Dimenzije negativnog afektiviteta i starost kao izvori prokrastinacije kod studenata

Teodora Safiye; Branimir Vukčević

doi:10.5937/psistra23-27810

Teodora Safiye Fakultet medicinskih nauka, Univerzitet u Kragujevcu, Srbija
Branimir Vukčević Ugostiteljsko-turistička škola sa domom učenika, Vrnjačka Banja

DOI: https://doi.org/10.5937/psistra23-27810

Ključne reči: prokrastinacija, depresivnost, anksioznost, stres, studenti

Sažetak

U ovom istraživanju cilj je bio ispitati da li su depresija, anksioznost, stres i starost značajni prediktori prokrastinacije. Istraživanje je zasnovano na teorijskim koncepcijama i empirijskim istraživanjima prokrastinacije, koja su dali Knaus, Lay, Steel i drugi. Oni prokrastinaciju definišu kao namerno odlaganje otpočinjanja ili završavanja nekog zadatka ili posla, ostavljajući ga za kasnije, uprkos znanju o negativnim posledicama takvog čina. Pretpostavka je bila da će sa većim stepenom depresije, anksioznosti i stresa biti veći i stepen opšte prokrastinacije, a da je sa većom starosti stepen prokrastinacije manji. Uzorak istraživanja činilo je 338 studenata oba pola (Ž=282), prosečne starosti 23.53 godina. Korišćeni su sledeći instrumenti: Upitnik opšte prokrastinacije (GPS: Lay, 1986), Skala depresivnosti, anksioznosti i stresa (DASS-21: Lovibond & Lovibond, 1995), kao i Upitnik sociodemografskih podataka koji je konstruisan za potrebe ovog istraživanja. Za analizu podataka korišćena je standardna višestruka regresiona analiza. Rezultati pokazuju da je samo depresija, na ženskom poduzorku, značajan prediktor prokrastinacije (ß=0.36, p<0.01), što znači da kod studentkinja depresivnost, obuhvatajući opadanje nagonskog života, doživljaje beznadežnosti i niskog pozitivnog afekta, jača prokrastinaciju. Rezultati istraživanja nisu potvrdili početnu pretpostavku da što su studenti stariji, to bolje znaju da se izbore sa prokrastinacijom.

