Abstract
Displays and causes of laziness and procrastination vary in both their essence and the influence they have on human activity. Students with different academic performance tend to display laziness and procrastination in different ways. The results of the research on procrastination and laziness patterns, shown by students with various academic performance rates, are described in the article. The levels and causes of laziness and procrastination for students with different academic performance were defined by means of diagnostic methodology. Based on the methods of Mathematical Statistics, such as the Spearman's rank correlation coefficient and the Mann–Whitney U test, the levels of procrastination and laziness were compared in correspondence with students’ academic performance rates. A negative correlation was discovered between the level of academic procrastination and students’ academic performance. Another correlation was established for such causes of laziness as “Capability deficiency” and “Lack of interest”. The differences in laziness levels as well as causes of laziness and procrastination were identified between students with high and low academic performance rates. A conclusion was made that in the process of forming the basic conditions for studying, it is highly important to recognize displays of procrastination and laziness among students with different academic performance rates.
Highlights
Constant and rapid changes in living conditions, as well as professional and academic activities, the increasing demands for self-management and self-control in human society, as well as the general increase in the level of anxiety and even fear of new information have become the characteristic traits of modern society [1]
It should be taken into account that displays of such phenomena may differ for students with high and low academic performance rates
The presented results prove that in general, students with low academic performance are more subject to laziness and procrastination
Summary
Constant and rapid changes in living conditions, as well as professional and academic activities, the increasing demands for self-management and self-control in human society, as well as the general increase in the level of anxiety and even fear of new information have become the characteristic traits of modern society [1]. The level of procrastination and laziness defines the whole range of organizational behavior patterns, which occur in the process of solving professional and academic tasks. About 70-75% of students tend to postpone the beginning of performing some academic activities, such as completing supplementary tasks, writing course papers and preparing for seminars Despite such tendencies, Psychology of Organization has developed more advanced procrastination and laziness control technologies than Psychology of Education. If the work is organized in such a way that a person cannot postpone completing a task, it deals more with limitation or self-limitation, which makes people act, weakening their inner resistance In this case, the phenomenon observed is not procrastination, but laziness. To introduce efficient organizational changes to the educational process, it is vital to define what exactly hinders students from learning – academic procrastination or laziness. It should be taken into account that displays of such phenomena may differ for students with high and low academic performance rates
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