Thesis (Ph.D.)--Virginia Commonwealth University, 2008. / Title from title-page of electronic thesis. Prepared for: Dept. of Psychology. Bibliography: leaves 144-159.

Thesis (Ph.D.)--Virginia Commonwealth University, 2008. / Prepared for: Dept. of Psychology. Bibliography: leaves 144-159. Also available online via the Internet.

Thesis (Ph. D.)--Ohio State University, 2009. / Title from first page of PDF file. Includes vita. Includes bibliographical references (p. 105-113).

Abstract Background: Procrastination or the tendency to delay various actions despite knowing that this delay will likely bring negative consequences, is a widespread phenomenon. It has been found to be especially common among college students and has been linked to various negative outcomes. Aim: The current study aimed to explore the relationship between procrastination and self-efficacy for self-regulation (belief in ones ability to successfully self-regulate) and grit (to pursue important goals over long periods of time with passion and determination, despite setbacks or distractions) in a sample of 208 Swedish university students. Method: Self-report measures relating to the relevant constructs were administered to the students and analysed using correlational and partial correlational tests. Results: Results indicated that procrastination were strongly negatively correlated with both grit and self-efficacy for self-regulation. Self-efficacy for self-regulation were also found to be a partial mediator of the relationship between grit and procrastination. Conclusion: More research is needed on the relationship between self-efficacy for self-regulation and procrastination. Additionally, a more conceptually valid scale to measure grit should be developed. / Abstrakt Bakgrund: Prokrastinering eller, tendenser till att skjuta upp olika saker trots vetskapen om att förseningen troligen kommer medföra negative konsekvenser, är ett utbrett fenomen. Prokrastinering har befunnits vara särskilt vanligt bland universitetsstudenter och har sammankopplats med en flera negativa konsekvenser. Syfte: Syftet med den aktuella studien var att undersöka relationen mellan prokrastinering, ”self-efficacy for self-regulation” (tilltron till sin egen förmåga att framgångsrikt utöva självreglering) och grit (förmågan att, med beslutsamhet och passion, jobba mot ett viktigt mål över långa tidsperioder, trots motgångar och distraktioner. Metod: Självskattningsskalor relaterade till de relevanta konstrukten delades ut till studenterna som deltoga i studien och test för korrelation och partiell korrelation användes för att analysera resultaten. Resultat: Resultaten indikerade att prokrastinering var starkt negativt korrelerad med både grit och ”self-efficacy for self-regulation”. ”Self-efficacy for self-regulation” visade sig också vara en partiell mediator mellan grit och prokrastinering. Slutsats: Mer forskning behövs kring relationen mellan ”self-efficacy for self-regulation” och prokrastinering.  Ett mer konceptuellt valitt mätinstrument för grit behöver dessutom utvecklas.

xiii, 154 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / This dissertation explores two basic hypotheses about how humans make decisions when presented with a sequential series of options: 1) people have a desire to learn about or experience qualities of the set of options available to them and will delay choice to gain such knowledge; and 2) delaying decision-making in order to better understand the set of options available will lead to better knowledge of the distribution of potential options and better decision outcomes. Three studies, conducted on a total of 302 college student participants, used an "optimal stopping" paradigm, in which participants viewed a series of options (in Studies I and 2, the options determined how their time would he spent in the latter part of the study: in Study 3, the options represented qualities of a hypothetical potential housemate). Participants had to choose or reject each in turn. I show consistent support for two hypothesis: Decision-makers continue to view and review options in order to gain a better understanding of the distribution of potential options, and decision-makers who have a better understanding of the option space end up with higher-quality decisions, using objective, subjective, and revealed-preference measures of quality. These results were consistent for multi-attribute decisions, single-attribute decisions. hypothetical decisions, and non-hypothetical decisions using both within-subjects and between-subjects designs. Individual differences among decision-makers did not show any consistent individual difference results, though decision-makers higher in numeracy appear to make better use of the cues available to them. In sum, decision-making appears to he aided by understanding the distribution of options, suggesting that it is occasionally wise to delay or "procrastinate" choice in order to gain an understanding of potential options when choosing. / Committee in charge: Sara Hodges, Chairperson, Psychology; Sanjay Srivastava, Member, Psychology; Paul Slovic, Member, Psychology; Lynn Kahle, Outside Member, Marketing

