PERSONAL FACTORS OF STUDENTS' ACADEMIC PROCRASTINATION IN CONDITIONS OF USING DISTANCE LEARNING TECHNOLOGIES

Abstract

Abstract. Objective. This research was conducted to to theoretically analyse and empirically investigate the personal factors of students' academic procrastination in the context of distance learning technologies.
 Methods. The subjects were 63 students from different faculties and educational institutions, aged from 17 to 45, who are using distance learning technologies. Among them 55 females and 7 males. Data were gathered through C. Lay's General Procrastination Scale (adapted by T. Yu. Yudyeyeva), «The reasons for the personal tendency to delay tasks» (M. S. Dvornyk), «Scale of Academic Motivation» (T. O. Hordyeyeva, O. A. Sychov, Ye. M. Osin), 5PFQ (adapted by A. B. Khromov), J. Rotter's Internal-External Locus of Control Scale, Zimbardo Time Perspective Inventory (adapted by A. Syrtsova), Self-Change Potential questionnaire (V. R. Manukyan, I. R. Murtazina, N. V. Hrishyna) and were analyzed by the Spearman's rank correlation coefficient, the Mann–Whitney U test and k-means cluster analysis.
 Results. The results showed that there was a meaningful and negative relation between academic procrastination and «conscientiousness», future orientation, belief in possibility of self-change as a factor of self-change potential. Besides, a meaningful and positive relation was observed between academic procrastination and «neuroticism», negative past orientation, extrinsic motivation.
 Conclusion. The results of the research can be recommended for application in the practical work of psychologists, in psychology of personality, creative psychology, psychology of health and social psychology. It also can be useful in the practice of correction and counseling psychology.
 The results of the study can be used to develop programs of reducing and prevention of students' academic procrastination in the context of distance learning technologies.