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The Relationship between Postgraduates' Academic Procrastination and Psychodynamic Variables

机译：研究生学术拖延与心理动力变量之间的关系

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摘要

Academic procrastination refers to the tendency to procrastinate academic tasks, and the concomitant negative emotions. Based on questionnaire surveys of 305 postgraduate students, the study investigated the relationship between academic procrastination and three psychodynamic variables-achievement motivation, goal orientation and academic self-efficacy through path analyses. Main results included: (1) Academic procrastination is a common phenomenon among the postgraduates, nearly 60% of them having the procrastination tendency, while almost all of them having the desire to reduce procrastination. The female postgraduates showed a higher level of academic procrastination than the male postgraduates. (2) Academic procrastination level is correlated with different dimensions of the three psychodynamic variables. (3) The psychodynamic variables contribute to academic procrastination level by three ways. First, achievement motivation, goal orientation, and academic self-efficacy directly contribute to academic procrastination negatively. Second, goal orientation and academic self-efficacy contribute to academic procrastination through achievement motivation. Third, goal orientation contributes to achievement motivation through academic self-efficacy, which then contributes to academic procrastination. Achievement motivation may act as a mediating factor. Implications for educators were discussed based on these findings.
机译：学术拖延是指拖延学术任务的倾向，以及伴随的负面情绪。该研究基于305名研究生的调查问卷调查，研究了学术拖延与三个心理动力变量 - 通过路径分析的学术动机与学术自我效能之间的关系。主要结果包括：（1）学术拖延是研究生中的一种常见现象，占拖延趋势的近60％，而几乎所有这些都有渴望降低拖延的愿望。女性研究生表明，比男性研究生更高的学术拖延水平。 （2）学术拖延水平与三个心理动力变量的不同方面相关。 （3）心理动力变量通过三种方式促进学术拖延水平。首先，成就动机，目标方向和学术自我效能直接导致对学术拖延产生负面影响。其次，目标方向和学术自我效能通过成就动机有助于学术拖延。第三，目标方向通过学术自我效能实现促进动机，从而有助于学术拖延。成就动机可以作为调解因子。基于这些调查结果讨论了对教育者的影响。

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