Słowa kluczowe
edukacja
prokrastynacja
Wielka Piątka
cechy ze spektrum autyzmu
Jak cytować
Abstrakt
Prokrastynacja, czyli intencjonalne zwlekanie jest zjawiskiem utrudniającym funkcjonowanie młodych osób. W ostatnim czasie zagadnienie to stało się niezwykle popularne na gruncie psychologii i pedagogiki. Uczniowie, którzy zwlekają z realizacją różnych ważnych działań mogą doświadczać negatywnych emocji, a niekiedy problemów ze zdrowiem psychicznym. Celem badania było określenie związków pomiędzy wybranymi cechami osobowości (w modelu Wielkiej Piątki oraz spectrum autyzmu) a skłonnością do podejmowania zachowań prokrastynacyjnych. W badaniu wzięło udział 530 uczniów (młodzież siódmej i ósmej klasy szkoły podstawowej). Zakres wiekowy uczestników badania wynosił od 13 do 15 lat (M = 13,8; SD = ,48; w tym 58,5% dziewcząt i 41,5% chłopców). W okresie dorastania cechy osobowości i cechy ze spectrum autyzmu mogą przyczyniać się do rozwoju prokrastynacji, która utrudnia adolescentom dokonywanie wyborów, podejmowanie decyzji czy terminowe wywiązywanie się ze zobowiązań. Metodami wykorzystanymi w badaniu były: Ten Item Personality Inventory (TIPI–polska wersja narzędzia; Łaguna, Bąk, Purc, Mielniczuk, Oleś, 2014), Pure Procrastination Scale (PPS–Steel, 2010; w polskiej adaptacji Stępień i Cieciuch, 2013, z poprawkami Stępień i Topolewska, 2014) oraz The Autism-Spectrum Quotient (AQ) Adolescent Version (Barron-Cohen i współpracownicy, 2006; w polskiej wersji Pisula, Rynkiewicz, Łucka, 2010). Wyniki wskazują, że sumienność, ugodowość i stabilność emocjonalna są istotnymi predyktorami prokrastynacji u młodzieży w okresie wczesnej adolescencji. W przypadku chłopców stwierdzono istotny związek między ugodowością a uogólnioną skłonnością do prokrastynacji w aspekcie decyzyjnym i nieadaptacyjnym. Uzyskane wyniki stanowią wkład w formułowaniu wskazówek dla rodziców i nauczycieli w planowaniu i organizowaniu pracy uczniów doświadczających problemów w wypełnianiu zobowiązań szkolnych.
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