大学生学业拖延英文论文.docx

1、大学生学业拖延英文论文A Research in academic Procrastination of Undergraduates in *UniversityAbstractAcademic procrastination was relatively popular among Chinese college students and had negative effects on the students learning, emotion and life. Using the questionnaire, this study explored the situation and

2、 the causes of academic procrastination. The samples are 73 undergraduates from *university. Results revealed that male undergraduates were more likely to have assignment procrastination than the females did, while the female undergraduates experienced more negative feelings caused by procrastinatio

3、n. There was a sharp rise in assignment procrastination among the juniors, indicating junior was a key transforming period of the total growing of undergraduates academic procrastination. Low motivation to learn, lack of time management skills, negative emotions, perfectionism, and laziness were the

4、 main reasons that accounted for undergraduates academic procrastination, while the task and environment characteristics did not show significant impacts on the procrastinators. Key words : academic procrastination; undergraduates; causes 1. Introduction English poet Edward Young(1742) had ever comp

5、ared the procrastination to the thief stealing the time. Procrastination, known as a habit of procrastinating until the deadline comes. According to a result of a previous research(Ellist & Knaus,1977), there were estimated up to 70% students suffering from it. The result revealed it was not affecte

6、d by different majors, regions and categories of the colleges distinctly. Procrastination is increasingly popular on campus. Especially, academic procrastination(AP) is a common phenomenon around us. So the article specifically focuses on the undergraduates academic procrastination. While most resea

7、rches on AP focus on its theory and method study, leaving a vacancy in the aspect of practical study. So this article aims at trying to investigate the * undergraduates potential situation and causes of AP with questionnaires. 2. Literature Review There is no general consensus as to what exactly aca

8、demic procrastination is. Solomon and Rothblum(1984) had ever defined that it was an unnecessary behavior that person procrastinated the study work which must to be completed so that he got psychological discomfort. While Chu and Choi(2005) divided academic procrastination into two parts, the active

9、 aspect and the passive aspect. The passive procrastination is defined that although someone doesnt intend to procrastinate subjectively, the problems such as difficult decisions, competence trigger the procrastination. In the contrary, someone pays more attention on other significant things in hand

10、 so that he delays to complete the missions. There are plenty of factors caused AP. Fear of failure, disgust of missions are the key variables aggravating the undergraduates academic procrastination (Solomon & Rothblum, 1984). Some researchers suggested that academic procrastination could be mainly

11、dominated by the individuality, mission property, self-regulation. It is not clear that procrastination referring to the perfect notions would bring positive effect (Pang 2009). According to a survey, it revealed that undergraduates AP existed the interactivity in grade and gender, for instance, the

12、 level of procrastination in senior males was striking higher than freshmans, however females dont differ in grades(Zhang & Chen & Huang, 2009).3. Method This is a study in the quantative tradition. In particular, this study focuses on investigating the potential situation and causes of AP. Eventual

13、ly, the research attempted to find the proper measures by analyzing the results of the questionnaires. The questionnaire of academic procrastination for undergraduates, whose formation referenced relevant studys questions, investigated completing the assignments, reviewing to prepare for the tests a

14、nd independent study three aspects of the levels and effects in AP. The questionnaire contained 18 questions, which were designed in degree forms. The 5th,6th,7th focused on the situation of AP, and 15th made a hypothetic condition for participants. Other themes tended to gain the sharpened insight

15、into attitudes, effects and so on. Besides, questionnaire emphasized the causes study. For instance the 16th sequencing question,17th multiple choice question were pertinent for analyzing the causes. The last question was fill-in wanted participants to feed back freely. The principal research questi

16、ons in this study were:1) Whats the general situation of AP among * students?2) Whats the primary causes of AP?Data Collection In order to make the data more reliable, the samples of study were * students in different grades and majors. This study delivered 50 questionnaires meanwhile the electronic

