毕业论文翻译原文Word文件下载.docx
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毕业论文翻译原文Word文件下载.docx
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s(1966,1975,1982)socialleamingtheory.
PROCRASTINATIONreferstotheactofneedlesslydelayingataskuntilthepointofsomediscomfort—abehaviorproblemthatmanyadultsexperienceonaregularbasis(Ferrari,Johnson,&
McCown,1995).Mostresearchonprocrastinationhasfocusedoncollegestudents;
researchershaveestimatedthatanywherefrom46%(Solomon&
Rothblum,1984)to95%(Ellis&
Knaus,1977)ofcollegestudentsregularlyprocrastinateonacademicassignments.Researchfindingssuggestthat,thelongerstudentsareincollege,themoretheytendtoprocrastinate(Semb,Glick,&
Spencer,1979),althoughmoststudentsperceivesuchbehaviorasaproblemthattheywouldliketoeliminate(Solomon&
Rothblum,1984).Inaddition,procrastinationhasbeenassociatedwithavarietyofdifficulties,includingtestanxiety,misseddeadlinesforassignments,poorsemestergrades,depressedaffect,lowself-esteem,andsocialanxiety(e.g.,Beswick,
Rothbun,&
Mann,1988;
Ferrari,1991;
Ferrarietal.,1995;
Lay,1986,1987;
Lay&
Burns,1991;
Solomon&
Rothblum,1984)
TObetterunderstandProcrastination,researchershavesoughttoidentifypersonalityvariablesassociatedwithit(forareview,seeFerrarietal.,1995)Onevariablethathasbeenstudiedislocusofcontrolofreinforcement.locusofcontrolreferstoageneralizedexpectancyreflectingthedegreetowhichindividualsperceiveconsequencesascontingentontheirownbehaviorandabilities(internalcontrol)ratherthanonsomeexternalforcesuchasluck,chance,fate,orpowerfulothers(externalcontrol;
Rotter,1990).Becauseindividualswithinternal
controlexpectanciesperceiveacontingentrelationbetweentheirbehaviorandconsequences,onemightexpectthemtoprocrastinatelessthanindividualswithexternalcontrolexpectancies.
Previousresearchontherelationbetweenlocusofcontrolandacademicprocrastinationhasproducedmixedresults.Severalresearchershavefoundnorelationbetweenthetwovariables(e.g.Briordy,1980;
Ferrari,Parker,&
Ware,1992).However,TriceandMilton(1987)foundthatprocrastinatorshadgraterexternallocusofcontrolthannonprocrastinators.Inaddition,Rothblum,Solomon,andMurakamifoundthatprocrastinatorsweremorelikelythannonprocrastinatorstoattributesuccessonexamstoexternalfactors.
Onereasonfortheinconsistentfindingsmaybethatmostresearchershaveusedgeneralizedexpectancyscalesinsteadofspecificacademicexpectancyscalestopredictacademicprocrastination(Trice,1985).AccordingtoRotter’s(1966,1975,1982)sociallearningtheory,domain—specificexpectancyscalesshouldprovidebetterpredictionsofspecificbehaviorsthangenera1izedscalesdo.
Inthepresentstudy,wesoughttoextendpreviousresearchontherelationbetweenlocusofcontrolandacademicprocrastinationinseveralways.First,weusedaspecificexpectancyscaleforacademicperformanceinordertomeasurestudents’locusofcontrol.Second,tomeasureprocrastinationandimprovetheexternalvalidityofthefindings,weusedabehavioralmeasureofprocrastinationthatwassimilartoatypicalcourseassignment,whereasmanypreviousstudieshaveusedself-reportscales.Third,tobetterunderstandtheprocessofprocrastination,weoperationallydefinedprocrastinationinseveralways:
timetakentoinitiateanassignedtask,timetakentocompletetheassignedtask,andtimetaken
toreturntheassignedtask.Previousresearchershaveassessedonlythedateatwhichanassignmentwasreturned,aprocedurethatmakesitimpossibletodeterminewhetherthereweredifferencesbetweenindividualswithinternalandexternalcontrolexpectancieswithrespecttowhentheystartedandcompletedthetask.Fourth,toinvestigatetheeffectsoftaskdifficultyonProcrastination,weassignedtwodifferenttasks.Thehypothesesforthestudywereasfollows:
Hypothesis1:
Studentswithinternalcontrolexpectancieswillprocrastinatelessthanthoseexternalcontrolexpectancies.
Hypothesis2:
Studentswhoreceivethedifficultassignmentwillprocrastinatemorethanthosewhoreceivetheeasyassignment.
Hypothesis3:
Therewillbeaninteractionbetweenlocusofcontrolandtaskdifficulty,suchthatstudentswithexternallocusofcontrolexpectancieswhoreceivethedifficultassignmentwillprocrastinatethemost.
