PROCRASTINATION AMONG MORE/LESS CONSCIENTIOUS STUDENTS. THE ROLE OF SELF-CONTROL AND ACADEMIC MOTIVATION

• Authors: Berinšterová Marianna , Magdová Monika , Fuchsová Katarína , Kapová Jana
• Languages of publication: EN

Abstracts

EN

Procrastination is a phenomenon that causes negative consequences in terms of fulfillment of study obligations, study and work results. Educational psychology can examine its predictors and consequences in order to prevent this dysfunctional behavioral strategy - and such research has been found to be important especially among future teachers. Studies show that self-control as well as motivation could be the two pathways underlying the impact of conscientiousness on procrastination (Gao, Zhang, Xu, Zhou & Feng, 2021), or are considered important predictors of procrastination (Magdová, Fuchsová & Berinšterová, 2021). It has also been found that the variables of self-concept are involved differently in the level of procrastination of more/less conscientious university students (Berinšterová, Bozogáňová, Magdová, Kapová & Fuchsová, 2021). Based on these results, the aim of the contribution was to verify the linear model of procrastination for two groups of university students – more conscientious and less conscientious. The sample was divided into more conscientious and less conscientious students by the visual binning method. Descriptive analysis, correlational analysis, T-test and linear regression were conducted in SPSS 20. The results point to the importance of self-concept in relation to procrastination. Also, the connection between self-control and procrastination needs to be explored with regard to the motivational aspects of personality. Research has also pointed to a close relationship between self-control and conscientiousness.

Keywords

EN

PROCRASTINATION; CONSCIENTIOUSNESS; SELF-CONTROL

• Publisher: Slovak Academy of Sciences, Institute of Social Sciences
• Journal: Človek a spoločnosť. Internetový časopis pre pôvodné teoretické a výskumné štúdie z oblasti spoločenských vied
• Year: 2021
• Volume: 24
• Issue: 2
• Pages: 19 - 34

Contributors

author

Berinšterová Marianna

• Institute of Pedagogy, Andragogy and Psychology, Faculty of Humanities and Natural Sciences, University of Prešov, Slovak Republic

author

Magdová Monika

author

Fuchsová Katarína

author

Kapová Jana

Identifiers

DOI

10.31577/cas.2021.02.585