The present study aimed to analyse the factor structure of the Melbourne Decision Making Questionnaire (DMQ-II), and to examine the relationships between the factors identified and Self-confidence, in order to conceptualize the decision-making process in adolescents under the Conflict Model of Decision Making. Participants were 992 Mexican high-school students, aged between 15 and 19 years. The three factors were identified as decision-making patterns in adolescents: a) Vigilance, b) Hipervigilance/Procrastination and c) Buck-passing. The Self-confidence showed a positive effect on Vigilance, and a negative effect on theother two patterns. Results are discussed considering the literature on decision making in adolescence. / El presente estudio se propuso analizar la estructura factorial del Cuestionario Melbourne sobre Toma de Decisiones, y estudiar las relaciones entre los factores identificados y la Autoconfianza, con la finalidad de conceptualizar la toma de decisiones de los adolescentes en elmarco del Modelo de Conflicto de Decisión. Los participantes fueron 992 estudiantes mexicanos de bachillerato con edades entre 15 y 19 años. Se identificaron tres factores interpretados como patrones de toma de decisiones en adolescentes: a) Vigilancia, b) Procrastinación/Hipervigilancia y c) Transferencia. La Autoconfianza resultó tener un efecto positivo sobre Vigilancia, y un efecto negativo sobre los otros dos patrones. Se discuten estos y otros resultados considerando la literatura sobre toma de decisiones en la adolescencia.

Orientador: Soely Aparecida Jorge Polydoro / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-19T10:32:51Z (GMT). No. of bitstreams: 1 Sampaio_RitaKarinaNobre_M.pdf: 1065274 bytes, checksum: bacf1e991dc882095c2259cdcb8debd6 (MD5) Previous issue date: 2011 / Resumo: A vida universitária é caracterizada por uma variedade de compromissos acadêmicos que exigem a gestão de múltiplas atividades, objetivos complexos, sendo preciso lidar com prazos delimitados, muitas vezes, simultâneos. Contudo, alguns estudantes procrastinam tarefas acadêmicas e atividades de estudo com frequência. Esse comportamento pode prejudicar o desempenho acadêmico e estar associado a uma dificuldade no processo de autorregulação da aprendizagem dos estudantes. A procrastinação acadêmica pode ser entendida como um fenômeno dinâmico, que envolve aspectos pessoais, comportamentais e ambientais e se caracteriza pelo adiamento não estratégico de ações. O presente estudo objetivou analisar a percepção dos estudantes universitários a respeito da procrastinação acadêmica, bem como investigar a natureza de sua relação com a autorregulação da aprendizagem e variáveis de caracterização. Participaram deste estudo 663 universitários, com idades entre 18 e 56 anos (M= 22,76; dp= 5,75), sendo que 459 (69,44%) eram do sexo feminino. Os estudantes eram provenientes de oito Universidades, das cinco regiões do Brasil, de diferentes cursos e semestres. Os materiais utilizados neste estudo foram: o Termo de Consentimento Livre e Esclarecido, a Escala de Procrastinação Acadêmica e o Inventário de Autorregulação da Aprendizagem. Os dois instrumentos eram respondidos por meio de uma escala tipo Likert, variando de nunca (1) a sempre (5). Além disso, foi apresentada uma questão dissertativa que indagava sobre as tarefas acadêmicas mais procrastinadas. O conjunto de resultados encontrados neste estudo identificou uma correlação negativa e significante entre a procrastinação acadêmica e a autorregulação da aprendizagem e entre a procrastinação acadêmica e a idade dos estudantes. Também foram identificadas mudanças na procrastinação e autorregulação da aprendizagem em função da faixa de idade dos participantes, indicando que estudantes mais novos tendiam a procrastinar com mais frequência que os mais velhos, do mesmo modo que estudantes mais velhos tinham maior probabilidade de autorregular sua aprendizagem que os mais novos. Verificou-se ainda alteração na procrastinação acadêmica e na autorregulação da aprendizagem em função do período de estudo. Sendo que os universitários do período integral e noturno relataram procrastinar com mais frequência que os estudantes de outros períodos. Assim como, os universitários dos turnos matutino ou vespertino tendiam a autorregular mais sua aprendizagem. Complementando esses dados, foi realizada análise qualitativa sobre o relato das atividades acadêmicas mais adiadas pelos universitários. Houve destaque para o adiamento de leituras, trabalhos e estudo para prova. Também foram identificadas justificativas que sugerem que além do tipo de atividade protelada é preciso investigar ainda as semelhanças e características das tarefas e das disciplinas que as propõem. Estes resultados corroboram com evidências de estudos internacionais que entendem a procrastinação acadêmica como uma falha do processo de autorregulação da aprendizagem e oferece sustentação para novos estudos sobre o tema. / Abstract: Life at the university is characterized by several academic appointments. They demand to manage multiple activities, complex objectives, and the need to deal with limited and sometimes simultaneous deadlines. Therefore, some students frequently procrastinate their academic tasks and study activities. This behavior may affect the academic performance and the students' processes of selfregulated learning. Academic procrastination has been understood as a dynamic phenomenon, which involves personal, behavioral and environmental issues and is characterized by the postponement of non-strategic actions. This study aimed at analyzing the university students' perceptions about academic procrastination, as well as to investigate the nature of its relationship with self-regulated learning. 663 university students participated in this study, with average age between 18 and 56 years old (M= 22,76; dp= 5,75). There were 459 (69,44%) female. The subjects were from eight universities, from the five geographic regions of Brazil. The used instruments were: Free Informed Term of Consent, Academic Procrastination Scale and Self-Regulated Learning Inventory. Both scales were Likert-type, ranging from never (1) to always (5). Besides, it was asked to dissertate about the procrastinated academic tasks. The results identified a negative and significant correlation between academic procrastination and self-regulated learning, indicating that the more the student procrastinates, the less likely he self-regulates his learning. It was also found a negative correlation between academic procrastination and the age of the students from the sample. Also, changes in selfregulated learning were identified according to the age. These changes suggest that younger students tend to procrastinate more often than the older ones, and that the older ones are more likely to self-regulate their learning than do the younger ones. There was also change in the academic procrastination and in the self-regulation of learning according to the study period. Students from full-time and evening classes tend to procrastinate more often than the ones from other periods. The ones from morning or afternoon classes tended to self-regulate their learning more. In order to complement these data, a qualitative analysis was performed on the most postponed academic activities by the students. Results highlighted the postponing of readings, school work and studying for tests. Moreover, identified justifications suggest that besides the kind of postponed activity, it is necessary to investigate the similarities and characteristics of the tasks and the school subjects that propose those tasks. These results corroborate with evidence of international studies that understand academic procrastination as a failure in the process of self-regulation of learning and present basis for new studies about the topic. / Mestrado / Psicologia Educacional / Mestre em Educação

