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Behavioral, cognitive, affective, and motivational dimensions of academic procrastination among community college students: A Q methodology approach.

机译：社区大学生拖延的行为，认知，情感和动机维度：一种Q方法论方法。

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Academic procrastination, a multifaceted phenomenon with cognitive, affective, and motivational dimensions, affects most if not all students. Although research on academic procrastination among college students is plentiful, only a handful of studies have investigated community college students' procrastination. Accordingly, the purpose of this study was to fill this gap in the literature. Participants included 53 community college students representing mainly ethnic minorities and first generation immigrants. Using Q-methodology and structured interviews, participants were asked to discuss the relative contributions of dispositional (i.e., perfectionism, fear of failure), motivational (i.e., values, goal orientations, self-efficacy), and self-regulatory (e.g., effort regulation, time management) constructs in explaining their procrastinating tendencies.;This study found relatively high rates of procrastination, where even nonprocrastinators were found to engage in this dilatory behavior. The reasons ranged from task avoidance to active regulation of procrastination and were mostly cognitive and motivational in nature. These reasons also were contextually-based and mostly maladaptive. Based on the inverted factor analysis of Q methodology results, five different profiles of procrastination were identified including: the Self-doubters, the Lazy Regulators, the Active Procrastinators, the Jugglers, and the Perfectionists.;The results of this study generally confirm that procrastination is a multifaceted phenomenon that is often dictated by the nature of task. Community college students are as eager as their senior college counterparts to engage in procrastination, however due to many nonacademic responsibilities they need to juggle, not all reasons are due to lack of self-regulation of learning.

机译：学术拖延是一个多方面的现象，具有认知，情感和动机维度，对大多数学生（即使不是全部学生）的影响也很大。尽管关于大学生学术拖延的研究很多，但只有少数研究调查了社区大学生的拖延。因此，本研究的目的是填补文献中的空白。参加者包括53位主要代表少数民族的社区大学生和第一代移民。使用Q方法和结构化访谈，要求参与者讨论性格（即完美主义，对失败的恐惧），动机（即价值观，目标取向，自我效能）和自我调节（例如努力）的相对贡献。法规，时间管理）来解释其拖延倾向。这项研究发现拖延率相对较高，甚至发现非拖延者也参与这种扩张行为。原因从避免任务到主动调节拖延不等，本质上主要是认知和动机。这些原因也是基于上下文的，并且大多是适应不良的。根据Q方法学结果的反向因素分析，确定了5种不同的拖延特征，包括：自我怀疑者，懒惰调节者，主动拖延者，杂耍者和完美主义者。是一个多方面的现象，通常由任务的性质决定。社区大学生与高年级学生一样渴望拖延，但是由于他们需要兼顾许多非学术责任，并非所有原因都是由于缺乏对学习的自我调节。

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Sokolowska, Joanna.;
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Fordham University.;

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授予单位 Fordham University.;
学科 Education Community College.;Education Educational Psychology.
学位 Ph.D.
年度 2009
页码 147 p.
总页数 147
原文格式 PDF
正文语种 eng
中图分类高等教育;教育心理学;
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入库时间 2022-08-17 11:38:30

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1. Academic Procrastination in Two Settings: Motivation Correlates, Behavioral Patterns, and Negative Impact of Procrastination in Canada and Singapore [J] . Robert M. Klassen, Rebecca P. Ang, Wan Har Chong, Applied Psychology . 2010,第3期

机译：在两种情况下的学术拖延：动机相关性，行为方式以及拖延对加拿大和新加坡的负面影响
2. Brief interventions based on motivational interviewing (MI) are emerging as effective strategies for behavior change in college students. However, implementation of MI-based brief interventions may be challenging in the college health environment, and their practicality is controversial. The author explored college health clinicians' perspectives on the use of MI brief interventions in a college health study to reduce alcohol harms among high-risk college students. The author describes the chall [J] . Experimental Lung Research . 2009,第7期

机译：基于动机访谈（MI）的简短干预正在成为大学生行为改变的有效策略。但是，在大学健康环境中，基于MI的简短干预措施的实施可能具有挑战性，其实用性尚有争议。作者探讨了大学健康临床医生关于在大学健康研究中使用MI短暂干预措施以减少高危大学生饮酒危害的观点。作者描述了挑战
3. Reasons and Motivations for Procrastinating Academic Activities in First-Year Medical Students [J] . Maria Martina Jurado, Ileana Petra, Norma Yepez, American Journal of Applied Psychology . 2021,第3期

