大学生学业拖延英文论文.docx
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大学生学业拖延英文论文.docx
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大学生学业拖延英文论文
AResearchinacademicProcrastinationofUndergraduatesin*********University
Abstract
AcademicprocrastinationwasrelativelypopularamongChinesecollegestudentsandhadnegativeeffectsonthestudents’learning,emotionandlife.Usingthequestionnaire,thisstudyexploredthesituationandthecausesofacademicprocrastination.Thesamplesare73undergraduatesfrom*****university.Resultsrevealedthatmaleundergraduatesweremorelikelytohaveassignmentprocrastinationthanthefemalesdid,whilethefemaleundergraduatesexperiencedmorenegativefeelingscausedbyprocrastination.Therewasasharpriseinassignmentprocrastinationamongthejuniors,indicatingjuniorwasakeytransformingperiodofthetotalgrowingofundergraduates’academicprocrastination.Lowmotivationtolearn,lackoftimemanagementskills,negativeemotions,perfectionism,andlazinesswerethemainreasonsthataccountedforundergraduates’academicprocrastination,whilethetaskandenvironmentcharacteristicsdidnotshowsignificantimpactsontheprocrastinators.
Keywords:
academicprocrastination;undergraduates;causes
1.Introduction
EnglishpoetEdwardYoung(1742)hadevercomparedtheprocrastinationtothethiefstealingthetime.Procrastination,knownasahabitofprocrastinatinguntilthedeadlinecomes.Accordingtoaresultofapreviousresearch(Ellist&Knaus,1977),therewereestimatedupto70%studentssufferingfromit.Theresultrevealeditwasnotaffectedbydifferentmajors,regionsandcategoriesofthecollegesdistinctly.Procrastinationisincreasinglypopularoncampus.Especially,academicprocrastination(AP)isacommonphenomenonaroundus.Sothearticlespecificallyfocusesontheundergraduatesacademicprocrastination.
WhilemostresearchesonAPfocusonitstheoryandmethodstudy,leavingavacancyintheaspectofpracticalstudy.Sothisarticleaimsattryingtoinvestigatethe******undergraduatespotentialsituationandcausesofAPwithquestionnaires.
2.LiteratureReview
Thereisnogeneralconsensusastowhatexactlyacademicprocrastinationis.SolomonandRothblum(1984)hadeverdefinedthatitwasanunnecessarybehaviorthatpersonprocrastinatedthestudyworkwhichmusttobecompletedsothathegotpsychologicaldiscomfort.WhileChuandChoi(2005)dividedacademicprocrastinationintotwoparts,theactiveaspectandthepassiveaspect.Thepassiveprocrastinationisdefinedthatalthoughsomeonedoesn'tintendtoprocrastinatesubjectively,theproblemssuchasdifficultdecisions,competencetriggertheprocrastination.Inthecontrary,someonepaysmoreattentiononothersignificantthingsinhandsothathedelaystocompletethemissions.
ThereareplentyoffactorscausedAP.Fearoffailure,disgustofmissionsarethekeyvariablesaggravatingtheundergraduatesacademicprocrastination(Solomon&Rothblum,1984).Someresearcherssuggestedthatacademicprocrastinationcouldbemainlydominatedbytheindividuality,missionproperty,self-regulation.Itisnotclearthatprocrastinationreferringtotheperfectnotionswouldbringpositiveeffect(Pang2009).Accordingtoasurvey,itrevealedthatundergraduatesAPexistedtheinteractivityingradeandgender,forinstance,thelevelofprocrastinationinseniormaleswasstrikinghigherthanfreshman's,howeverfemalesdon'tdifferingrades(Zhang&Chen&Huang,2009).
3.Method
Thisisastudyinthequantativetradition.Inparticular,thisstudyfocusesoninvestigatingthepotentialsituationandcausesofAP.Eventually,theresearchattemptedtofindthepropermeasuresbyanalyzingtheresultsofthequestionnaires.
Thequestionnaireofacademicprocrastinationforundergraduates,whoseformationreferencedrelevantstudy'squestions,investigatedcompletingtheassignments,reviewingtoprepareforthetestsandindependentstudythreeaspectsofthelevelsandeffectsinAP.Thequestionnairecontained18questions,whichweredesignedindegreeforms.The5th,6th,7thfocusedonthesituationofAP,and15thmadeahypotheticconditionforparticipants.Otherthemestendedtogainthesharpenedinsightintoattitudes,effectsandsoon.Besides,questionnaireemphasizedthecausesstudy.Forinstancethe16thsequencingquestion,17thmultiplechoicequestionwerepertinentforanalyzingthecauses.Thelastquestionwasfill-inwantedparticipantstofeedbackfreely.
Theprincipalresearchquestionsinthisstudywere:
1)What'sthegeneralsituationofAPamong******students?
2)What'stheprimarycausesofAP?
DataCollection
Inordertomakethedatamorereliable,thesamplesofstudywere******studentsindifferentgradesandmajors.Thisstudydelivered50questionnairesmeanwhiletheelectronicquestionnairewaspublishedthrough"QuestionnaireStar"ontheinternet.
