Academic procrastination in the context of meaning structures of personality: why is it important for the formation of sustainable behavior
Academic procrastination in the context of meaning structures of personality: why is it important for the formation of sustainable behavior
复制标题
人格意义结构背景下的学业拖延：为什么它对于可持续行为的形成很重要
DOI：
10.1051/e3sconf/202337605058
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发表时间：
2023
影响因子：
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通讯作者：
Evgeny Pronenko
中科院分区：
文献类型：
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作者：
Darya Popova;Evgeny Pronenko
在这篇文章中，作者试图引起人们对学业拖延问题的关注。由于科学领域缺乏普遍接受的定义，作者给出了这一现象的定义。这项研究的相关性取决于以下因素：教育环境中学业拖延的普遍存在、学生没有充分融入教育过程以获得对其专业重要的技能、失去获得额外知识的机会（额外课程、培训等）、失去大学提供的潜在机会（竞赛、助学金、参加学生科学社团等）、拖延者对其核心圈子和老师的影响，以及缺乏可靠的方法应对学业拖延。这项研究的新颖之处在于将学业拖延视为一个人人格意义结构的一个组成部分。
In this article, the author tries to draw attention to academic procrastination issue. The author gives a definition of the phenomenon, due to the lack of a generally accepted one in the scientific field. The relevance of the study is determined by the prevalence of academic procrastination in the educational environment, a student's insufficient immersion in the educational process in order to obtain skills important for their specialty, the loss of opportunities to gain additional knowledge (additional courses, trainings, etc.), the loss of potential opportunities provided by the university (competitions, grants, participation in student scientific societies, etc.), the procrastinator's influence on their inner circle and teachers, as well as the lack of a reliable method of coping with academic procrastination. The novelty of the study lies in the consideration of academic procrastination as an integral part of the meaning structure of one’s personality.