Students frequently show misconceptions regarding scientific psychology in general and basic concepts in behavior analysis in particular. We wanted to replicate the study by Lamal (1995)
Academic procrastination – habitually delaying work with academic tasks to the extent that the delays become detrimental to performance, wellbeing, and health – represents a substantial personal, systemic, and societal problem. Still, efforts to prevent and reduce it are surprisingly scarce and often offered as treatment regimens rather than preventive efforts. Based on the principles of functional analysis and a broad examination of factors that are important for academic procrastinatory behaviors, this paper aims to describe a strategy for analyzing individual controlling conditions for procrastination and give parallel advice on how to change those controlling conditions. Both are ideographic, allowing for individual and dynamic analyses of factors responsible for instigating and maintaining procrastination, as well as tailor-made remedies that address controlling conditions in preventive and curative efforts to reduce procrastination. Although functional analysis integrates well with important research findings in the procrastination field, this approach suggests new criteria for identifying procrastinatory behaviors and an alternative model for analyzing their control conditions. We conclude that a functional approach may supplement procrastination research and efforts to prevent and alleviate this detrimental habit.
Det er ifølgje stortingsmeldinga om kultur for kvalitet i høgare utdanning (Kunnskapsdepartementet, 2017) ei forventning om at institusjonane i høgare utdanning får på plass system for kollegarettleiing og fagfellevurdert undervisning. Føremålet med denne scoping reviewen er å skaffe oversikt over litteratur som beskriv modellar som finst for gjennomføring av fagfellevurdert undervisning, samt peike på deira fordelar, ulemper og hindringar. Deretter argumenterer vi for ein utvald modell som eignar seg i høgare utdanning. Scoping reviewen er utført ved hjelp av ein femstegsmodell frå Arksey og O´Malley (2005). Resultata indikerer at det er den kollegabaserte modellen for fagfellevurdert undervisning som er best eigna for høgare utdanning. Modellen må tilpassast den institusjonen der han skal nyttast. Modellen må vere fleksibel, frivillig og utviklast frå eit såkalla nedanifrå-og-opp-perspektiv dersom ein skal lukkast med å halde rettleiinga oppe over tid. Lukkast ein med det perspektivet, er kollegarettleiing og fagfellevurdert undervisning ein eigna strategi for å jobba med å forbetre undervisning i høgare utdanning.
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