Eventually,therewere73effectivequestionnaires.
DataAnalysis
Thestudyintendedtodividethesamplesintodifferentcategoriestoavoiddatainfluencebygrades,majorsandgenderviasettingthe1st,2ed,3rdquestions.
73questionnaireswhicharefilledwereanalyzedandstatisticsweremadeintoformsofpiefigure,tableandcolumngraphs.
4.DiscussionandFindings
4.1What'sthegeneralsituationofAPin******?
Figure1.generaldistribution[73samples]
Frompiefigure1,it'snothardtofigureoutthephenomenonthatundergraduatesin******havingAPiscommon,thequantityofprocrastinationindifferentlevelsapproximates40%.
Meanwhile,undergraduatesprocrastinatebadlywhenpreparingfortestsorlearningbythemselves,accordingtotable2.
Amongtheconcretetasks,students'procrastinationlevelisthemoststrikingupto48.1%.Thepartofreviewingfortestisinferior,upto45.1%.Althoughassignmentpartisbetterthanabove,itis32.9%aswell.Accordingtoforeignrelevantresearch,therewerearound70%collegestudentshavingfrequentAPin1970s.Itdecreasedto40%until1980s.Amongthem,writingsemesterpaperis46%,readinghomeworkis30%,reviewingfortestsis28%,participatingacademictasksis23%.Obviously,studentsin******procrastinateseriouslyinreviewingfortestsandcompletingassignment.Independentstudyisweaknessrelatively,whichneedtobereinforcedimmediately.
Table2.Testprepare,Completeassignment,Independentstudydistribution
Testprepare(%)
Completeassignment(%)
Independentstudy(%)
procrastination
45.1
32.9
48.1
Notprocrastination
55.9
67.1
51.9
total
100
100
100
4.2Primarycauses
Thenthethreefactors(major,genderandgrade)willberevealedconcretely.
Figure3depictsthatscienceandengineering,liberalartsaren'tinprominentdifferenceingeneralandfivekindsofthestudyconditions.
Figure3.majorfactor
InFigure4,APdoesn'tdifferinsexfactorasawhole.However,inthepartsofdoinghomeworkandemotionalnegativeeffectexistextremediversity,males'levelofassignmentprocrastinationisfarhigherthanfemales'.Furthermore,femalesareveryeasytoexperienceemotionalnegativeeffectsafterprocrastinating.
Sexcontrastivedataimplythatontheonehand,malesdonothavecarefulattitudetowardsassignmentsandlackself-discipline,ontheotherhand,femalesareeasiertofeelnervous,anxiousandself-accusationcausedbyAP.Infact,twoconclusionsmayexistcausation.OnaccountofmalessufferinglessfromAP,theyprocrastinatefrequently,comparedtothefemales.
Figure4.genderfactor
FromFigure5,afteranalyzingthefourgradesstudentsconditions,resultsdemonstratethatthereisnoremarkabledifferencebetweenreviewingfortestandindependentstudy.Nevertheless,thecompletingassignmentsandemotioneffectsarenotthesameasabove.
Studyrevealsthatdifferencesingradefactormainlyappearonassignmentpart.Sophomoreisthetransitioninthewholegrowinglevels.Asforfreshmen,itislikelyforthemtomaintainthestudyhabitsinseniorschool,drawingmoreattentionontheassignmentwhichhelpconsolidatetheknowledgeintheirthoughts.Nevertheless,whentheybecomesophomoretheygetusedtothecollegecircumstancegradually.Thentheyfindthatassignmentsaren'tmany.Moreoversummitintervalislong.Andteachersseldomchecktheassignmentsandsupervisethem.Somostofthemignoretheself-disciplineanddonotsummittheassignmentontime,whichresultsintheAPlevelgrowingyearly.Fromtheemotioneffectsperspective,itdepictsthatcomparedwithjuniorandsenior,freshmenandsophomorelayemphasisoncompleteassignmentontime.Theyfeelanxious,upsetandself-condemnedwithAP.Thiseffectincreasesyearly,whichshowsstudentsmaygetusedtoprocrastinatinggraduallyandpsychologicallyadapttotheAPasthegraderises.
Figure5.gradefactor
Consequently,lackoftimemanageskillsispriorityamongallelementsresultinginAP.Therestsofreasonsarelowstudymotivation,self-control,responsibility,negativeemotions,habits,perfectionismandcircumstance.Ingeneral,subjectivereasonsareprincipal,ratherthanobjectivereasons.whilethetaskandenvironmentcharacteristicsdonotshowtheirsignificantimpactsontheprocrastinators.
4.3APeffects
Dataappearsthattherearearound69%studentsexperiencetheAPnegativeeffects.Especially,78.5%studentsurgetochangeAPsituationsatpresent.Onthecontrary31%thinktheysufferlittleandevenregarditasthepositiveeffects.Itmotivatesthemduringtherashtimeapproximatingthedeadline(13stquestion).Althoughtheyprocrastinate,theygetsatisfiedresults(14thquestion).
5.ConclusionsandImplications
APhasnegativeeffectsonthestudents'learning,emotionsandlife.Thus,thisstudyisofinterest
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