做好我们该做的事情——对学术拖延行为的扎根研究 毕业论文外文翻译.doc
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1、 Doing the Things We Do:A Grounded Theory of Academic ProcrastinationMost people view procrastination as a negative personalitytrait.Procrastinators are thought to be indifferent to the quality of their work and possibly of lower cognitive ability than their nonprocrastinating peers. Previous empiri
2、cal studies have supported this view of procrastination, revealing that procrastination results in lost time, poorer health, decreased long-term learning, and lower self-esteem (Burns, Dittman, Nguyen, & Mitchelson, 2000; Ferrari,Johnson, & McCown, 1995; Milgram, Dangour, & Raviv,1992; Tice & Baumei
3、ster, 1997; Wolters, 2003). A number ofstudies also have indicated that procrastination may be linked to anxiety and fear of failure (Ferrari & Tice, 2000). These findings suggest that procrastination is an impediment to academic success because it decreases the quality and quantity of learning whil
4、e increasing the severity of stress and negative outcomes in studentslives (Ferrari et al., 1995; Milgram, Gehrman, & Keinan, 1992).However, previous studies have reported that many college students procrastinate despite these apparent consequences (Conti,2000; Saddler & Buley, 1999). More than 70%
5、of college studentsreported that they procrastinate regularly, and roughly 20% do so habitually (Schouwenburg, 1995). Higher ability students procrastinated more than lower ability students, and procrastination tends to increase as students advance in their academic careers and became more self-regu
6、lated (Ferrari, 1991). These findings suggest that procrastination is common among college students. Theyalso suggest that procrastination among successful college students may have little impact on performance or perhaps may be adaptive because it allows individuals to achieve a sustained level of
7、flow and better use of their study time (Brinthaupt & Shin, 2001;Csikszentmihalyi, 1990; Sommer, 1990; Tullier, 2000). Alternatively,if procrastination does not play an adaptive role in some situations, then many college students may be under achieving because of regular procrastination.We begin by
8、overviewing the rationale for the study and summarizing our methodology. We then define the construct of academic procrastination as intentionally deferring or delaying work that must be completed, consider its dimensionality, and review existing research. We describe several studies that report ada
9、ptive aspects of procrastination. Next, we discuss the three main goals ofthis research. The present studyThe purpose of the present research was to construct a grounded theory of procrastination on the basis of college students reports about their own procrastination. We did so for several reasons.
10、One is that there is relatively little research on procrastination,even though it is a commonly occurring phenomenon among college students. Second, most of the existing research has reportedcorrelations between self-reported procrastinatory behavior and academic outcomes, such as grades and study t
11、ime. We hoped to expand on this research by providing a more in-depth descrip-tive account of academic procrastination. Third, and most important to us, there is no existing theory or process model of procrastination.We conducted the present research to examine the process by which procrastination o
12、ccurs and to propose a preliminary paradigm model (Strauss & Corbin, 1998) that can be tested in future research.We selected grounded theory methodology because it is ideally suited to construct a data-based theory that can be used as a basis for future research (Creswell, 1998; Strauss & Corbin, 19
13、98).Currently, the existing literature on academic procrastination ischaracterized by lack of an explicit, testable theory and the view that procrastination has a negative impact on academic success.Given the widespread nature of the phenomenon, we wondered how college students view their procrastin
14、ation, and whether their experiences are aligned to the prevailing views in the literature.We believed that a grounded theory analysis would help researchers identify additional aspects of procrastination that might explain its widespread continued occurrence.Grounded theory is an iterative, inducti
15、ve method of data collection based on individual and group interviews that attempts todescribe a core phenomenon in detail and to relate it to potentialcauses, consequences, and situational conditions that affect it(Creswell, 1998; Strauss & Corbin, 1994). Grounded theory uses participants experienc
16、es as data to construct and validate the emergent theory. The end product of grounded theory is a paradigm model that systematically links antecedents, situational conditions,coping strategies, and consequences to the phenomenon of interest (Strauss & Corbin, 1998). These include conditions that eli
17、cit the phenomenon, contextual factors that affect how the phenomenon is enacted, strategies for implementing the phenomenon,and consequences. Our main goal was to construct a paradigm model on the of college studentself-reports. Dedinition of procrastinationDefinitions of procrastination vary from
18、author to author. Some are quite general in nature, such as Schouwenburg (1995), who defined procrastination as the behavior of postponing tasks. Others are more specific, such as Solomon and Rothblum (1984), who described procrastination as the act of needlessly delaying tasks past the point of dis
19、comfort. Lay (1994) defined procrastination in terms of an intention behavior discrepancy, in which a delay of behavior does not become procrastinatory unless the individual has some genuine intent to complete the task. The greater the discrepancy between intent and behavior, the more severe the pro
20、crastination.Most researchers have emphasized three core criteria for procrastination:It must be dilatory, needless, and counterproductive(Schouwenburg, 1995). One problem with these criteria is that the extent to which behavior is needless or counterproductive is very difficult to document objectiv
21、ely. we define procrastinationfor present purposes as intentionally deferring or delaying work that must be completed. Relating procrastination to behavioral and affective outcomesA number of researchers have examined relationships between procrastination and academic and nonacademic outcomes. Most
22、studies reported negative correlations between procrastination,grades, learning, and completion of course work. For example,Rothblum, Solomon, and Murakami (1986) found that procrastination related negatively to course grades and positively to anxiety.Tice and Baumeister (1997) reported that self-re
23、ported procrastinators received lower final and term paper grades in one experiment, but they failed to replicate this finding in a second experiment. Tuckman (1991) found a negative correlation between procrastination and completion of course-related homework.Several studies have reported a correla
24、tion between procrastination and anxiety and affective dimensions of ones educational experiences. For example, Tice and Baumeister (1997) found that procrastination initially reduced stress and negative health symptoms in college students but, later in the same semester, produced higher stress and
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