What Causes Procrastination and What Might Help Reduce It? The Views of Post-16 Students, Teachers and Educational Psychologists

Autor/in	McGlinchey, Caomhán
Titel	What Causes Procrastination and What Might Help Reduce It? The Views of Post-16 Students, Teachers and Educational Psychologists
Quelle	In: Educational & Child Psychology, 39 (2022) 3, S.94-112 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Postsecondary Education; Time Management; Influences; College Faculty; Graduate Students; Adult Students; Educational Psychology; Psychologists; Motivation Techniques; Psychological Patterns; Foreign Countries; Student Attitudes; Opinions; Expectation; Time Factors (Learning); Attention; Values; Vocational Education; Workplace Learning; College Students; High School Students; United Kingdom + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Zeitmanagement; Influence; Einfluss; Einflussfaktor; Fakultät; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Adult; Adults; Erwachsenenalter; Schüler; Schülerin; Erziehungspsychologie; Pädagogische Psychologie; Psychologist; Psychologe; Psychologin; Motivationsförderung; Ausland; Schülerverhalten; Lehrmeinung; Expectancy; Erwartung; Aufmerksamkeit; Wertbegriff; Ausbildung; Berufsbildung; Collegestudent; High school; High schools; Oberschule; Großbritannien
Abstract	Aims and rationale: This study aimed to increase understanding of academic procrastination (AP), as well as indicating strategies which might reduce it. Methods: During phase one, semi-structured interviews were carried out with post-16 students (N=20). Template analysis (TA) was then used to analyse the interview transcripts. General themes were derived which formed the basis of phase two surveys, which were completed by post-16 students (N=343), teachers (N=52), and educational psychologists (EPs, N=43). Quantitative methods, including the Hochberg's GT2 and the Games-Howell procedure, were then employed to compare the mean responses of each group on the survey items. Findings and implications: Support for the constructs making up temporal motivation theory (TMT) was found among all three groups of respondents. However, the respondents also agreed with items relating to additional themes which emerged during phase one, such as emotion, and the role of the teacher. Similarly, support for TMT was observed when it came to strategies aimed at tackling procrastination. Again, the role of emotion was highlighted, as were potential issues with designing and implementing an intervention. Nevertheless, strategies were suggested which are outlined in the discussion, and arranged in relation to each of the themes addressed in the surveys. Limitations: Sample sizes were relatively small, and convenience sampling reduced the likelihood of obtaining a random sample. Template analysis was carried out by one researcher, increasing the likelihood of subjective interpretation. Conclusion: Temporal motivation theory provides a useful--but not entirely comprehensive--theoretical model for understanding academic procrastination (AP) among post-16 students in the UK. Students, teachers and EPs have useful insights into why AP occurs, and each group believes that practical strategies may help to overcome it. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01