Empirical Analysis of Opportunism Based on a Survey of University Students

Abstract

On the basis of already published works in the field of opportunistic behavior-in general and among students-the authors tested a number of hypotheses. Econometric modeling allowed establishing the influence on students' propensity for opportunism of such factors as motivation, propensity for group work and procrastination, expectations regarding others, financial independence and a certain level of income. Thus, students who are motivated primarily to obtain knowledge (mastery) show a lesser inclination towards opportunism compared with students whose main motive is the degree (performance). The probability of behaving opportunistically is higher among students who are prone to group work and procrastination, rather than those who are inclined to work alone and solve various tasks consistently as they arrive. If a student believes that more than 70% of his classmates violate the charter of the university, the probability that the student himself will be an opportunist will be higher compared to students who think that less than a third of classmates are dishonest. In addition, students who are partially dependent on their parents are less prone to opportunism than students who do not depend on their parents at all. Finally, students who earn income in the range of twenty to thirty thousand rubles are less prone to opportunism, other things being equal, than students who have less than 10 thousand rubles a month at their disposal. Thus, on the basis of the analysis performed, it can be assumed under what conditions the student environment will be characterized by a higher propensity for opportunism and, consequently, a lower rate of accumulation of human capital.

Academic procrastination as an elimination of educational activity

“…В психологии термин также употребляется для описания процесса и результата исчезновения каких-либо психологических структур, уступающих место каким-то новым психологическим структурам. Большинство ученых сходятся во мнении, что прокрастинация связана со множеством компонентов учебного процесса, элиминирует их, что в конце концов разрушает учебную активность в целом (Былина 2018;Валиуллина 2018;Данилова, Розмаинский 2019;Карина 2017;Кондрашихина 2020;Руднова 2019;.…”