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1

Prokrastynacja akademicka - uwarunkowania osobowe i rodzinne

100%

Znajmiecka-Sikora M., Łysio A.

e-mentor

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2016

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issue 4 (66)

26-32

EN

Procrastination is a phenomenon that emerged in psychology quite recently. The story of its "discovery" goes back almost 50 years, but the first valuable work began to appear in the early 90s. Steel in his meta-analysis indicates that procrastination - habitual and problematic postponing one's tasks - applies to 15-20% of the general population. As for the academic procrastination (postponing issues related to studying and learning) even 80-95% of American students confess to postponing their "duties". In the article the results of analysis of the phenomenon of procrastination are presented, showing its relationship to chosen personal features (general procrastination and self-handicapping) and family factors (retrospective assessment of parental attitudes of mother and father). Research has been conducted on 205 students of the University of Lodz and the Technical University of Lodz, using the Polish version of Steel?s Pure Procrastination Scale (PPS) adapted by Stępień and Cieciuch, as well as the PPS2 version modified to reflect the study situation, the Polish version of ASO scale (Anticipatory self-defense strategy) and Plopa's Questionnaire of Retrospective Assessment of Parents' Attitudes (version for a Mother and a Father). The scope of the phenomenon in the study group reached almost 20%, which is a much lower percentage than that already published by Steel. This may indicate that Polish students procrastinate less than their American peers. Collected results also revealed strong relationship between the academic procrastination and the general procrastination. Similarly, a significant relationship has appeared with regard to self-handicapping and to mother's acceptance/rejection factor.

2

Akademická prokrastinácia v kontexte exekutívnych funkcií

51%

Schweigerová K., Slavkovská M.

E-psychologie (E-psychology)

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2015

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vol. 9

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issue 2

26-35

EN

The present research study is concerned about chronic postponement of planned duties in university students in relation to executive functions. Research participants (n= 275) were 2nd to 4th year colleges students. The participants responded to items of Tuckman Procrastination Scale and Behavioral Rating Inventory of Executive Functions questionnaire BRIEF-A). Research results confirmed reduced levels in eight of the nine subscales evaluating various executive functions of students with high degree of procrastination. On the other hand, there have not been confirmed the relationship between academic procrastination and gender, age and also difficulty of study.

SK

Predkladaná výskumná štúdia sa venuje problematike chronického odkladania plánovaných povinností u vysokoškolských študentov vo vzťahu k exekutívnym funkciám. Výskumu sa zúčastnilo 275 študentov druhého až štvrtého ročníka. Na zber dát bola využitá Tuckmanovej škála prokrastinácie a na hodnotenie exekutívnych funkcií sebaposudzovací dotazník BRIEF-A. Výsledky výskumu potvrdili zníženú úroveň v ôsmych z deviatich subškál hodnotiacich jednotlivé exekutívne funkcie u prokrastinujúcixh študentov. Na druhej strane sa nepotvrdili rozdiely v miere prokrastinácie z hľadiska rodu, veku ani vnímanej náročnosti štúdia.

3

Analýza vzájomných vzťahov medzi nerozhodnosťou, akademickou prokrastináciou a úzkosťou

51%

Izsóf Jurásová K., Čavojcová P.

E-psychologie (E-psychology)

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2021

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vol. 15

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issue 3

1-15

EN

The main aim of the research study was to explore the relationships between indecisiveness, academic procrastination and anxiety. The research sample consisted of 296 university students (mean age=21,06; SD=1,52), who completed the Slovak adaptations of the Indecisiveness Scale, the Lay's Procrastination Scale for Students and the Beck Anxiety Inventory. A significant moderate correlation was found between indecisiveness and anxiety, as well as a significant strong correlation between indecisiveness and academic procrastination. A significant but very weak relationship was found between academic procrastination and anxiety. Indecisiveness explained more variance in academic procrastination than anxiety. Indecisiveness was predicted by procrastination and anxiety to a similar degree. No gender differences were detected in the levels of indecisiveness or academic procrastination.

4

The Connection between Problematic Internet Use, Social Media Use and Academic Procrastination: Case Studies

44%

Kurajda D., Doktorová D.

Communication Today

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2022

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vol. 13

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issue 2

196-213

EN

The study aims to qualitatively examine the connection between problematic Internet use and academic procrastination and examine the effect of social media on academic procrastination among adolescents. The study is carried out based on an analysis of an interview with five participants. The age range of participants is 17 – 20 years old. Two questionnaires were used during the research: Procrastination Scale for Student Population – PSS and the Problematic and Risky Internet Use Screening Scale (PRIUSS). We also used a semi-structured interview, based on which we conducted case studies. Results showed that social media use might not lead to academic procrastination until it becomes problematic. We concluded that each of the cases describes the connection between the examined variables. In the study, how the subjects used the Internet to counteract performing academic tasks is highlighted. It implies that problematic Internet use is associated with academic procrastination by students.

5

Academic procrastination and factors contributing to its overcoming

44%

Nábělková E., Ratkovská J.

The New Educational Review

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2015

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vol. 39

107-118

EN

Procrastination is generally understood as the practice of irrationally putting activities or tasks off to a later time. In the case of academic procrastination, it is a tendency to put off academic tasks. The main objective of the presented research study was to map strategies of Slovak university students used for overcoming academic procrastination, as well as to test the relationship of procrastination with potential protective factors-volitional regulation and achievement motivation. Based on the results of our research, strategies of social motivation and positive attitude are, on average, the most frequently used to overcome academic procrastination. Results of the research also confirmed a negative correlation of procrastination with volitional regulation and its dimensions, as well as with some dimensions of achievement motivation.

6

Wybrane współczesne zagrożenia dla edukacji w aspekcie psychologicznym

38%

ENGLERT-BATOR A.

Edukacja-Technika-Informatyka

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2017

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vol. 8

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issue 4

84-90

PL

Artykuł jest próbą wglądu w niektóre współczesne zagrożenia, które mogą utrudniać proces edukacji: nieuczciwość akademicką, prokrastynację, wielozadaniowość. Autorka opisuje te zjawiska i towarzyszące im trudności oraz analizuje konsekwencje dla uczącej się młodzieży.

EN

This article reviews contemporary phenomena that pose threats to effective education: academic disintegrity, academic procrastination, multitasking. The author makes a brief description of these phenomena and difficulties that might be associated with them and shows negative consequences for the learning youth.

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