Procrastination and laziness rates among students with different academic performance as an organizational problem

Abstract

Displays and causes of laziness and procrastination vary in both their essence and the influence they have on human activity. Students with different academic performance tend to display laziness and procrastination in different ways. The results of the research on procrastination and laziness patterns, shown by students with various academic performance rates, are described in the article. The levels and causes of laziness and procrastination for students with different academic performance were defined by means of diagnostic methodology. Based on the methods of Mathematical Statistics, such as the Spearman's rank correlation coefficient and the Mann–Whitney U test, the levels of procrastination and laziness were compared in correspondence with students’ academic performance rates. A negative correlation was discovered between the level of academic procrastination and students’ academic performance. Another correlation was established for such causes of laziness as “Capability deficiency” and “Lack of interest”. The differences in laziness levels as well as causes of laziness and procrastination were identified between students with high and low academic performance rates. A conclusion was made that in the process of forming the basic conditions for studying, it is highly important to recognize displays of procrastination and laziness among students with different academic performance rates.

Modern telecommunication systems and messengers as the alternative didactic platforms after Covid-19 pandemic lockdown

“…This aspect, to our opinion, became one of the most important motivating points for a students' progress during a pandemic distance learning. But still it's important to recognize displays of procrastination and laziness among students with different academic performance rates [9].…”

Procrastinación académica: un estudio descriptivo con estudiantes de secundaria

“…Se encontró algunas diferencias con otras exploraciones como el de Meza et al (2018) y Elvira-Valdés & Pujol (2012, los cuales informan que los estudiantes evidencian niveles moderados, lo cual es comparable con el nivel promedio. A pesar de que no se encontró estudios que revelen un nivel bajo, todavía es un problema latente, ya que su aparición genera bajos rendimientos académicos e incremento de pereza sobre todo en quienes no tienen antecedentes de calificaciones óptimas (Balkis & Duru, 2017;Dautov, 2020).…”

Pengembangan Potensi Diri Dalam Pembelajaran Selama Pandemi Covid 19 (Studi Kepustakaan Buku “Malas Tapi Sukses” Karya Fred Gratzon)

“…Sehingga, makna bodoh sebenarnya kurang tepat disandingkan kepada mereka yang belum mengetahui apa-apa. Begitu juga dengan sifat malas (Dautov, 2020;Stevens et al, 2004). Berdasar pada buku Malas Tapi Sukses (Gratzon, 2010), kita diajak untuk melihat sejauh mana potensi yang ada di dalam diri kita dan mengembangkannya, sesuai dengan kemampuan yang dimiliki.…”

“…Pada beberapa kasus terdapat permasalahan dimana kemalasan membuat sesuatu yang seharusnya selesai, malah tertunda. Kemudian stigma masyarakat selalu memukul rata antara kemalasan dengan tingkat kecerdasan seseorang (Dautov, 2020). Malas diartikan sifat orang yang enggan mau berbuat sesuatu karena tidak adanya motivasi untuk berbuat sesuatu.…”