SYSTEMS PSYCHOLOGY
AND SOCIOLOGY

    Views: 281

UDC 159.9.07

DOI 10.25688/2223-6872.2021.38.2.05

ROLE OF PROCRASTINATION IN THE STRUCTURE OF LEARNING ACTIVITY:

SYSTEM APPROACH

E. Yu. Korzhova,

Herzen University, St. Petersburg,

elenakorjova@gmail.com,

I. N. Kormacheva,

PC “Iris”, Novosibirsk,

irina@kormacheva.ru

 The article examines the problem of procrastination in the context of activity based on two systemic theories: A. A. Volochkov’s model of educational activity and P. Steele’s theory of temporary motivation, which considers procrastination in the educational and professional sphere. An empirical study, the purpose of which is to determine the role of procrastination in the structure of learning activity is presented. Respondents: 209 students aged 18–36 (M = 23.3). The study uses path analysis. The following methods are used: P. Steele’s procrastination scale, A. A. Volochkov’s students Learning Activity questionnaire. The empirical data were processed using IBM SPSS Statistics 22.0 and the Amos 24.0 application. As a result of the study, a model that reflects the role of procrastination in the structure of educational activity (the share of dispersion of educational activity is 94 %) was built. According to the obtained empirical model, the following independent variables make a statistically significant contribution to learning activity: procrastination (β = –0,163), dynamic component (β = 0,349), activity potential (β = 0,337), effective component (β = 0,524). A negative relationship between procrastination and the components of learning activity: activity potential, effective and dynamic components was found. According to the results of the study, the following conclusions were drawn: procrastination is included in the structure of educational activity as an element negatively interrelated with other elements and “takes the place” of the regulatory component with a “–” sign; procrastination affects the decrease in the potential of educational activity, which includes educational motivation and psychophysiological characteristics of the student; procrastination reduces the indicators of the dynamic component (“speed” characteristics of the performance realization of activity and the dynamics of modification of educational activity); procrastination contributes to a decrease in the indicators of the effective component (weak results of educational activity; inadequate satisfaction with the results of educational activity). The effect of procrastination on this component stops the process of self-reproduction of learning activity.

Keywords: system approach; procrastination; path analysis; educational activity; components of educational activity.

For citation: Korzhova E. Yu., Kormacheva I. N. Role of procrastination in the structure of learning activity: system approach // Systems Psychology and Sociology. 2021. № 2 (38). P. 56–64. DOI: 10.25688/2223- 6872.2021.38.2.05

Korzhova Elena Yurievna, Doctor of Psychological Sciences, Professor. Head of the Department of Human psychology at the Herzen State Pedagogical University of Russia, Saint-Petersburg, Russia.

E-mail: elenakorjova@gmail.com

ORCID: 0000-0002-1128-1421

Kormacheva Irina Nikolaevna, Head of the Psychological Center “Iris”, Novosibirsk, Russia.

E-mail: irina@kormacheva.ru

ORCID: 0000-0001-9208-0922

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