机译：拖延第一年医学生学术活动的原因和动机
4. Feeling of Academic Success, Learning Adaptability and Academic Procrastination of the College Students Major in P.E. [C] . Da-Peng Zhu International conference on cybernetics and informatics . 2014

机译：体育专业大学生的学业成就，学习适应能力和学业拖延感
5. The effects of a cognitive-behavioral education program on academic procrastination [D] . Larson, Carol Collins 1992

机译：认知行为教育计划对学业拖延的影响
6. Book Review: Student Engagement: Effective Academic Behavioral Cognitive and Affective Interventions at School [O] . Feiya Hou, Dan Li 2021

机译：书评：学生订婚：学校的有效学术行为认知和情感干预措施
7. Decision-making is the process of analyzing information about a problem situation and comparing it to a specific conclusion in order to solve a specific problematic (Yıkılmaz, 2001; Miller and Byrnes, 2001). Decision-making styles are a mechanism that is influenced by the internal and external conditions that determine the direction of the decisions of the individual, the content of the decision-making process, and the outcome of the decision-making process (Payne, Bettman and Johson, 1993; Bavol’ár and Orosová, 2015). ACT is a contemporary member of the Cognitive Behavioral Therapy family. ACT (Acceptance and commitment therapy) has both similar and different directions with Behavioral Therapies and Cognitive Therapies (Herbet and Forman, 2011; Hayes, 2004). KKT responds to classical behavioral treatments using both existential and cognitive approaches in the analysis of behavior. KKT is a science wing that tries to solve human problems with a wider perspective aimed at solving problematic human behaviors (Plumb, Stewart, Dahl and Lundgren, 2009). It is seen that there is very little research about the new approach of ACT approach when the aiming country of our country is screened and it is thought that our country will contribute to the field of psychological counseling with the work done. In the scope of the research, experimental and control groups and preliminary test, post-test and follow-up measurements of 2x3 experimental design were used. The study's study group consists of a total of 24 (12 experimental and 12 control groups) university students studying in different departments and levels, continuing their education in the academic year of 2015-2016 in Ağrı province and İbrahim Chechen University in 2015-2016 academic year. The average age of participants in the experiment and control group is 20. There were 12 participants in the experimental group, 7 female and 5 male, and 12 participants, 7 female and 5 male in the control group. Personal Information Form and Decision Making Style Scale prepared by the researcher were used in the research. In order to decide on the tests to be used in the course of analyzing the data, the scores of the participant's Decision Styles Scale pre-test, which are placed primarily in the experimental and control groups, it was analyzed whether the basic expectations of parametric tests were answered. As a result of the analysis made, the scores, skewness and kurtosis coefficients obtained from the Decision Making Styles Scale were given to the experimental and control groups. It was determined that the distribution was normal in the result of Shapiro-Wilk test, in which the skewness and kurtosis coefficients of each sub-scale were ranked between -1 and +1. Participants in the experimental and control groups; homogeneity test results for decision-style pre-test measurements indicate that the data are homogeneous. According to the results of the Mauchly Globalness Test, it has been determined that working supports the hypothesis. It was determined that there was no significant difference between the pre-test scores obtained from dependent decision-making style of experiment and control groups, but the test group showed lower mean scores at the significant level within the scores of post-test and follow-up tests. Therefore, it can be said that the ACT-oriented psychoeducation program applied to the experimental group reduces the dependent decision-making style scores from the decision style sub-dimensions and the psychoeducation program has a lasting effect. It was determined that there was no significant difference between pre-test, post-test and follow-up scores obtained from the Spontaneous-Instant Decision Style of experiment and control groups. Thus, it can be said that this situation does not cause a significant difference in the Spontaneous-Decision-Making Style scores from the decision style sub-dimensions of the ACT-oriented psychoeducation program applied to the experimental group. The ACT -oriented psychoeducation program had a decline in the intuitive decision-making styles of the individuals, but this decrease did not create significant differences. Thus, it can be said that this situation does not make a meaningful difference in the intuitive decision style scores from the decision style sub-dimensions of the KKT oriented psychoeducation program applied to the experimental group. The pre-test scores obtained from the rational decision-making style of the experimental and control groups showed that there was a difference between the post-test and the follow-up scores, but this difference was not significant. As a result of the analysis, it was determined that the test group had higher levels of rational decision style than the pre - test scores in the post test and follow - up scores, whereas the post test and follow - up test scores in the control group rational decision style showed a decrease compared to the pre - test scores. the pre - test scores. Decision-making Styles Scale Avoidant Decision Making As a result of the analysis of the mean scores of the subscale scores of pre-test, post-test and follow-up measures, the group effect was found to be insignificant. It was determined that the experimental and control groups differed significantly from the pre-test scores obtained from the avoidant decision-making style but did not show any significant change within the scores of the post-test and follow-up tests. [O] . mustafa ercengiz, ali haydar şar 2018

