Doing the things we do: A grounded theory of academic procrastination
Doing the things we do: A grounded theory of academic procrastination
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DOI：
10.1037/0022-0663.99.1.12
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发表时间：
2007-02-01
影响因子：
4.9
通讯作者：
Olafson, Lori
中科院分区：
文献类型：
--
作者：
Schraw, Gregory;Wadkins, Theresa;Olafson, Lori
作者对学业拖延进行了扎根理论研究，以探讨拖延的适应性和适应不良方面，并帮助指导未来的实证研究。他们讨论了以前关于拖延的定义和维度的研究，并描述了在4个阶段收集访谈数据的研究，确定了33个初始类别和29个宏主题。通过成员检查验证了调查结果。作者详细描述了被调查者对拖延的看法，并将其用于构建一个5成分范式模型，该模型包括适应性（即，认知效率，峰值体验）和适应不良（即，害怕失败，拖延）拖延的维度。反过来，这些维度与影响拖延的数量和类型以及认知（即，优先化、优化）和情感（即，克制，自我妨碍）应对机制。作者提出了6个一般原则，并将它们和范式模型与以前的研究联系起来。研究的局限性进行了讨论，以及对未来的理论发展和验证的影响。
The authors conducted a grounded theory study of academic procrastination to explore adaptive and maladaptive aspects of procrastination and to help guide future empirical research. They discuss previous research on the definition and dimensionality of procrastination and describe the study in which interview data were collected in 4 stages, identifying 33 initial categories and 29 macrothemes. Findings were validated by member checks. The authors describe in detail informants' perceptions of procrastination, which were used to construct a 5-component paradigm model that includes adaptive (i.e., cognitive efficiency, peak experience) and maladaptive (i.e., fear of failure, postponement) dimensions of procrastination. These dimensions, in turn, are related to conditions that affect the amount and type of procrastination, as well as cognitive (i.e., prioritizing, optimization) and affective (i.e., refraining, self-handicapping) coping mechanisms. The authors propose 6 general principles and relate them and the paradigm model to previous research. Limitations of the research are discussed, as well as implications for future theory development and validation.