inppdИнновационная наука: Психология. Педагогика. ДефектологияInnovative science: psychology, pedagogy, defectology2658-7165Don State Technical University - DSTU, Rostov-on-Don, Russia10.23947/2658-7165-2021-4-4-6-26inppd-129Research ArticleОБЩАЯ ПСИХОЛОГИЯ, ПСИХОЛОГИЯ ЛИЧНОСТИ, ИСТОРИЯ ПСИХОЛОГИИGENERAL PSYCHOLOGY, PERSONALITY PSYCHOLOGY, HISTORY OF PSYCHOLOGYАкадемическая прокрастинация студентов 1 курса: психологические аспекты и особенностиAcademic procrastination of 1st-year students: psychological aspects and characteristicshttps://orcid.org/0000-0001-8675-4775ПоповаД. И.PopovaD. I.

Дарья И. Попова

г. Ростов-на-Дону

Darya I. Popova

Rostov-on-Don

darpop@sfedu.ruЮжный федеральный университетРоссияSouthern Federal UniversityRussian Federation20211508202344626Copyright © Попова Д.И., 20212021Попова Д.И.Popova D.I.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.inov-ppd.ru/jour/article/view/129

В статье представлены результаты исследования аспектов академической прокрастинации у студентов первого курса университета.Во Введении дано определение академической прокрастинации, представлен типичный пример ситуации, в которой находится прокрастинирующий студент, приведены подходы к пониманию природы прокрастинации, обозначены масштабы распространения данного явления и его возможные причины. Новизна исследования заключается в изучении аспектов академической прокрастинации студентов 1 курса в связи с их смысложизненными ориентациями.В разделе «Методы» описаны основные методики эмпирического исследования: авторская анкета-опросник, «Тест смысложизненных ориентаций» Д. А. Леонтьева, методика «Общий уровень прокрастинации для студентов» C. H. Lay. При обработке данных использовались U-критерий Манна-Уитни и корреляционный анализ. В исследовании приняли участие 46 обучающихся 1 курса ВУЗа в возрасте 18–21 лет.В разделе «Результаты» представлены результаты изучения особенностей академической прокрастинации по пяти направлениям: проявления, причины, эмоциональное сопровождение, последствия для учебного процесса и пути преодоления состояния прокрастинации. С помощью U-критерия Манна-Уитни определено отсутствие различий между «ситуативными» и «хроническими» прокрастинирующими студентами в связи со смысложизненными ориентациями. Проведение корреляционного анализа показало обратную значимую связь (-0,338, при r=0.05) между данными по опроснику C. H. Lay и общим уровнем осмысленности жизни по методике СЖО.В разделе «Обсуждение результатов» приведено сравнение полученных результатов с данными исследований зарубежных авторов и данными нашего предыдущего исследования.В Заключении обобщены выводы по результатам исследовании и поставлен вопрос об экспериментальном характере будущих исследований в данном направлении, что должно поспособствовать пониманию природы академической прокрастинации у студентов и способов снижения ее влияния на учебный процесс.

The article presents the results of a study of aspects of academic procrastination among first-year university students.The Introduction contains the definition of academic procrastination, a typical example of the situation in which a procrastinating student is, approaches to understanding the nature of procrastination, the extent of this phenomenon and its possible causes. The novelty of the research lies in the study of aspects of academic procrastination of 1st year students in connection with their life-meaning orientations.The section "Methods" describes the main methods of empirical research: questionnaire by the author, “Purpose-In-Life Test” by D. A. Leont’ev, “General Procrastination Scale for students” by C. H. Lay. The data were processed using the Mann-Whitney U-test and correlation analysis. The sample included 46 students of the 1st-year of the university at the age of 18–21 years.The section "Results" presents the findings of studying the characteristics of academic procrastination in five directions: manifestations, reasons, emotions, consequences for the educational process, and ways to overcome the state of procrastination. Using the Mann-Whitney U-test, the absence of differences between "situational" and "chronic" procrastinating students was determined in connection with life-meaning orientations. Correlation analysis showed a significant inverse relationship (-0.338, at r = 0.05) between the data according to the questionnaire by C. H. Lay and the general level of meaningfulness of life according to the PIL test.The section "Discussion of the results" provides a comparison of the results obtained with the data of studies by foreign authors and the data of our previous study.The Conclusion summarizes the findings of our study and raises the question of the experimental nature of future studies in this direction. This should contribute to understanding the nature of students' academic procrastination and how to reduce its impact on the learning process.

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The authors declare that there are no conflicts of interest present.