Clicca qui per scaricare

Il ruolo dell’apprendimento autoregolato nella procrastinazione accademica
Titolo Rivista: PSICOLOGIA DI COMUNITA’ 
Autori/Curatori: Lucia Monacis, Valeria de Palo, Silvana Miceli, Maria Sinatra 
Anno di pubblicazione:  2017 Fascicolo: Lingua: Italiano 
Numero pagine:  9 P. 48-56 Dimensione file:  191 KB
DOI:  10.3280/PSC2017-001005
Il DOI è il codice a barre della proprietà intellettuale: per saperne di più:  clicca qui   qui 


Tra le varie tipologie di procrastinazione quella accademica è una delle più studiate a causa dei suoi effetti negativi sulle performance degli studenti. Considerata come forma di fallimento nell’autoregolazione, è stata indagata all’interno del modello teorico dell’apprendimento autoregolato. Al fine di fornire maggiore evidenza empirica del ruolo svolto dalle strategie di apprendimento autoregolato nell’influenzare la procrastinazione accademica, questo studio ha esaminato in un campione di studenti universitari se, oltre alla gestione del tempo, l’autoregolazione metacognitiva e il pensiero critico aggiungono varianza nel predire la procrastinazione. Il fattore maggiormente determinante è risultato la difficoltà a gestire il tempo, seguita da quella dell’autoregolazione metacognitiva.


Keywords: Procrastinazione accademica, apprendimento autoregolato, autoregolazione metacognitiva, gestione del tempo, pensiero critico

  1. Entwistle N.J., Ramsden P. (1983). Understanding student learning. New York: Nichols.
  2. Corkin D.M., Shirley L.Y., Lindt S.F. (2011). Comparing active delay and procrastination from a self-regulated learning perspective. Learning and Individual Differences, 21(5): 602-606.
  3. de Palo V., Limone P., Monacis L. (2016). Why university students procrastinate their academic tasks. Turkish Online Journal of Educational Technology, December Special Issue: 1366-1371.
  4. de Palo V., Monacis L., Miceli S., Sinatra M., Di Nuovo S. (2017). Decisional procrastination in academic settings: The role of metacognitions and learning strategies. Frontiers in Psychology, 8: 973.
  5. Díaz-Morales J.F., Ferrari J.R. (2015). More time to procrastinators: The role of time perspective. In Time Perspective Theory; Review, Research and Application: Essays in Honor of Philip G. Zimbardo. Springer International Publishing, pp. 305-321., 10.1007/978-3-319-07368-2_2DOI: 10.1007/978-3-319-07368-2_2
  6. Ferrari J.R. (1994). Dysfunctional procrastination and its relationship with self-esteem, interpersonal dependency, and self-defeating behaviors. Personality and Individual Differences, 17: 673-679.
  7. Ferrari J.R. (2001). Procrastination as self-regulation failure of performance: Effects of cognitive load, self-awareness, and time limits on “working best under pressure”. European Journal of Personality, 15: 391-406.
  8. Ferrari J.R., Dovidio J.F. (2000). Examining behavioral processes in indecision: Decisional procrastination and decision-making style. Journal of Research in Personality, 34: 127-137.
  9. Ferrari J.R., Pychyl T.A. (2000). Procrastination: Current issues and new directions. Corte Madera, CA: Select Press.
  10. Howell A.J., Watson D.C. (2007). Procrastination: Associations with achievement goal orientation and learning strategies. Personality and Individual Differences, 43(1): 167-178.
  11. James W. (1886). William James Papers, 1803-1941 (1862-1910 (bulk) – MS Am 1092.9-1092.12). Harvard: Houghton Library, Harvard University.
  12. Mannetti L., Leder S., Insalata L., Pierro A., Higgins E.T., Kruglanski, A. (2009). Priming the ant or the grasshopper in people’s mind: How regulatory mode affects inter-temporal choices. European Journal of Social Psychology, 39: 1120-1125.
  13. McCown W., Johnson J., Petzel T. (1989). Procrastination, a principal components analysis. Personality and Individual Differences, 10: 197-202.
  14. Milgram N., Tenne R. (2000). Personality correlates of decisional and task avoidant procrastination. European Journal of Personality, 14: 141-156.
  15. Phillips J.G., Jory M., Mogford M. (2007). Decisional Style and eParticipation. Proceedings of the 19th Australasian conference on Computer-Human Interaction: Entertaining User Interfaces, Adelaide, Australia, November 28-30, pp. 139-141.
  16. Pierro A., Giacomantonio M., Pica G., Kruglanski A.W., Higgins E.T. (2011). On the psychology of time in action: regulatory mode orientations and procrastination. Journal of personality and social psychology, 101(6): 1317-1331.
  17. Pintrich P.R. (2000). The role of goal orientation in self-regulated learning. In Boekaerts M., Pintrich P.R. and Zeidner M., editors, Handbook of self-regulation. San Diego, CA: Academic, pp. 451-502.
  18. Pintrich P.R., Smith D.A., Garcia T., McKeachie W.J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and psychological measurement, 53(3): 801-813.
  19. Pychyl T.A., Morin R.W., Salmon B.R. (2000). Procrastination and the planning fallacy: An examination of the study habits of university students. Journal of Social Behavior and Personality, 15: 135-150.
  20. 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
  21. 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.
  22. Tuckman B.W. (1991). The development and concurrent validity of the procrastination scale. Educational and Psychological Measurement, 51: 473-480., 10.1177/001316449151202DOI: 10.1177/001316449151202
  23. Van Eerde W. (2003). A meta-analytically derived nomological network of procrastination. Personality and Individual Differences, 35: 1401-1418., 10.1016/S0191-8869(02)00358-DOI: 10.1016/S0191-8869(02)00358-
  24. Vodanovich S.J., Seib H.M. (1997). Relationship between time structure and procrastination. Psychological Reports, 80: 211-215.
  25. Weinstein C.E., Palmer D.R., Shulte A.C. (2002). LASSI user’s manual (2nd ed.). Clearwater, FL: H & H.
  26. Wolters C.A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95(1): 179-187., 10.1037//0022-0663.95.1.17DOI: 10.1037//0022-0663.95.1.17
  27. Zimmerman B., Schunk D. (1989). Self-regulated learning and academic: Theory, research, and practice. New York: Springer-Verlag.

Lucia Monacis, Valeria de Palo, Silvana Miceli, Maria Sinatra, in "PSICOLOGIA DI COMUNITA’" 1/2017, pp. 48-56, DOI:10.3280/PSC2017-001005

   

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