17、 questionnaire was published through Questionnaire Star on the internet. Eventually, there were 73 effective questionnaires.Data Analysis The study intended to divide the samples into different categories to avoid data influence by grades, majors and gender via setting the 1st,2ed,3rd questions.73 q

18、uestionnaires which are filled were analyzed and statistics were made into forms of pie figure, table and column graphs. 4. Discussion and Findings4.1 Whats the general situation of AP in *? Figure 1. general distribution 73 samples From pie figure 1, its not hard to figure out the phenomenon that u

19、ndergraduates in * having AP is common, the quantity of procrastination in different levels approximates 40%. Meanwhile, undergraduates procrastinate badly when preparing for tests or learning by themselves, according to table 2. Among the concrete tasks, students procrastination level is the most s

20、triking up to 48.1%. The part of reviewing for test is inferior, up to 45.1%. Although assignment part is better than above, it is 32.9% as well. According to foreign relevant research, there were around 70% college students having frequent AP in 1970s. It decreased to 40% until 1980s. Among them, w

21、riting semester paper is 46%, reading homework is 30%, reviewing for tests is 28%, participating academic tasks is 23%. Obviously, students in * procrastinate seriously in reviewing for tests and completing assignment. Independent study is weakness relatively, which need to be reinforced immediately

22、. Table 2. Test prepare, Complete assignment, Independent study distributionTest prepare (%)Complete assignment (%)Independent study (%)procrastination45.132.948.1Not procrastination55.967.151.9total1001001004.2 Primary causes Then the three factors (major, gender and grade) will be revealed concret

23、ely.Figure 3 depicts that science and engineering, liberal arts arent in prominent difference in general and five kinds of the study conditions.Figure 3. major factorIn Figure 4, AP doesnt differ in sex factor as a whole. However, in the parts of doing homework and emotional negative effect exist ex

24、treme diversity, males level of assignment procrastination is far higher than females. Furthermore, females are very easy to experience emotional negative effects after procrastinating. Sex contrastive data imply that on the one hand, males do not have careful attitude towards assignments and lack s

25、elf-discipline, on the other hand, females are easier to feel nervous, anxious and self-accusation caused by AP. In fact, two conclusions may exist causation. On account of males suffering less from AP, they procrastinate frequently, compared to the females.Figure 4.gender factorFrom Figure 5, after

26、 analyzing the four grades students conditions, results demonstrate that there is no remarkable difference between reviewing for test and independent study. Nevertheless, the completing assignments and emotion effects are not the same as above. Study reveals that differences in grade factor mainly a

27、ppear on assignment part. Sophomore is the transition in the whole growing levels. As for freshmen, it is likely for them to maintain the study habits in senior school, drawing more attention on the assignment which help consolidate the knowledge in their thoughts. Nevertheless, when they become sop

28、homore they get used to the college circumstance gradually. Then they find that assignments arent many. Moreover summit interval is long. And teachers seldom check the assignments and supervise them. So most of them ignore the self-discipline and do not summit the assignment on time, which results i

29、n the AP level growing yearly. From the emotion effects perspective, it depicts that compared with junior and senior, freshmen and sophomore lay emphasis on complete assignment on time. They feel anxious, upset and self-condemned with AP. This effect increases yearly, which shows students may get us

30、ed to procrastinating gradually and psychologically adapt to the AP as the grade rises. Figure 5. grade factorConsequently, lack of time manage skills is priority among all elements resulting in AP. The rests of reasons are low study motivation, self-control, responsibility, negative emotions, habit

31、s, perfectionism and circumstance. In general, subjective reasons are principal, rather than objective reasons. while the task and environment characteristics do not show their significant impacts on the procrastinators.4.3 AP effects Data appears that there are around 69% students experience the AP

32、 negative effects. Especially,78.5% students urge to change AP situations at present. On the contrary 31% think they suffer little and even regard it as the positive effects. It motivates them during the rash time approximating the dead line (13st question). Although they procrastinate, they get satisfied results (14th question).5. Conclusions and ImplicationsAP has negative effects on the students learning, emotions and life. Thus, this study is of interest