Method
Participants
Theparticipantsforthestudywere42undergraduatestudents(10menand32women).Theirmeanagewas19.7years(SD=0.65).Thestudentswereenrolledintwopsychologycoursesatarelativelysmall,midwesternU.S.college.Collegestudentswereselectedsothatwecouldreplicatepreviousstudiesandbecauseoftherelativelyhighratesofprocrastinationobservedinthispopulation.ThestudentswerepredominantlyCaucasian(90%)andmiddleclass.Theyreceivedcredittowardtheircoursegradefortheirparticipation.
Measures
Locusofcontrol.StudentscompletedtheAcademicLocusofControlScale(ALC;
Trice,1985).TheALCisa28-item,true-falsescaledesignedtoassesslocusofcontrolwithrespecttoacademicoutcomes,withhigherscoresindicatinggreaterexternality.Trice(1985)reportedaKuder-Richardson20internalconsistencycoefficientof0.70anda5-weektest-retestreliabilitycoefficientof0.92fortheALCwithcollegestudents.Inaddition,scoresontheALChavebeenshowntobecorrelatedinpredicteddirectionswithacademicachievement,classparticipation,homeworkcompletion,andscoresontheRotterInternal-ExternalControlScale(Trice,Ogden,Stevens,&
Booth,1987).
Procrastination.Wemeasuredthestudents'
procrastinationbyrecordingtheamountoftimethatpassedbetweenthedatethetaskwasassignedandthedatesthestudentsbegan,completed,andreturnedthetasktotheteachingassistant.Specifically,thestudentswereaskedtotakehomeapsychologyarticle,readit,providewrittenanswerstotwoquestionsaboutthearticle,andreturntheiranswerstotheprofessor'
steachingassistant.Thequestionsaboutthearticlewerepresentedonaworksheetthatalsoincludedplacesforthestudentstorecordthetimesanddatestheystarted,completed,andreturnedtheassignmenttotheteachingassistant(thereturndatewasverifiedbytheteachingassistant,whocheckedthereturnboxdaily).
Taskdifficulty.Wemanipulatedtaskdifficultybyusingtwoarticlesofequallengthandsimilartopicbutofpresumablydifferentdifficultylevels.Theeasyarticlewasanarticleonhumanmemory,writtenforthegeneralpublic,inthemagazinePsychologyToday(Neimark,1995).ThedifficultarticlewasaresearcharticleonhumanmemorytakenfromthejournalPsychologicalScience(Robinson&
Roediger,1997).Tocheckthedifficultymanipulation,weaskedthestudentstorateona5-pointscalehowdifficulttheyperceivedthearticletheywereassigned(1=veryeasy,5=verydifficult).
Procedure
Thestudentswererandomlyassignedtoreceiveeithertheeasyorthedifficultarticle.Atthebeginningofthesemester,thestudentswereadministeredaconsentformandtheALC.Aftertheformswerecompleted,theprofessor(a32-year-old,male,Caucasian,assistantprofessor)assignedthearticlesandworksheets.Thestudentswereinstructedtoreturntheworksheetstotheprofessor'
steachingassistant(a21-year-old,female,Caucasian,seniorcollegestudent)forgradingassoonastheyweredone.Thus,nospecificduedatewasprovided(inordertoenhancevariabilityinprocrastination),althoughthestudentshadbeen
toldthattheassignmenthadtobecompletedbytheendofthesemester.Afteralloftheworksheetswerereturned,thestudentsweredebriefedonthepurposeofthestudy.
Results
ScoresontheALCwereanalyzedtodetermineeachstudent'
slocusofcontrot.Scoresrangedfrom3to18,withanoverallmeanof9.64(SD=3.81).Separateanalysesformenandwomenresultedinthefollowingmeans:
men,10.10(SD=2.85);
women,9.50(SD=4.09).Themeanscoresforeachgenderwerenotsignificantlydifferent,andtheywerecomparabletomeansreportedbyTrice(1985)forcollegestudents.Studentswereseparatedatthemedian(9)intointernal(n=22)andexternal(n=20)controlgroups.
A2x2x2analysisofvariancewasusedtoanalyzethedata.Theindependentvariableswerestudents'
gender(male,female),locusofcontrol(internal,external),andtaskdifficulty(easy,difficult).Thedependentvariableswerethenumberofdaysbetweenthedatethearticlewasassignedandthedatesthestudentsreportedbeginning,completing,andreturningtheassignment.
Tocheckthetaskdifficultymanipulation,wefirstanalyzedthestudents'
ratingsofthedifficultylevelsofthetwoarticles.Asexpected,therewasasignificantmaineffectoft
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