Procrastination as a Threat to the Psychological Security of the Educational Environment.

Anna Litvinova,Valentina Ekimova,Vyacheslav Pozdnyakov,Alexey Kokurin,Anna Koteneva

doi:10.3390/bs10010001

Anna Litvinova, Valentina Ekimova + Show 3 more

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https://doi.org/10.3390/bs10010001

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Abstract

The present study provides an analysis of the concept of procrastination and its features, together with a discussion of the fundamental approaches to its investigation. It examines procrastination as a threat to the psychological security of the educational environment. The author presents the results of an empirical investigation of the characteristics of interpersonal relations in the educational environment, academic motivation, and general motivation of students with various degrees of procrastination. The subjects of the investigation were 95 students, of the average age of 18.2 years, in an institution of higher education dedicated to the humanities. The subjects were evaluated using the procrastination scale for student populations developed by C. Lay, the academic motivation scale of R.J. Vallerand, the self-evaluation survey of motivation of academic, intellectual, and professional activity developed by N.A. Bakshaeva and A.A. Verbitsky, and the “Survey of Interpersonal Relations in an Educational Environment” developed by G.S. Kozhukhar and V.V. Kovrov. The primary hypothesis of the study, that the interconnections of interpersonal relations in an educational environment with academic and general motivation would differ in the groups of students with different levels of procrastination, was confirmed. The differences in the evaluations of the quality of interpersonal relations, and indicators of academic and intellectual motivation of students with different levels of procrastination were of special particular significance. It was shown that, the higher the level of students’ procrastination, the greater the interaction between the negative aspects of interpersonal relations in the educational environment and the external academic motivation.

Highlights

In the current environment of rapid transformation in a digital society and the multitude of demands on the individual, interest in the study of procrastination as a phenomenon is rising.Procrastination is understood as conscious delay, failure to complete, or postponement of planned activities, accompanied by a sense of internal discomfort and a negative emotional state, connected with an expectation of negative consequences, according to P
The results indicate that students with a moderate level of procrastination feel that interpersonal relationships in the educational environment are characterized by acceptance, goodwill, aggression, and manipulative relationships
46.7% of students were characterized by moderate procrastination, and 53.3% were characterized by a high level of procrastination, demonstrating the tendency of students to delay in decision-making and postponement of completion of various tasks until later

Summary

Introduction

Procrastination is understood as conscious delay, failure to complete, or postponement of planned activities, accompanied by a sense of internal discomfort and a negative emotional state, connected with an expectation of negative consequences, according to P. In Russian psychology, the terms otkladyvanie (“postponement”) or promedlenie (“delay”) are used as synonyms for “procrastination.” Procrastination may appear in any sphere of human activity: Academic, work, social (postponement of meetings or phone calls), professional, or home. Procrastinators often delay realizations of their plans until “later” and start to work on them only at a time when there is no point in attempting to make up for lost time. This is precisely the way in which the negative consequences of

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