做好我们该做的事情——对学术拖延行为的扎根研究毕业论文外文翻译.docVIP

PAGE PAGE 9 Doing the Things We Do: A Grounded Theory of Academic Procrastination Most people view procrastination as a negative personalitytrait.Procrastinators are thought to be indifferent to the quality of their work and possibly of lower cognitive ability than their nonprocrastinating peers. Previous empirical studies have supported this view of procrastination, revealing that procrastination results in lost time, poorer health, decreased long-term learning, and lower self-esteem (Burns, Dittman, Nguyen, Mitchelson, 2000; Ferrari,Johnson, McCown, 1995; Milgram, Dangour, Raviv,1992; Tice Baumeister, 1997; Wolters, 2003). A number ofstudies also have indicated that procrastination may be linked to anxiety and fear of failure (Ferrari Tice, 2000). These findings suggest that procrastination is an impediment to academic success because it decreases the quality and quantity of learning while increasing the severity of stress and negative outcomes in students’lives (Ferrari et al., 1995; Milgram, Gehrman, Keinan, 1992).However, previous studies have reported that many college students procrastinate despite these apparent consequences (Conti,2000; Saddler Buley, 1999). More than 70% of college studentsreported that they procrastinate regularly, and roughly 20% do so habitually (Schouwenburg, 1995). Higher ability students procrastinated more than lower ability students, and procrastination tends to increase as students advance in their academic careers and became more self-regulated (Ferrari, 1991). These findings suggest that procrastination is common among college students. Theyalso suggest that procrastination among successful college students may have little impact on performance or perhaps may be adaptive because it allows individuals to achieve a sustained level of flow and better use of their study time (Brinthaupt Shin, 2001;Csikszentmihalyi, 1990; Sommer, 1990; Tullier, 2000). Alternatively,if procrastination does not play an adaptive role in