Neuropsychological Prevention of Students’ Procrastination

L. Absalyamova, Maryna Kriukova, Olena Chorna, Svitlana Bader, Natalya Anastasova, B. Maksymchuk
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Abstract

The article addresses to the problem of theoretical study of the problem of academic procrastination and its neuropsychological prevention for students. It describes neuropsychological means of prevention of academic procrastination with the recommendation to take into account the results of psychodiagnostics and analysis of some conditions and causes of the studied phenomenon. The psychological portrait of a student-procrastinator is analised the components of which are individual psychological, psychophysiological and personal characteristics. The role of the relationship between self-regulation and student learning motivation in foreign literature is also summarized. Peculiarities of educational burnout of procrastination students on the basis of foreign and domestic works are noted. It was revealed the essence of development and introduction of neuropsychological means of academic procrastination – conditioning of dynamic process of emotional and cognitive transformations in self-regulation of the student’s personality and improvement of his/her educational success. The author’s system of neuropsychological exercises for neuropsychological prevention of academic procrastination is presented in the article considering the neuropsychological mechanisms of its development at the cognitive-emotional-bodily systemic level. It is noted that procrastination may be associated with a negative emotional and mental response to the introduction of quarantine and the transition to distance learning, and even with the new opportunities. It is emphasized that neuropsychological prevention of academic procrastination should be combined with programs for the formation of future professionals thinking and development of a high level of independence, discipline and responsibility in educational activities as a successful strategy to prevent burnout and actualize motivation to learn at the integration level.
从神经心理学角度预防学生的拖延症
文章探讨了学生学习拖延及其神经心理学预防的理论研究问题。文章介绍了预防学习拖延症的神经心理学手段,并建议考虑心理诊断结果以及对所研究现象的某些条件和原因的分析。分析了学生拖延症患者的心理特征,其中包括个人心理、心理生理和个人特征。还总结了国外文献中自我调节与学生学习动机之间的关系。在国内外著作的基础上,指出了拖延症学生教育倦怠的特殊性。揭示了发展和引入学业拖延神经心理学手段的本质--调节学生人格自我调节中情感和认知转变的动态过程,提高其教育成功率。考虑到神经心理学在认知-情感-身体系统层面的发展机制,作者在文章中介绍了从神经心理学角度预防学习拖延症的神经心理学练习系统。文章指出,拖延症可能与引入隔离和向远程学习过渡时的消极情绪和心理反应有关,甚至与新的机会有关。需要强调的是,从神经心理学角度预防学习拖延症,应与培养未来专业人员的思维以及在教育活动中培养高度的独立性、纪律性和责任感的计划相结合,以此作为在综合层面上预防职业倦怠和实现学习动机的成功策略。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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