人格类型对大学生学业拖延的影响

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH International Journal of School and Educational Psychology Pub Date : 2020-11-11 DOI:10.1080/21683603.2020.1841051
Godwin Ocansey, C. Addo, H. Onyeaka, J. Andoh-Arthur, K. Oppong Asante
{"title":"人格类型对大学生学业拖延的影响","authors":"Godwin Ocansey, C. Addo, H. Onyeaka, J. Andoh-Arthur, K. Oppong Asante","doi":"10.1080/21683603.2020.1841051","DOIUrl":null,"url":null,"abstract":"ABSTRACT Procrastination on academic tasks is a common problem affecting learning and achievement of university students globally. In Western and developed countries, personality types have been implicated in academic procrastination, but such evidence has not been adduced within the Ghanaian context. This study was therefore conducted to explore the possible role of personality types on academic procrastination among undergraduate students. Two hundred (200) students (Mean age = 20.78 years; SD = 2.27) conveniently sampled completed the Academic Procrastination Scale and the Big Five Personality Inventory. Correlational analysis showed that academic procrastination was negatively associated with openness, conscientiousness, extraversion, and agreeableness but positively related to neuroticism. Further standard multiple regression analysis showed only two dimensions of the personality traits: Neuroticism and openness made significant prediction of academic procrastination. Neuroticism made the strongest unique predictor of academic procrastination (β = 0.23; t = 2.74; p < .01) followed by openness (β = – 0.20; t = −2.18; p < .05). The current study provides important information needed for the development of intervention programs that will help reduce academic procrastination among students, with specific emphasis on implicated personality traits.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"10 1","pages":"360 - 367"},"PeriodicalIF":1.8000,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1841051","citationCount":"8","resultStr":"{\"title\":\"The Influence of Personality Types on Academic Procrastination Among Undergraduate Students\",\"authors\":\"Godwin Ocansey, C. Addo, H. Onyeaka, J. Andoh-Arthur, K. Oppong Asante\",\"doi\":\"10.1080/21683603.2020.1841051\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Procrastination on academic tasks is a common problem affecting learning and achievement of university students globally. In Western and developed countries, personality types have been implicated in academic procrastination, but such evidence has not been adduced within the Ghanaian context. This study was therefore conducted to explore the possible role of personality types on academic procrastination among undergraduate students. Two hundred (200) students (Mean age = 20.78 years; SD = 2.27) conveniently sampled completed the Academic Procrastination Scale and the Big Five Personality Inventory. Correlational analysis showed that academic procrastination was negatively associated with openness, conscientiousness, extraversion, and agreeableness but positively related to neuroticism. Further standard multiple regression analysis showed only two dimensions of the personality traits: Neuroticism and openness made significant prediction of academic procrastination. Neuroticism made the strongest unique predictor of academic procrastination (β = 0.23; t = 2.74; p < .01) followed by openness (β = – 0.20; t = −2.18; p < .05). The current study provides important information needed for the development of intervention programs that will help reduce academic procrastination among students, with specific emphasis on implicated personality traits.\",\"PeriodicalId\":52157,\"journal\":{\"name\":\"International Journal of School and Educational Psychology\",\"volume\":\"10 1\",\"pages\":\"360 - 367\"},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2020-11-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/21683603.2020.1841051\",\"citationCount\":\"8\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of School and Educational Psychology\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/21683603.2020.1841051\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of School and Educational Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/21683603.2020.1841051","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 8

摘要

学业拖延是影响全球大学生学习和成绩的一个常见问题。在西方和发达国家,人格类型与学业拖延有关,但这些证据并没有在加纳的背景下提出。因此,本研究旨在探讨人格类型对大学生学业拖延的可能作用。200名学生(平均年龄为20.78岁;标准差为2.27)方便地完成了学业拖延量表和五大人格量表。相关分析表明,学业拖延与开放性、责任感、外向性和宜人性呈负相关,与神经质呈正相关。进一步的标准多元回归分析显示,只有两个维度的人格特征:神经质和开放性对学业拖延有显著的预测作用。神经质是学业拖延症的最强独特预测因素(β=0.23;t=2.74;p<0.01),其次是开放性(β=-0.20;t=-2.18;p<0.05)。目前的研究为制定干预计划提供了重要信息,该计划将有助于减少学生的学业拖延症,特别强调隐含的个性特征。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
The Influence of Personality Types on Academic Procrastination Among Undergraduate Students
ABSTRACT Procrastination on academic tasks is a common problem affecting learning and achievement of university students globally. In Western and developed countries, personality types have been implicated in academic procrastination, but such evidence has not been adduced within the Ghanaian context. This study was therefore conducted to explore the possible role of personality types on academic procrastination among undergraduate students. Two hundred (200) students (Mean age = 20.78 years; SD = 2.27) conveniently sampled completed the Academic Procrastination Scale and the Big Five Personality Inventory. Correlational analysis showed that academic procrastination was negatively associated with openness, conscientiousness, extraversion, and agreeableness but positively related to neuroticism. Further standard multiple regression analysis showed only two dimensions of the personality traits: Neuroticism and openness made significant prediction of academic procrastination. Neuroticism made the strongest unique predictor of academic procrastination (β = 0.23; t = 2.74; p < .01) followed by openness (β = – 0.20; t = −2.18; p < .05). The current study provides important information needed for the development of intervention programs that will help reduce academic procrastination among students, with specific emphasis on implicated personality traits.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
4.00
自引率
0.00%
发文量
8
期刊介绍: The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.
期刊最新文献
Children’s emotion regulation, behavior regulation, and mathematics achievement: A longitudinal mediation model Relationship between teacher and student psychological well-being in a Japanese context Risk and protective factors and coping strategies for building resilience in Greek general and special education teachers Children’s perceptions of teacher feedback: Portuguese validation of a scale Implementation and effectiveness of a sustained depression prevention program for high school students in Japan
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1