Plans, goals, hopes, or wishful thinking? Level of representation of non-academic ?important tasks? predicts academic self-regulatory problems

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F13%3A00068532" target="_blank" >RIV/00216224:14210/13:00068532 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Plans, goals, hopes, or wishful thinking? Level of representation of non-academic ?important tasks? predicts academic self-regulatory problems

Popis výsledku v původním jazyce

The preliminary study explores the effects of explicit representation of "current important tasks" on academic procrastination and related self-regulatory problems. A sample of 58 students were asked to make a list of "important tasks they feel they should currently be working on", which were rated according to their concreteness, finality, complexity and ambitiousness. The students also completed measures of academic procrastination and various study-related self-regulatory problems. It was expected that self-regulatory failure would be positively correlated to abstract and ambitious representations of tasks, demonstrating lack of implementation skill. The effect of explicit task representation on chronic procrastination, however, was only marginal. Interestingly, representation of tasks other than academic ones turned out to be a much better predictor of self-regulatory problems, especially those indicating paradoxical discrepancy between interest and engagement.

Název v anglickém jazyce

Plans, goals, hopes, or wishful thinking? Level of representation of non-academic ?important tasks? predicts academic self-regulatory problems

Popis výsledku anglicky

The preliminary study explores the effects of explicit representation of "current important tasks" on academic procrastination and related self-regulatory problems. A sample of 58 students were asked to make a list of "important tasks they feel they should currently be working on", which were rated according to their concreteness, finality, complexity and ambitiousness. The students also completed measures of academic procrastination and various study-related self-regulatory problems. It was expected that self-regulatory failure would be positively correlated to abstract and ambitious representations of tasks, demonstrating lack of implementation skill. The effect of explicit task representation on chronic procrastination, however, was only marginal. Interestingly, representation of tasks other than academic ones turned out to be a much better predictor of self-regulatory problems, especially those indicating paradoxical discrepancy between interest and engagement.

Druh

O - Ostatní výsledky

CEP obor

AN - Psychologie

OECD FORD obor

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Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2013

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů