Literaturnachweis - Detailanzeige
| Autor/inn/en | Mohammed, Adel Abdulla; Sherit, Asharaf Mohammed A.; Eissa, Mourad Ali; Mostafa, Amaal Ahmed |
|---|---|
| Titel | Academic Procrastination among College Students with Learning Disabilities: The Role of Positive and Negative Self-Oriented Perfectionism in Terms of Gender, Specialty and Grade |
| Quelle | 2 (2013) 1, S.3-14 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2325-775X |
| Schlagwörter | Learning Disabilities; Positive Attitudes; Negative Attitudes; Gender Differences; Specialization; Majors (Students); Grades (Scholastic); Academic Aspiration; Goal Orientation; Demography; Predictor Variables; Undergraduate Students; Correlation; Questionnaires; Multiple Regression Analysis; Foreign Countries; Egypt |
| Abstract | The purpose of this study was three folds: to explore whether there were relationship between academic procrastination and positive and negative self-oriented perfectionism of college students with learning disabilities, the extent to which positive and negative self-oriented perfectionism of college students with learning disabilities predicts academic procrastination, and whether level of academic procrastination tendency among college students with learning disabilities differs according to demographic variables. The research is based on a convenience sample of 80 undergraduate students from a variety of departments at Zagazig Faculty of Education, Egypt. Findings indicated that there was a positive correlation between academic procrastination and Positive Self-Oriented Perfectionism, while no significant correlation was determined between academic procrastination and Negative Self-Oriented Perfectionism. According to the multiple linear regression analysis results, Positive Self-Oriented Perfectionism, and Negative Self-Oriented Perfectionism account for 22% of academic procrastination. Positive Self-Oriented Perfectionism made a positive contribution to the model, Negative Self-Oriented Perfectionism made no significant contribution, which indicated that the only significant predictor was Positive Self-Oriented Perfectionism. The independent t-test showed that undergraduates' academic procrastination scores did not differ significantly according to gender. One-way ANOVA showed that undergraduates' academic procrastination scores did not differ significantly according to grade. The independent t-test showed that undergraduates' academic procrastination scores did not differ significantly according to Specialty. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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