尽责性和神经质如何影响学习拖延症

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
L. Bäulke, Martin Daumiller, M. Dresel
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引用次数: 4

摘要

摘要在特定的高等教育学习情境下,我们考察了学生拖延行为与责任心、神经质以及动机调节的关系。我们假设尽责性与学业拖延行为的低水平和有利轨迹相关,神经质与高水平和不利的拖延行为轨迹相关。此外,我们研究了动机调节是否介导了这些影响。为了回答我们的研究问题,我们使用了一项日记研究的数据,该研究为期28天,共对128名大学生(平均年龄= 21.7岁;sd = 2.2;53%为女性)。条件生长曲线模型的结果表明,拖延行为水平与责任心呈负相关,与神经质呈正相关。动机调节在责任心与拖延行为之间起中介作用。没有发现对拖延行为轨迹的影响。本研究为研究特定学习情境下的拖延行为提供了新的视角,并强调了动机调节对学业拖延的功能作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
How Conscientiousness and Neuroticism Affect Academic Procrastination
Abstract. We examined students’ procrastinatory behavior in a specific higher-education learning situation in relation to conscientiousness and neuroticism as well as motivational regulation. We hypothesized that conscientiousness would be associated with low levels and favorable trajectories of academic procrastinatory behavior, and neuroticism would be associated with high levels and unfavorable trajectories of procrastinatory behavior. Furthermore, we examined whether motivational regulation mediates these effects. To answer our research questions, we used data from a diary study that spanned a period of 28 days with a total of 3,121 single measurements of 128 university students (mean age = 21.7 years; SD = 2.2; 53 % female). The results of conditional growth curve models indicated that levels of procrastinatory behavior were negatively linked to conscientiousness and positively linked to neuroticism. Motivational regulation mediated the relation between conscientiousness and procrastinatory behavior. No effects on the trajectories of procrastinatory behavior were found. Our findings provide insights into procrastinatory behavior in a specific learning situation and emphasize the functional effects of motivational regulation on academic procrastination.
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来源期刊
CiteScore
2.10
自引率
0.00%
发文量
12
期刊介绍: Organ der Deutschen Gesellschaft für Psychologie (DGPs) und der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie
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