机译：决策是分析有关问题情况的信息并将其与特定结论进行比较的过程，以解决特定的问题（Yıkılmaz，2001; Miller和Byrnes，2001）。决策风格是一种机制，受到内部和外部条件的影响，确定个人决定的方向，决策过程的内容以及决策过程的结果（PAYNE，BETTMAN和BEDNE） Johson，1993;Bavol'ár和奥萨洛瓦，2015）。法案是认知行为治疗家庭的当代成员。行为（验收和承诺治疗）具有与行为疗法和认知疗法的类似和不同方向（Herbet和Forman，2011; Hayes，2004）。 KKT在分析行为中使用存在性和认知方法来响应古典行为治疗方法。 KKT是一个科学翼，试图解决人类问题，旨在解决有问题的人类行为（铅垂，斯图尔特，Dahl和Lundgren，2009）。有人认为，当我们国家的瞄准国家进行筛选时，有关行动方法的新方法几乎没有研究，并且认为我们的国家将为完成工作做出贡献的心理咨询领域。在研究的范围内，使用实验和对照组和初步测试，使用后测试和后续测量的2x3实验设计。该研究的研究小组包括共24名（12个实验和12个对照组）大学学生在不同的部门和水平上学习，在2015-2016学术上继续进行2015-2016的学术年度2015-2016学年年。实验和对照组参与者的平均年龄是20.实验组中有12名参与者，7名女性和5名男性，12名参与者，7名女性和5名男性。研究人员准备的个人信息表格和决策制定风格规模在研究中使用。为了决定在分析数据的过程中使用的测试，参与者的决策风格刻度预测的分数主要在实验和对照组中进行，分析了参数的基本期望吗？测试得到了回答。由于对实验和对照组给出了从决策曲调标度获得的分数，偏移和峰度分子系数。确定该分布是正常的在成熟的-WILK试验结果中，其中每亚级的偏差和刚度系数在-1到+1之间排名。实验和对照组的参与者;决策式预测测量的同质性测试结果表明数据是均匀的。根据毛毛环保试验的结果，已确定工作支持假设。据确定，从依赖决策风格的实验和对照组获得的预测分数之间没有显着差异，但测试组在测试后的分数内显示出较低的平均分数和后续的分数 - 测试。因此，可以说，应用于实验组的面向活动的心理教育程序减少了决策风格子维度的依赖决策风格分数，并且心理教育程序具有持久的效果。据确定，从实验和对照组自发决策风格获得的预测试，测试后和后续评分之间没有显着差异。因此，可以说这种情况不会导致从应用于实验组的活动导向的心理教育程序的决策风格分数的自发决策风格分数显着差异。行为的心理教育计划在个人直观的决策风格下降，但这种减少并没有产生显着的差异。因此，可以说，这种情况不会在从应用于实验组的KKT导向的心理教育程序的决策风格分数中产生有意义的决策风格分数。从实验和对照组的理性决策风格获得的预测分数显示后检验后和随访评分之间存在差异，但这种差异并不重要。由于分析，确定测试组的理性决策风格较高，而不是后测试和后续分数的预测分数，而对照组合理决策风格的后测试和后续测试分数显示出与预测试分数相比的减少。预测分数。决策款式扩展避免决策由于分析了预测试，测试后和后续措施的班次评分的平均分数，发现群体效应是微不足道的。确定实验和对照组从避免决策风格获得的预测评分中显着不同，但在测试后和后续测试的分数内没有显示出任何重大变化。

Behavioral, cognitive, affective, and motivational dimensions of academic procrastination among community college students: A Q methodology approach.

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