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1

PROCRASTINATION OF UNIVERSITY STUDENTS IN THE CONTEXT OF PERSONALITY AND ACADEMIC MOTIVATION

100%
Andraško A., Baranová N., Bičkošová P., Husivargová K., Janigová K., Mihok M.
Človek a spoločnosť. Internetový časopis pre pôvodné teoretické a výskumné štúdie z oblasti spoločenských vied
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2022
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vol. 25
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issue 4
-
EN
Procrastination can be understood as an excessive mismatch between the original intention and the resulting action, i.e., the gap between commitment and completion of a task greatly exceeds the amount of time required for successful completion of a given task (Bujnovská & Greifová, 2022). The aim of this paper is to analyse the relationship between procrastination, personality traits and motivation in university students. Personality traits were measured using the BFI-2 S (Kohút et al., 2020). The Procrastination Scale (Gabrhelík, 2006; Lay, 1986) was used to measure procrastination and the Academic Motivation Scale – AMS-C 28 (Vallerand et al., 1989) was used to measure academic motivation. In terms of personality traits, differences between types of procrastinators (mild, moderate, severe) were demonstrated in conscientiousness, openness, and agreeableness. In statistical analyses, we found that higher levels of procrastination were related to: a) lower levels of conscientiousness, openness and agreeableness; b) higher levels of amotivation. Conscientiousness was a significant predictor of procrastination. The contribution of this research could be mainly focused on education, since this is where procrastination needs to be eliminated, which will improve not only students’ performance but also their overall self-image.
2

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

100%
Berinšterová M., Magdová M., Fuchsová K., Kapová J.
Človek a spoločnosť. Internetový časopis pre pôvodné teoretické a výskumné štúdie z oblasti spoločenských vied
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2021
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vol. 24
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issue 2
19 - 34
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.
3

”THEY WILL DISCOVER I’M A FRAUD!” THE IMPOSTOR SYNDROME AMONG PSYCHOLOGY STUDENTS

75%
Maftei A., Dumitriu A., Holman A.-C.
Studia Psychologica
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2021
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vol. 63
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issue 4
337 - 351
EN
This research’s primary purpose was to explore the prevalence of the impostor syndrome and its associated factors among 130 Romanian psychology students (M = 21.77 years, SD = 3.51, 84.6% females). Our results indicate that 56.15% of the study participants experienced high and intense impostor syndrome aspects. More specifically, students who perceived themselves as impostors presented high levels of psychological distress and procrastination. We also explored the link between moral identity and the impostor syndrome and found that students who experienced the syndrome ascribe higher importance to moral values than non-impostors. We tested a prediction model for the impostor syndrome, using depression, anxiety, procrastination, moral self, moral integrity, and several demographic variables as predictors (i.e., age, gender, study year, and living area). Our prediction model explained 33.9% of the impostor syndrome’s variance. Finally, we tested two moderation models concerning the relationship between the impostor syndrome, procrastination, anxiety, and depression. The results suggest that the relationship between procrastination and anxiety was moderated by impostor syndrome. We discuss the importance of these findings in designing effective intervention strategies to fight students’ impostor syndrome.
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