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首页> 外文期刊>Applied Psychology >Academic Procrastination in Two Settings: Motivation Correlates, Behavioral Patterns, and Negative Impact of Procrastination in Canada and Singapore
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Academic Procrastination in Two Settings: Motivation Correlates, Behavioral Patterns, and Negative Impact of Procrastination in Canada and Singapore

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

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摘要

Two studies are reported examining academic procrastination and motivation in 1,145 university students from Canada and Singapore. In Study 1, relationships between procrastination and motivation variables were found to be similar across contexts, with self-efficacy for self-regulated learning most strongly associated with procrastination in both contexts. In Study 2, patterns of procrastinating behavior and the negative impact of procrastination were examined and compared in Canadian and Singaporean undergraduates. Participants in both contexts reported writing to be the academic task most prone to procrastination. More Singaporeans than Canadians were classified as negative procrastinators (i.e. rated procrastination as a negative influence on academic functioning). In both contexts, negative procrastinators spent more time procrastinating than neutral procrastinators and displayed lower self-efficacy for self-regulated learning.
机译：据报道，两项研究检查了来自加拿大和新加坡的1,145名大学生的学术拖延和动机。在研究1中，发现拖延和动机变量之间的关系在各种情况下是相似的，自我调节学习的自我效能感在两种情况下都与拖延密切相关。在研究2中，在加拿大和新加坡的大学生中检查并比较了拖延行为的模式和拖延的负面影响。两种情况下的参与者都认为写作是最容易拖延的学术任务。被归类为负面拖延者的新加坡人多于加拿大人（即，将拖延定为对学术功能的负面影响）。在这两种情况下，消极的拖延者比中立的拖延者花费更多的时间进行拖延，并且表现出较低的自我调节自我效能感。

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