{"title":"尽责性和神经质如何影响学习拖延症","authors":"L. Bäulke, Martin Daumiller, M. Dresel","doi":"10.1026/0049-8637/a000225","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":"{\"title\":\"How Conscientiousness and Neuroticism Affect Academic Procrastination\",\"authors\":\"L. Bäulke, Martin Daumiller, M. Dresel\",\"doi\":\"10.1026/0049-8637/a000225\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":45028,\"journal\":{\"name\":\"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2019-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1026/0049-8637/a000225\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1026/0049-8637/a000225","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
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.