Influence du profil de procrastination active sur les performances académiques des étudiants en sciences de l’éducation
Barre latérale de l'article
Contenu principal de l'article
Résumé
INTRODUCTION. La procrastination passive est la tendance à retarder l'achèvement des tâches ou des décisions en raison d'un échec de l'autorégulation. Dans le milieu académique, ce comportement est associé à de faibles performances. Ces dernières années, une construction différente a été identifiée; la procrastination active, qui implique la capacité à retarder intentionnellement des tâches afin de les exécuter d’une façon plus efficace. Les objectifs de cette étude sont: a) d'analyser les profils de procrastination active présentés par les étudiants en sciences de l'éducation, et b) d'examiner leurs différences en fonction du genre et des leurs résultats académiques. MÉTHODE. 330 étudiants universitaires ont participé à la recherche. La nouvelle échelle de procrastination active a été appliquée pour obtenir les profils de la construction. Une analyse hiérarchique de cluster avec les facteurs d'échelle, une analyse chi-carré croisant le cluster et le genre, et une analyse unidimensionnelle des variances ANOVA avec les performances académiques ont été effectuées. RÉSULTATS. Les résultats ont montré que: a) il y avait quatre profils parmi les étudiants, appelés procrastination active, procrastination passive, procrastination active modérée et non-procrastination; b) les femmes présentaient un profil de non-procrastination dans une plus grande mesure que les hommes; c) les étudiants avec une procrastination active et nonprocrastinateur présentaient des performances académiques significativement plus élevées que les étudiants avec un profil de procrastination passive. DISCUSSION. Selon la construction analysée, les étudiants présentant une procrastination active ont la capacité de retarder leurs tâches académiques pour atteindre une meilleure performance, ils sont habitués à travailler sous pression et à gérer leur temps de travail. Au contraire, ceux qui présentent un retard passif doivent faire l'objet de programmes d'intervention universitaires afin qu'ils apprennent à organiser leur temps d’étude et à surmonter leur échec de l’autorégulation.
Téléchargements
Renseignements sur l'article
Références
○ Ackerman, D. S. y Gross, B. L. (2005). My instructor made me do it: task characteristics of procrastination. Journal of Marketing Education, 27(1), 5-13. https://doi.org/10.1177/0273475304273842
○ Balkis, M. y Dure, E. (2017). Gender differences in the relationship between academic procrastination, satisfaction with academic life and academic performance. Electronic Journal of Research in Educational Psychology, 15(1), 105-125. http://dx.doi.org/10.14204/ejrep.41.16042
○ Choi, J. N. y Moran, S. V. (2009). Why not procrastinate? Development and validation of a new active procrastination scale. The Journal of Social Psychology, 149(2), 195-212. https://doi.org/10.3200/SOCP.149.2.195-212
○ Chowdhury, S. F. y Pychyl, T. A. (2018). A critique of the construct validity of active procrastination. Personality and Individual Differences, 120, 7-12. https://doi.org/10.1016/j.paid.2017.08.016
○ Chu, A. H. y Choi, J. N. (2005). Rethinking procrastination: positive effects of “active” procrastination behavior on attitudes and performance. The Journal of Social Psychology, 145(3), 245-264. https://doi.org/10.3200/SOCP.145.3.245-264
○ Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, Nueva Jersey: Erlbaum.
○ Corkin, D. M., Yu, L. y Lindt, S. F. (2011). Comparing active delay and procrastination from a self-regulated learning perspective. Learning and Individual Differences, 21(5), 602-606. https://doi.org/10.1016/j.lindif.2011.07.005
○ Ferrari, J. R. y Díaz-Morales, J. F. (2007). Perceptions of self-concept and self-presentation by procrastinators: further evidence. The Spanish Journal of Psychology, 10(1), 91-96. https://doi.org/10.1017/S113874160000634X
○ Ferrari, J. R., Johnson, J. L. y McCown, W. G. (1995). Procrastination research. En Procrastination and task avoidance (pp. 21-46). Boston, Massachusetts: Springer.
