Relacije između osobina ličnosti, negativnog afektiviteta i prokrastinacije kod srednjoškolaca
Sažetak
Uvod/Cilj. Prokrastinacija podrazumeva namerno odlaganje otpočinjanja ili završavanja nekog zadatka i jedan je od bitnih aspekata akademskog postignuća. Cilj ovog rada bio je ispitivanje mogućnosti predviđanja prokrastinacije na osnovu poznavanja vrednosti osobina ličnosti i dimenzija negativnog afektiviteta (stres, anksioznost i depresivnost) kod učenika srednjih škola. Metode. Istraživanje je sprovedeno na uzorku od 900 srednjoškolaca iz 9 srednjih škola u Nišu, koji pohađaju treći i četvrti razred. U istraživanju su korišćeni sledeći instrumenti: Inventar velikih pet (Big Five Inventory – BFI), Skala depresivnosti, anksioznosti i stresa (DASS-21) i Skala prokrastinacije. Rezultati. Model koji čine osobine ličnosti bio je statistički značajan prediktor prokrastinacije. Prediktorske varijable koje su se pokazale kao statistički značajne bile su neuroticizam, kao pozitivni korelat prokrastinacije i savesnost kao negativan korelat. Niti jedna od dimenzija negativnog afektiviteta (anksioznost, depresivnost i stres) nije se parcijalno pokazala kao značajan prediktor. Zaključak. Nedostatak savesnosti se može smatrati suštinom prokrastinacije, dok neuroticizam, odnosno pojedine njegove facete, poput anksioznosti, mogu biti podsticaj za izbegavanje zadataka. Rezultati se mogu upotrebiti u svrhu davanja preporuka psihološkim službama u školama o tome koji su faktori značajni u sagledavanju problema prokrastinacije kod učenika.
Reference
Burka JB, Yuen LM. Procrastination: Why you do it, what to do about it. Reading, MA: Addison-Wesley; 1983.
Solomon LJ, Rothblum ED. Academic procrastination: Frequen-cy and cognitive – behavioral correlates. J Counsel Psychol 1984; 31(4): 503−9.
Živčić-Bećirević I, Smojer-Ažić S, Martinac Dorčić T. Determinants of procrastination in an academic context. Društvena istraživanja 2014; 1: 47−67. (Serbian)
Ferrari JR, Emmons RA. Methods of procrastination and their relation to self-control and self-reinforcement: An exploratory study. J Soc Behav Pers 1995; 10(1): 135−42.
Rothblum ED, Solomon LJ, Murakami J. Affective, cognitive, and behavioral differences between high and low procrastina-tors. J Couns Psychol 1986; 33(4): 387–94.
Saplavska, J, Jerkunkova A. Academic Procrastination and Anx-iety among Students. International Scientific Conference Jan-uary 2018. EBSCOhost, doi:10.22616/ERDev2018.17.N357. Eng Rural Dev 2018, pp. 1192–7.
Kachgal MM, Hansen LS, Nutter KJ. Academic procrastination prevention intervention: Strategies and recommendations. J Dev Educ 2001; 25(1): 14–24.
Steel P. The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychol Bull 2007; 133(1): 65–94.
Pychyl TA, Lee JM, Thibodeau R, Blunt A. Five days of emotion: An experience sampling study of undergraduate student pro-crastination. J Soc Behav Pers 2000; 15: 239−54.
Schouwenburg HC, Lay CH. Trait procrastination and the big-five factors of personality. Pers Individ Dif 1995; 18: 481−90.
Van Eerde W. A meta-analytically derived nomological net-work of procrastination. Pers Individ Dif 2003; 35(6): 1401–18.
Lee DG, Kelly KR, Edwards JK. A closer look at the relation-ships among trait procrastination, neuroticism, and conscien-tiousness. Pers Individ Dif 2006; 40(1): 27−37.
Lay C. Trait procrastination and interpersonal problems solv-ing training for increasing school success in high-risk young adolescents. Rem Spec Educ 1992; 10: 32–42.
Kostić A, Nedeljković J. Studies of Time Perspectives in Serbia .Niš: Punta; 2013. (Serbian)
Krapić N. Personality dimensions of the five-factor model and work behavior. Psihologijske teme 2005; 14(1): 39−56. (Ser-bian)
Hasanagic A, Ogulmus CB. Procrastination and Anxiety of Stu-dents of Private and State University in BiH. Zbornik radova nastavnika Islamskog pedagoškog fakulteta u Zenici 2015; 12: 57−75. (Bosnian)
John OP, Donahue EM, Kentle RL. The Big Five inventory – versions 4a and 54. Berkley, CA: University of California, Berkley, Institute of Personality and Social Research; 1991.
Lovibond RF, Lovibond SH. The structure of negative emotional states: Comparison of the Depression Anxiety Stress Scales (DASS) with the Beck Depression and Anxiety Inventories. Behav Res Ther 1995; 33(3): 335−43.
Lay C. At last, my research article on procrastination. J Res Pers 1986; 20: 474−95.
Otašević B, Kodžopeljić J. Personality traits of the Big Five model and sociodemographic variables as predictors of important life goals. Primenjena psiholgija 2016; 9(1): 23−40. (Serbian)
Nedeljković J. An integrative model of psychological predictors of academic inefficiency [dissertation]. Niš: Faculty of Philos-ophy, University of Niš; 2012. (Serbian)
Özer BU. Academic procrastination in group of high school students: frequency, possible reasons and role of hope. Turk Psychol Couns Guid J 2009; 4(32): 12−9.
Ebadi S, Shakoorzadeh R. Investigation of academic procrasti-nation prevalence and tts relationship with academic self-regulation and achievement motivation among highschool students in Tehran City. Int Educ Stud 2015; 8(10): 193−9.
Asri DN, Setyosari P, Imanuel Hitipeuw I, Chusniyah T. The Aca-demic Procrastination in Junior High School Students’ Math-ematics Learning: A Qualitative Study. Int Educ Stud 2017; 10(9): 70−7.
Johnson J, Bloom A. An analysis of the contribution of the five factors of personality to variance in academic procrastination. Pers Individ Dif 1995; 18: 127−33.
Ghanadi S, Fakhri MK, Doosti Y. Structural Model of Academ-ic Procrastination Based on Personality Traits by Educational Motivation in Secondary High School Students. Avicenna J Neuropsychophysiol 2017; 4(2): 57−64.
Klassen RM, Krawchuk LL, Rajani S. Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemp Educ Psychol 2008; 33: 915−31.
Alzangana K. Academic procrastination among international graduate students: the role of personality traits, the big-five personality trait taxonomy. Psychology 2017; DOI:10.18843/rwjasc/v8i3(1)/01
Ljubin Golub T, Rovan D, Petričević E. The role of personality in motivational regulation and academic procrastination. An Int J Exp Educ Psychol 2019; 39(4): 1−19.
Day V, Mensink D, O'Sullivan M. Patterns of academic pro-crastination. J Coll Read Learn 2000; 30: 120−34.
Haycock LA. The cognitive mediation of procrastination: an investigation of the relationship between procrastination and self- efficacy beliefs [dissertation]. Bradford, MN: University of Bradford, School of Management; 1993.