Рsychological Analysis of Procrastination as a Destructive Factor in the Formation of Professionalism

Abstract

The article actualizes the problem of psychological research features of procrastination, and definition of its influence on formation of professionalism at student's age. The psychological analysis of the concept of "procrastination" is carried out, the essence and specifics of procrastination development in student age are investigated, the level of procrastination development in student age and psychological mechanisms of its influence on formation of professionalism are investigated. The following methods were used in the study: theoretical methods (analysis of scientific and methodological literature of noctive and foreign authors in psychology); empirical methods (Scale of assessment of the need for achievements of Yu. Orlov; Methods of research of volitional self-regulation A. Zverkov, E. Eidman; Melbourne decision-making questionnaire (adaptation of T. Kornilova, S. Kornilov); Scale of procrastination for students S. Ley; Methodology "Self-assessment organization"; Questionnaire "Control over action" Yu. Kulya; Temporary Perspective Questionnaire (ZTPI) Zimbardo; Questionnaire "Integral job satisfaction" N. Fetiskin, V. Kozlov, G. Manuilov). The experimental base of the study were students majoring in 053 "Psychology" of Donetsk National University named after Vasyl Stus (n = 92 people) aged 18-22 years.

Time Perspective and Decision-Making: A Study on Decisional Patterns in Argentinian Adults

“…There has been a broad application of the mdmq in psychological scientific research, but also in educational areas (e.g., Arocena et al, 2011), health studies (e.g., Alexander et al, 2017;Brown et al, 2016;Cotrena et al, 2018), andvocational orientation (e.g., Gati et al, 2010). Moreover, a search for the most recent studies that used the mdmq led to diverse results where decision-making patterns have been addressed in relation to different forms of procrastination (e.g., Shportun et al, 2022;Suarez-Perdomo et al, 2021), online learning (e.g., Phillips & Landhuis, 2021), nomophobia -fear of being separated from mobile phones-(e.g., Niazi et al, 2021), professional self-fulfillment (e.g., Ponomarenko et al, 2022), affective disorders (e.g., Bulygina et al, 2022), and addictive behavior (e.g., Evans et al, 2019).…”