○ Garzón, A. y Gil, J. (2017). El papel de la procrastinación académica como factor de la deserción universitaria. Revista Complutense de Educación, 28(1), 307-324. https://doi.org/10.5209/rev_RCED.2017.v28.n1.49682
○ Grunschel, C., Patrzek, J. y Fries, S. (2013). Exploring reasons and consequences of academic procrastination: an interview study. European Journal of Psychology of Education, 28(3), 841-861. https://doi.org/10.1007/s10212-012-0143-4
○ Hensley, L. C. (2016). The draws and drawbacks of college students’ active procrastination. Journal of College Student Development, 57(4), 465-471. https://doi.org/10.1353/csd.2016.0045
○ Hicks, R. E. y Wu, F. M. Y. (2018). Psychological capital as mediator between adaptive perfectionism and academic procrastination. GSTF Journal of Psychology (JPsych), 2(1). https://doi.org/10.7603/s40-790-015-0006-y
○ International Test Commission (2010). International Test Commission guidelines for translating and adapting tests. http://www.intestcom.org
○ Khan, M. J., Arif, H., Noor, S. S. y Muneer, S. (2014). Academic procrastination among male and female university and college students. FWU Journal of Social Sciences, 8(2), 65. https://search.proquest.com/openview/130aa6e17a639fd57ec21adee0c9d13d/1?pq-origsite=gscholar&cbl=55194
○ Kim, S., Fernández, S. y Terrier, L. (2017). Procrastination, personality traits, and academic performance: when active and passive procrastination tell a different story. Personality and Individual Differences, 108, 154-157. https://doi.org/10.1016/j.paid.2016.12.021
○ Kono, Y., Uji, M. y Matsushima, E. (2015). Presenteeism among Japanese IT employees: personality, temperament and character, job strain and workplace support, and mental disturbance. Psychology, 6(15), 1971-1983. http://dx.doi.org/10.4236/psych.2015.615195
○ Liu, W., Pan, Y., Luo, X., Wang, L. y Pang, W. (2017). Active procrastination and creative ideation: the mediating role of creative self-efficacy. Personality and Individual Differences, 119, 227-229. http://doi.org/10.1016/j.paid.2017.07.033
○ Mandap, C. M. (2016). Examining the differences in procrastination tendencies among university students. International Journal of Education and Research, 4(4), 431-436. https://www.ijern.com/April-2016.php
○ Morris, P. E. y Fritz, C. O. (2015). Conscientiousness and procrastination predict academic coursework marks rather than examination performance. Learning and Individual Differences, 39, 193-198. http://nectar.northampton.ac.uk/9302/5/Morris20159302.pdf
○ Özer, B. U. (2011). A cross sectional study on procrastination: who procrastinates more? En International Conference on Education Research and Innovation, 18, 34-37. https://library.iated.org/publications/ICERI2011
○ Özer B. U., Demir, R. y Ferrari, J. R. (2009). Exploring academic procrastination among Turkish students: possible gender differences in prevalence and reasons. The Journal of Social Psychology, 149(2), 241-257. https://doi.org/10.3200/SOCP.149.2.241-257
○ Park, S. W. y Sperling, R. A. (2012). Academic procrastinators and their self-regulation. Psychology, 3(1), 12-23. https://doi.org/10.4236/psych.2012.31003
○ Pychyl, T. A. y Sirois, F. M. (2016). Procrastination, emotion regulation, and well-being. En F. M. Sirois y T. A. Pychyl (eds.), Procrastination, health, and well-being (pp. 163-188). Nueva York: Elsevier.
○ Rachlin, H. (2000) Self-control as an abstraction of environmental feedback. The Science of Self-Control. Cambridge: Harvard University Press.
○ Rodarte-Luna, B. y Sherry, A. (2008). Sex differences in the relation between statistics anxiety and cognitive/learning strategies. Contemporary Educational Psychology, 33(2), 327-344. https://doi.org/10.1016/j.cedpsych.2007.03.002
○ Rothblum, E. D., Solomon, L. J. y Murakami, J. (1986). Affective, cognitive, and behavioral differences between high and low procrastinators. Journal of Counseling Psychology, 33(4), 387. http://doi.org/10.1037/0022-0167.33.4.387
○ Seo, E. H. (2013). A comparison of active and passive procrastination in relation to academic motivation. Social Behavior and Personality: An International Journal, 41(5), 777-786. https://doi.org/10.2224/sbp.2013.41.5.777
○ Solomon, L. J. y Rothblum, E. D. (1984). Academic procrastination: frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503.
○ Spada, M. M., Hiou, K. y Nikcevic, A. V. (2006). Metacognitions, emotions, and procrastination. Journal of Cognitive Psychotherapy, 20(3), 319. https://search.proquest.com/openview/2b0a5945bd9f95970fe3a7610cd088af/1?pq-origsite=gscholar&cbl=28723
○ Stainton, M., Lay, C. H. y Flett, G. L. (2000). Trait procrastinators and behavior/trait-specific cognitions. Journal of Social Behavior and Personality, 15(5), 297-312. https://search.proquest.com/openview/e2cfcf5014a0f92f97f37d2cbe5e7c7b/1?pq-origsite=gscholar&cbl=1819046
○ Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65. https://psycnet.apa.org/doiLanding?doi=10.1037%2F0033-2909.133.1.65
○ Steel, P. y Klingsieck, K. B. (2016). Academic procrastination: psychological antecedents revisited. Australian Psychologist, 51(1), 36-46. https://doi.org/10.1111/ap.1217
○ Visser, L., Korthagen, F. A. y Schoonenboom, J. (2018). Differences in learning characteristics between students with high, average, and low levels of academic procrastination: students’ views on factors influencing their learning. Frontiers in Psychology, 9, 808. http://doi.org/10.3389/fpsyg.2018.00808
○ Ward Jr, J. H. (1963). Hierarchical grouping to optimize an objective function. Journal of the American Statistical Association, 58(301), 236-244.
○ Wessel, J., Bradley, G. L. y Hood, M. (2019). Comparing effects of active and passive procrastination: a field study of behavioral delay. Personality and Individual Differences, 139, 152-157. https://doi.org/10.1016/j.paid.2018.11.020
○ Wolters, C. A., Won, S. y Hussain, M. (2017). Examining the relations of time management and procrastination within a model of self-regulated learning. Metacognition and Learning, 12(3), 381-399. https://doi.org/10.2224/sbp.2013.41.5.777
○ Zhou, M. (2018). Gender differences in procrastination: the role of personality traits. Current Psychology, 1-9. https://link.springer.com/article/10.1007/s12144-018-9851-5
○ Zohar, A. H., Shimone, L. P. y Hen, M. (2019). Active and passive procrastination in terms of temperament and character. PeerJ, 7. http://doi.org/10.7717/peerj.6988