Reference

Basow, S. A. (1992). Gender: Stereotypes and roles (3rd ed.). Thomson Brooks/Cole Publishing Co.
Beswick, G., Rothblum, E. D., & Mann, L. (1988). Psychological antecedents of student procrastination. Australian Psychologist, 23, 207–217.
Crawford, J. R., Cayley, C., Lovibond, P. F. Wilson, P. H., & Hartley, C. (2011). Percentile norms and accompanying interval estimates from an Australian general adult population sample for self-report mood scales (BAI, BDI, CRSD, CES-D, DASS, DASS-21, STAI-X, STAI-Y, SRDS, and SRAS). Australian Psychologist, 46, 3-14.
Doyle, J. A., & Paludi, M. A. (1998). Sex and gender: The human experience 4nd ed. Dubuque: William C. Brown.
Ferrari, J. R. (2001). Procrastination as self-regulation failure of performance: Effects of cognitive load, self-awareness, and time limits on ‘working best under pressure’. European Journal of Personality, 15, 391–406.
Ferrari, J. R., Johnson, J. L., & McCown, W. G. (1995). Procrastination and Task Avoidance: Theory, Research, and Treatment. New York: Plenum press.
Haycock, L. A., McCarthy, P., & Skay, C. L. (1998). Procrastination in College Students: The Role of Self-Efficacy and Anxiety. Journal of Counseling and Development, 76, 317-324.
Henry, J. D., & Crawford, J. R. (2005). The 21-item version of the Depression Anxiety Stress Scales (DASS–21): Normative data and psychometric evaluation in a large non-clinical sample. British Journal of Clinical Psychology, 44, 227–239.
Hill, M. B., Hill, D. A., Chabot, A. E., & Barrall, J. F. (1978). A survey of college faculty and student procrastination. College Student Journal, 12, 256–262.
Jackson, T., Weiss, K. E., Lundquist, J. J., & Hooper, D. (2003). The impact of hope, procrastination, and social activity on academic performance of midwestern college student. Education, 124(2), 310-320.
Johnson, J. L., & Bloom, A. (1995). An analysis of the contribution of the five factors of personality to variance in academic procrastination. Personality and Individual Differences, 18(1), 127-133.
Jovanović, V., Žuljević, D., & Brdarić, D. (2011). Skala depresivnosti, anksioznosti i stresa (DASS-21) - Struktura negativnog afekta kod adolescenata [The Depression Anxiety and Stress Scale (DASS-21): The structure of the negative affect in adolescents]. Engrami, 33(2), 19-28.
Jovanović, V., Gavrilov-Jerković, V., Žuljević, D., & Brdaric, D. (2014). Psihometrijska evaluacija Skale depresivnosti, anksioznosti i stresa–21 (DASS–21) na uzorku studenata u Srbiji [Psychometric Evaluation of Depression, Anxiety and Stress-21 Scale (DASS-21) On a Student Sample in Serbia]. Psihologija, 4759, 93–112.
Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2008). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33, 915–931.
Knaus, W. J. (1973). Overcoming procrastination. Rational Living, 2–7.
Kumru, A., & Thompson, R. A. (2003). Ego identity status and self-monitoring behavior in adolescents. Journal of Adolescent Research, 18, 481–495.
Lamba, G. (1999). Effects of gender-role and self-efficacy on academic procrastination in college students (Unpublished Master’s Thesis). Missouri: Truman State University.
Lay, C. (1986). At last, my research article on procrastination. Journal of Research in Personality, 20, 474-495.
Lippa, R. A. (2002). Gender, Nature, and Nurture 2nd Edition. London: Erlbaum.
Lovibond, S. H., & Lovibond, P. F. (1995). Manual for the Depression Anxiety Stress Scales (2nd. Ed.). Sydney: Psychology Foundation.
Onwuegbuzie, A. J. (2000). Academic procrastinators and perfectionistic tendencies among graduate students. Journal of Social Behavior and Personality, 15, 103–109.
Özer, B. U., Demir, A., & Ferrari, J. R. (2009). Exploring Academic Procrastination Among Turkish Students: Possible Gender Differences in Prevalence and Reasons. The Journal of Social Psychology, 149(2), 241–257.
Paulitzki, J. R. (2010). Procrastination as self-regulatory failure habitual avoidance and inhibitory control moderate the intention-behaviour relation for unpleasant tasks. Doctoral dissertation. Waterloo, Ontario, Canada: University of Waterloo.
Pychyl, T. A., Lee, J. M., Thibodeau, R., & Blunt, A. (2000). Five days of emotion: An experience sampling study of undergraduate student procrastination. Journal of Social Behavior and Personality, 15, 239–254.
Rabin, L., Joshua F., & Nutter-Upham, K. E. (2011). Academic procrastination in college students: The role of self-reported executive function. Journal of clinical and experimental neuropsychology 33(3), 344–357.
Rahardjo, W., Juneman, J., & Setiani, Y. (2013). Computer Anxiety, Academic Stress, and Academic Procrastination on College Students. Journal of Education and Learning, 7(3), 147-152.
Rotenstein, A., Davis, H. Z., & Tatum, L.(2009). Early Birds versus Just-in-Timers: The effect of procrastination on academic performance of accounting students. Journal of Accounting Education, 27(4), 223–232.
Rothblum, E. D., Solomon L. J., & Murakami, J. (1986). Affective, cognitive, and behavioral differences between high and low procrastinators. Journal of counseling psychology, 33, 387–94.
Schouwenburg, H. C. (2004). Academic procrastination: Theoretical notions, measurement, and research. prema H. C. Schouwenburg, C. H. Lay, T. A. Pychyl, i J. R. Ferrari (Eds.), Counseling the procrastinator in academic settings (pp. 3–17). Washington, DC: American Psychological Association.
Senecal, C., Koestner, R., & Vallerand, R. (1995). Self-regulation and academic procrastination. The Journal of Social Psychology, 135(5), 607-619.
Siaputra, I. B. (2010). Temporal Motivation Theory: Best Theory (yet) to Explain Procrastination. Anima Indonesian Psychology Journal, 25(3), 206-214.
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self- regulatory failure. Psychological Bulletin, 133, 65–94.
Steel, P. (2010). Arousal, avoidant and decisional procrastinators: Do they exist? Personality and Individual Differences, 48, 926–934.
Steel, P., Svartdal, F., Thundiyil, T., & Brothen, T. (2018). Examining Procrastination Across Multiple Goal Stages: A Longitudinal Study of Temporal Motivation Theory. Frontiers in Psychology, 9, 1-16.
Stöber, J., & Joormann, J. (2001). Worry, procrastination, and perfectionism: Differentiating amount of worry, pathological worry, anxiety, and depression. Cognitive Therapy and Research, 25(1), 49-60.
Szabó, M. (2010). The short version of the Depression Anxiety Stress Scales (DASS-21): Factor structure in a young adolescent sample. Journal of Adolescence, 33(1), 1-8.
Szabó, M. (2011). The emotional experience associated with worrying: Anxiety, depression or stress? Anxiety, Stress, & Coping: An International Journal, 24, 91-105.
Van Eerde, W. (2003). A meta-analytically derived nomological network of procrastination. Personality and Individual Differences, 35, 1401–1418.
Verkuyten, M., Thijs, J., & Canatan, K. (2001). Achievement motivation and academic performance among Turkish early and young adolescents in the Netherlands. Genetic, Social, and General Psychology Monographs, 127, 378–408.