Academic Procrastination in the Structure of Learning Activity Styles in Students

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Abstract

The paper focuses on one of the aspects of student behaviour, academic procrastination, in the context of learning activity organization. Since academic procrastination is highly prevalent in student environment, it can be assumed that its manifestations are stable characteristics of the individual’s learning activity style at the stage of university education. We present outcomes of a study that involved 449 students of different universities aged 17—23 and evaluated the indicators of learning activity styles with respect to academic procrastination. In this study we identify the psychological structure of the phenomenon, describing four types of academic procrastination and two ‘protection factors’. We outline the prevalence of different types of academic procrastination and different learning activity styles across the entire sample as well as across the subsamples of students of different universities. Also, we reveal two fundamentally opposite types of correlation between academic procrastination and learning styles (rs, p<0,01) that can be characterized as “Taking the risk of academic procrastination” and “Protecting oneself from academic procrastination”.

General Information

Keywords: academic procrastination, psychological structure of academic procrastination, learning activity styles

Journal rubric: Educational Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2018230406

For citation: Miklyaeva A.V., Bezgodova S.A., Vasileva S.V., Rumyantseva P.V., Solntseva N.V. Academic Procrastination in the Structure of Learning Activity Styles in Students. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2018. Vol. 23, no. 4, pp. 61–69. DOI: 10.17759/pse.2018230406. (In Russ., аbstr. in Engl.)

References

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Information About the Authors

Anastasia V. Miklyaeva, Doctor of Psychology, Associate Professor, Professor of the Department of General and Social Psychology, Herzen State Pedagogical University of Russia, St.Petersburg, Russia, ORCID: https://orcid.org/0000-0001-8389-2275, e-mail: a.miklyaeva@gmail.com

Svetlana A. Bezgodova, PhD in Psychology, Associate Professor, Human Psychology Department Institute of Psychology, Herzen State Pedagogical University of Russia, St.Petersburg, Russia, ORCID: https://orcid.org/0000-0001-5425-7838, e-mail: sbezgodova@herzen.spb.ru

Svetlana V. Vasileva, PhD in Psychology, Associate Professor, Human Psychology Department, Herzen State Pedagogical University of Russia, St.Petersburg, Russia, ORCID: https://orcid.org/0000-0002-6052-3431, e-mail: vasilevasv@herzen.spb.ru

Polina V. Rumyantseva, PhD in Psychology, Associate Professor, Human Psychology Department, Institute of Psychology, The Herzen State Pedagogical University of Russia, St.Petersburg, Russia, e-mail: polinarum@gmail.com

Natalia V. Solntseva, Associate Professor, Department of Human Psychology, The Herzen State Pedagogical University of Russia, Moscow, Russia, e-mail: solntsevanatalia@herzen.spb.ru

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