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首页> 外文期刊>American Journal of Applied Psychology >Reasons and Motivations for Procrastinating Academic Activities in First-Year Medical Students
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Reasons and Motivations for Procrastinating Academic Activities in First-Year Medical Students

机译：拖延第一年医学生学术活动的原因和动机

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The purpose of this research was to investigate the extent to which procrastination occurs in first-year medical students and the reasons for this behavior. It was a cross-sectional study conducted with 388 medical students from a public university in Mexico City. The Procrastination Assessment Scale-Students (PASS) was used. A descriptive analysis of procrastination behaviors and the reasons for their manifestation was carried out using frequencies and percentages. On the other hand, a comparative analysis was performed using the Mann-Whitney U test for sex, age, and school of origin. In addition, Kruskal-Wallis and Bonferroni tests were performed for high school grade point average, mother's education, and the people with whom the students lived when applying the instrument. About 30% of the students reported postponing homework or studying, while 27% or less postpone other activities (e.g., tutoring or academic paperwork). As for the reasons why students delay their chores, the ones that stand out are: poor time management, feeling overwhelmed, laziness, frustration (because they think the task takes too much time), anxiety about the evaluation, perfectionism, and difficulty in making decisions when performing the task. As a result of the comparative analysis, it was found that younger people tend to procrastinate less than older people (Z= -2.42; p= .016) when postponing their homework. Males tend to do it more than females as a way of experiencing excitement when rebelling against control (Z= -2.76; p= .006) and taking risks (Z= -2.32; p= .020). However, female students tend to procrastinate more than males when they felt overwhelmed by academic work and the lack of time to carry it out (Z= -2.47; p= .013). In addition, those who attended private schools during high school tend to procrastinate more than those who attended public academies when they have doubts and require assistance but find it difficult to ask the teacher or other people (Z= -2.33; p= .020). In conclusion, the results of this work will help to know the motivation for postponing academic activities and the influences associated with delaying these responsibilities, and therefore, to develop proposals on dealing with bad practices.
机译：本研究的目的是调查拖延在一年的医学生发生的程度以及这种行为的原因。这是一项与来自墨西哥城公共大学的388名医学生进行的横断面研究。使用拖延评估规模 - 学生（通过）。使用频率和百分比进行拖延行为的描述性分析以及其表现的原因。另一方面，使用Mann-Whitney U测试进行比较分析，用于性别，年龄和起源学院。此外，kruskal-wallis和Bonferroni测试是对高中级点平均水平，母亲的教育和学生在应用仪器时居住的人。大约30％的学生报告了推迟作业或学习，而27％或更少推迟其他活动（例如，辅导或学术文书工作）。因此，学生延迟他们的家务的原因，那些脱颖而出的人是：时间管理不足，感到不堪重负，懒散，沮丧（因为他们认为这项任务需要太多时间），对评估，完美主义和难以做出的焦虑执行任务时的决策。由于比较分析，发现在推迟作业时，年轻人倾向于拖延少于老年人（Z = -2.42; p = .016）。雄性往往比女性更倾向于，作为在反对控制时经历兴奋的一种方式（Z = -2.76; p = .006）并采取风险（z = -2.32; p = .020）。然而，当学术作品感到不知所措的时候，女学生倾向于拖延比男性更多，而缺乏时间才能将其脱落（Z = -2.47; p = .013）。此外，那些在高中出席私立学校的人倾向于拖延比那些在疑惑并要求援助的人那时参加公共学院的人拖延，但发现难以问老师或其他人（Z = -2.33; P = .020） 。总之，这项工作的结果将有助于了解推迟学术活动的动机以及与延迟这些责任相关的影响，并因此制定关于处理坏事的提案。

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