Clicca qui per scaricare

Credenze metacognitive, strategie di apprendimento e procrastinazione decisionale: un modello di mediazione
Titolo Rivista: PSICOLOGIA DI COMUNITA’ 
Autori/Curatori: Valeria de Palo, Lucia Monacis, Silvana Miceli, Maria Sinatra 
Anno di pubblicazione:  2017 Fascicolo: Lingua: Italiano 
Numero pagine:  13 P. 24-36 Dimensione file:  236 KB
DOI:  10.3280/PSC2017-001003
Il DOI è il codice a barre della proprietà intellettuale: per saperne di più:  clicca qui   qui 


Affrontare un percorso formativo universitario in un contesto di scenari preoccupanti, che vanno dall’insicurezza per il futuro all’assenza dei contenitori affettivi e cognitivi, sta producendo effetti innegabili sugli studenti, bloccati in posizioni agnostiche di fronte alle scelte. Questo studio valuta un modello di path analysis in cui le strategie di apprendimento autoregolato mediano la relazione tra credenze metacognitive sulla procrastinazione e la procrastinazione decisionale. 297 studenti universitari hanno compilato un questionario volto a valutare le credenze metacognitive sulla procrastinazione, l’ansia, la gestione del tempo, l’elaborazione delle informazioni e la procrastinazione decisionale. I risultati evidenziano come solo la gestione del tempo e l’ansia mediano la relazione tra metacognizioni sulla procrastinazione e la procrastinazione decisionale.


Keywords: Procrastinazione decisionale, credenze metacognitive, strategie di apprendimento, ansia, gestione del tempo, elaborazione delle informazioni

