, mean age of 22 years, completed the following measures: Procrastination scale (Tuckman, 1991), Reasons for academic delay (Grunschel, Patrzek & Fries, 2013), Automatic Thoughts during Learning Questionnaire (Živčić- Bećirević, 2003) and Test Anxiety Inventory (Taylor, 2002.) Academic success was determined by grade point average during study and academic efficiency by the average number of ECTS obtained by each year of studying. Results: The results confirmed the same four-factor solution of the Reasons for Academic Delay Scale in the sample of Croatian students, with moderate to high reliability (ranging from .71 to .90). Students reported preference for pressure as the most frequent reason for academic delay and discontent with studies as the least expressed. The regression analysis showed that, although all the reasons to delay are significant predictors of procrastination, lack of study and self- management skills is the strongest. Automatic thoughts during learning are added in the second step of the analysis and only ATs related to fear of disappointing parents and those related to lack of interest are significant predictors of procrastination, while test anxiety, added in the last step of the regression analysis, does not contribute to procrastination. The results of ANOVA showed that students who tend to procrastinate more often have lower average grade, but they do not differ in their efficiency from the students who are less prone to procrastination. Conclusion: Although anxiety is often considered as one of the important contributors to procrastination, the results of this study suggest that our students procrastinate more due to lack of academic skills. On the other side, they also choose procrastination as a strategy, especially if they do not strive toward high grades, without the negative consequence on their efficiency. The results are important for planning counseling interventions with students focusing on improving academic and time management skills.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija

POVEZANOST RADA