The thesis analyzes the measure of academic procrastination among students and the measure of general procrastination among working population with a university degree. The thesis includes 3 studies. In study 1 an experiment was conducted on 33 students of the University of Economics in Prague. The results show, that students achieve better academic results given external, evenly distributed deadlines compared to when they are allowed to set the deadlines themselves. The second study analyses long-term data about 1909 students of the University of Economics and their academic results. The results show that procrastination can influence as much as 8% of the final grade. Study 3 analyzes information about 2487 subjects and their tax-return forms. It puts into context the dates of submission of the tax returns and personal characteristics of the submitters. The results show that procrastination declines with age. Methods on how to fight procrastination are suggested at the end of the thesis.

The goal of the thesis is to find out if manager in the area of building uses the methods of time management for the planning of work and tasks. At the beginning of theoretical part is the basic definition of the „time management“, assessment of the goals and the priorities, explanation of the methods used by time management and how to manage effectively. This part of the thesis deals with the downside as well – procrastination. Shows this downside as inability to manage the time management. The methods of time management are described and history of this methods as well. The second – practical part of the thesis – contains proposed hypotheses what investigate how the time management is in reality used by building managers, how helps the electronics and if managers prefer the working time. The author tries this hypotheses to confirm or to refute using the survey and structured interviews in selected building companies. The results of the thesis are suitable recommendations for more effective planning of the time and avoidance the mistakes in this area.

The goal of the thesis is to find out if manager in the area of building uses the methods of time management for the planning of work and tasks. At the beginning of theoretical part is the basic definition of the „time management“, assessment of the goals and the priorities, explanation of the methods used by time management and how to manage effectively. This part of the thesis deals with the downside as well – procrastination. Shows this downside as inability to manage the time management. The methods of time management are described and history of this methods as well. The second – practical part of the thesis – contains proposed hypotheses what investigate how the time management is in reality used by building managers, how helps the electronics and if managers prefer the working time. The author tries this hypotheses to confirm or to refute using the survey and structured interviews in selected building companies. The results of the thesis are suitable recommendations for more effective planning of the time and avoidance the mistakes in this area.