  1. Balkis M. (2013). Academic procrastination, academic life satisfaction and academic achievement: The mediation role of rational beliefs about studying. Journal of Cognitive Behavioral Psychotherapy, 13: 57-74.
  2. Blunt A., Pychyl T.A. (2000). Task aversiveness and procrastination: A multi-dimensional approach to task aversiveness across stages of personal projects. Personality and Individual Differerences, 28: 153-167.
  3. Cano F. (2006). An in-depth analysis of the Learning and Study Strategies Inventory (LASSI). Educational and Psychological Measurament, 66: 1023-1038., 10.1177/001316440628816DOI: 10.1177/001316440628816
  4. de Palo V., Limone P., Monacis L. (2016). Why university students procrastinate their academic tasks. Turkish Online Journal of Education Technology, Dec. – Special Issue: 1366-1371.
  5. Dietz F., Hofer M., Fries S. (2007). Individual values, learning routines, and academic procrastination. British Journal of Educational Psychology, 77: 893-906., 10.1348/000709906X16907DOI: 10.1348/000709906X16907
  6. Fernie B.A., Bharucha Z., Nikčević A.V., Spada M.M. (2016). The Unintentional Procrastination Scale. Journal of Rational – Emotive and Cognitive – Behavior Therapy, 1-14.
  7. Fernie B.A., McKenzie A.M., Nikčević A.V., Caselli G., Spada M.M. (2016). The contribution of metacognitions and attentional control to decisional procrastination. Journal of Rational – Emotive and Cognitive – Behavior Therapy, 34: 1-13.
  8. Fernie B.A., Spada M.M. (2008). Metacognitions about procrastination: A preliminary investigation. Behavioural and Cognitive Psychotherapy, 36: 359-364.
  9. Fernie B.A., Spada M.M., Nikčević A.V., Georgiou G.A., Moneta G.B. (2009). Metacognitive beliefs about procrastination: Development and concurrent validity of a self-report questionnaire. Journal of Cognitive Psychotherapy, 23: 283-293., 10.1891/0889-8391.23.4.28DOI: 10.1891/0889-8391.23.4.28
  10. Ferrari J.R. (1994). Dysfunctional procrastination and its relationship with self-esteem, interpersonal dependency, and self-defeating behavior. Personality and Individual Differences, 17: 673-679.
  11. Ferrari J.R., Barnes K.L., Steel P. (2009). Life regrets by avoidant and arousal procrastinators. Why put off today what you will regret tomorrow? Journal of Individual Differences, 30: 163-168., 10.1027/1614-0001.30.3.16DOI: 10.1027/1614-0001.30.3.16
  12. Howell A.J., Watson D.C. (2007). Procrastination: Associations with achievement goal orientation and learning strategies. Personality and Individual Differences, 43: 167-178.
  13. Hu L.T., Bentler P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6: 1-55.
  14. Janis I.L., Mann L. (1977). Decision making: A psychological analysis of conflict, choice and commitment. New York: Free Press.
  15. Klingsieck K.B. (2013). Procrastination. When Good Things Don’t Come to Those Who Wait. European Psychologist, 18: 24-34.
  16. Mann L., Burnett P., Radford M., Ford S. (1997). The Melbourne Decision Making Questionnaire: An instrument for measuring patterns for coping with decision-al conflict. Journal of Behavioral Decision Making, 10: 1-19.
  17. Milgram N.A., Dangour W., Raviv A. (1992). Situational and personal determinants of academic procrastination. Journal of General Psychology, 119: 123-133.
  18. Milgram N.A., Tenne R. (2000). Personality correlates of decisional and task avoidant procrastination. European Journal of Personality, 14: 141-156.
  19. Mirzaei M., Gharraee B., Birashk B. (2014). The role of positive and negative perfectionism, self-efficacy, worry and emotion regulation in predicting behavior-al and decisional procrastination. Iranian Journal of Psychiatry and Clinical Psychology, 19: 230-240.
  20. Nota L., Soresi S. (2000). Adattamento italiano del Melbourne Decision Making Questionnaire di Leon Mann. Giornale Italiano di Psicologia dell’Orientamento, 1: 38-52.
  21. Papageorgiou C., Wells A. (2003). An empirical test of a clinical metacognitive model of rumination and depression. Cognitive Therapy and Research, 27: 261-273., 10.1023/A:102396233239DOI: 10.1023/A:102396233239
  22. Rabin L.A., Fogel J., Nutter-Upham K.E. (2011). Academic procrastination in college students: The role of self-reported executive function. Journal of clinical and experimental neuropsychology, 33(3): 344-357., 10.1080/13803395.2010.51859DOI: 10.1080/13803395.2010.51859
  23. Simpson W.K., Pychyl T.A. (2009). In search of the arousal procrastinator: Investigating the relation between procrastination, arousal-based personality traits and beliefs about motivations. Personality and Individual Differerences, 47: 906-911.
  24. Spada M.M., Hiou K.E., Nikčević A.V. (2006). Metacognitions, emotions, and procrastination. Journal of Cognitive Psychotherapy, 20: 319-326.
  25. Spada M. M., Mohiyeddini C., Wells A. (2008). Measuring metacognitions associated with emotional distress: Factor structure and predictive validity of the metacognitions questionnaire 30. Personality and Individual Differerences, 45: 238-242.
  26. Steel P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133: 65-94., 10.1037/0033-2909.133.1.65DOI: 10.1037/0033-2909.133.1.65
  27. Steel P. (2010). Arousal, avoidant and decisional procrastinators: Do they exist? Personality and Individual Differerences, 48: 926-934.
  28. Stöber J., Joormann J. (2001). Worry, procrastination, and perfectionism: differentiation amount of worry, pathological worry, anxiety and depression. Cognitive Therapy and Research 25: 1-14., 10.1023/A:1026474715384DOI: 10.1023/A:1026474715384
  29. Strunk K.K., Cho Y., Steele M.R., Bridges S.L. (2013). Development and validation of a 2×2 model of time-related academic behavior: Procrastination and timely engagement. Learning and Individual Differences, 25: 35-44.
  30. Weinstein C.E., Palmer D.R. (2002). Learning and Study Strategies Inventory (LASSI): User’s manual. 2. Clearwater, FL: H & H Publishing.
  31. Weinstein C.E., Schulte A.C., Palmer D.R. (1987). Learning and Study Strategies Inventory. Clearwater, FL: H & H Publishing.
  32. Wells A. (2002). Emotional disorders and metacognition: Innovative cognitive therapy. Chichester, UK: Wiley.
  33. Wells A., Matthews G. (1994). Attention and emotion: A clinical perspective. Hillsdale, NJ: Laurence Erlbaum.
  34. Wells A., Matthews G. (1996). Modelling cognition in emotional disorder: The S-REF model. Behaviour Research and Therapy, 34: 881-888., 10.1016/S0005-7967(96)00050-2DOI: 10.1016/S0005-7967(96)00050-2
  35. Yilmaz H., Arslan C., Sarïcaoǧlu H., Yilma S. (2013). An investigation of subjective well-being in terms of coping with stress and decision-making in university students. Middle East Journal of Scientific Research, 14: 1143-1148.
  36. Zimmerman B.J., Schunk D.H., editors (2001). Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed.). Mahwah, NJ: Erlbaum.

Valeria de Palo, Lucia Monacis, Silvana Miceli, Maria Sinatra, in "PSICOLOGIA DI COMUNITA’" 1/2017, pp. 24-36, DOI:10.3280/PSC2017-001003

   

FrancoAngeli è membro della Publishers International Linking Association associazione indipendente e no profit per facilitare l'accesso degli studiosi ai contenuti digitali nelle pubblicazioni professionali e scientifiche