Completing procrastination mosaic : Personality predictors beyond conscientiousness
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F13%3A00068907" target="_blank" >RIV/00216224:14210/13:00068907 - isvavai.cz</a>
Výsledek na webu
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DOI - Digital Object Identifier
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Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Completing procrastination mosaic : Personality predictors beyond conscientiousness
Popis výsledku v původním jazyce
The purpose of the study was to identify independent predictors which would contribute to the explained variance of academic procrastination, especially after controlling for conscientiousness, and at the same time could be considered as hypothetical causal factors. The predictors tested included reactance, generalized academic task aversiveness, cognitive self-regulation and interference, performance-enhancing arousal, self-efficacy, trait anxiety, and autonomous v. controlled motivation. Preliminary results obtained on data from 96 students confirmed relatively strong significant effects of conscientiousness, reactance, cognitive self-regulation, and task aversiveness, and relatively weaker effects of need of arousal, trait anxiety, introjected motivation, and amotivation on academic procrastination.
Název v anglickém jazyce
Completing procrastination mosaic : Personality predictors beyond conscientiousness
Popis výsledku anglicky
The purpose of the study was to identify independent predictors which would contribute to the explained variance of academic procrastination, especially after controlling for conscientiousness, and at the same time could be considered as hypothetical causal factors. The predictors tested included reactance, generalized academic task aversiveness, cognitive self-regulation and interference, performance-enhancing arousal, self-efficacy, trait anxiety, and autonomous v. controlled motivation. Preliminary results obtained on data from 96 students confirmed relatively strong significant effects of conscientiousness, reactance, cognitive self-regulation, and task aversiveness, and relatively weaker effects of need of arousal, trait anxiety, introjected motivation, and amotivation on academic procrastination.
Klasifikace
Druh
O - Ostatní výsledky
CEP obor
AN - Psychologie
OECD FORD obor
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Návaznosti výsledku
Projekt
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Návaznosti
S - Specificky vyzkum na vysokych skolach
Ostatní
Rok uplatnění
2013
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů