在新冠肺炎疫情和战争造成的强制在线学习条件下,乌克兰大学生是如何拖延学业的

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
Olha Cherepiekhina, Anastasiia Turubarova, Oleksii Sysoiev, Nataliya Derevyanko, Valerii Bulanov
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引用次数: 0

摘要

本研究旨在探讨在新冠肺炎疫情和乌克兰战争导致的强制在线学习背景下,高等教育学生的学业拖延特征。方法。共有789名在乌克兰院校就读的高等教育学生参与了这项研究,他们回答了六份问卷。本研究的重点是考察在强迫在线学习期间,学业拖延指标、自我组织和首选学习形式之间的相关性。结果表明,强迫在线学习对学生学业拖延的表现有正向影响,对学生的自组织行为没有促进作用。与在线和面对面学习混合学习的学生相比,单纯在线学习的学生的学习拖延症水平明显更高。相反,混合模式的学生表现出较不明显的学业拖延指标和较高水平的自我组织和尽责性。此外,该研究还发现了一种新的学习拖延症,称为“主动学习拖延症”。与它的负面含义不同,这种类型被认为是强制在线学习过程的一部分。综上所述,本研究拓展了对学生学业拖延的理论认识,并揭示了其在强制在线学习中的表现。研究结果强调了考虑学习形式对学生拖延倾向的影响的重要性,并为在具有挑战性的环境下在线教育的背景下培养更好的自我组织和动机提供了见解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
HOW UKRAINIAN UNIVERSITY STUDENTS ACADEMICALLY PROCRASTINATE IN CONDITIONS OF FORCED-ONLINE-LEARNING CAUSED BY THE COVID-19 PANDEMIC AND WARTIME
This study aims to investigate the features of academic procrastination among higher education students in the context of forced online learning caused by the COVID-19 pandemic and wartime in Ukraine. Methods. A total of 789 higher education students enrolled in Ukrainian institutions participated in the study, responding to six questionnaires. The research focused on examining the correlation between academic procrastination indicators, self-organization, and the preferred forms of learning during the period of forced online learning. The results indicate that forced online learning has a positive impact on the manifestation of academic procrastination among students and does not promote their self-organization. Significantly higher levels of academic procrastination were observed in students who solely studied online compared to those in the mixed format, involving both online and face-to-face learning. Conversely, students in the mixed format exhibited less pronounced indicators of academic procrastination and higher levels of self-organization and conscientiousness. Moreover, the study identified a new type of academic procrastination labeled as "active academic procrastination." Unlike its negative connotation, this type is perceived as a part of the process of forced online learning. In conclusion, the research expands the theoretical understanding of academic procrastination among students and sheds light on its manifestation during forced online learning. The findings emphasize the importance of considering the learning format's influence on students' procrastination tendencies and offer insights into fostering better self-organization and motivation in the context of online education during challenging circumstances.
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来源期刊
Advanced Education
Advanced Education EDUCATION & EDUCATIONAL RESEARCH-
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