大学生学业拖延英文论文.docx

大学生学业拖延英文论文.docx

《大学生学业拖延英文论文.docx》由会员分享，可在线阅读，更多相关《大学生学业拖延英文论文.docx（9页珍藏版）》请在冰豆网上搜索。

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