Plans, goals, hopes, or wishful thinking? Level of
representation of non-academic “important tasks” predicts
academic self-regulatory problems

k 2013

Plans, goals, hopes, or wishful thinking? Level of representation of non-academic “important tasks” predicts academic self-regulatory problems

MALATINCOVÁ, Tatiana

Základní údaje

Originální název

Plans, goals, hopes, or wishful thinking? Level of representation of non-academic “important tasks” predicts academic self-regulatory problems

Autoři

MALATINCOVÁ, Tatiana

Vydání

6th Annual Meeting of the Society for the Study of Motivation, Washington, 23 May 2013, 2013

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

50100 5.1 Psychology and cognitive sciences

Stát vydavatele

Spojené státy

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Označené pro přenos do RIV

Ano

Kód RIV

RIV/00216224:14210/13:00068532

Organizační jednotka

Filozofická fakulta

Klíčová slova česky

akademická prokrastinace; cíle; seberegulace; reprezentace cílů; plány

Klíčová slova anglicky

academic procrastination; goals; self-regulation; goal representations; plans

Štítky

rivok

Změněno: 9. 4. 2015 17:49, Mgr. Tatiana Malatincová, Ph.D.

Anotace

V originále

The preliminary study explores the effects of explicit representation of "current important tasks" on academic procrastination and related self-regulatory problems. A sample of 58 students were asked to make a list of "important tasks they feel they should currently be working on", which were rated according to their concreteness, finality, complexity and ambitiousness. The students also completed measures of academic procrastination and various study-related self-regulatory problems. It was expected that self-regulatory failure would be positively correlated to abstract and ambitious representations of tasks, demonstrating lack of implementation skill. The effect of explicit task representation on chronic procrastination, however, was only marginal. Interestingly, representation of tasks other than academic ones turned out to be a much better predictor of self-regulatory problems, especially those indicating paradoxical discrepancy between interest and engagement. This is probably because explicit representation of academic tasks in all students tends to be pre-determined by official formulation of demands.

Citovat

MALATINCOVÁ, Tatiana. Plans, goals, hopes, or wishful thinking? Level of representation of non-academic “important tasks” predicts academic self-regulatory problems. In 6th Annual Meeting of the Society for the Study of Motivation, Washington, 23 May 2013. 2013.

@proceedings{1110949,
   author = {Malatincová, Tatiana},
   booktitle = {6th Annual Meeting of the Society for the Study of Motivation, Washington, 23 May 2013},
   keywords = {academic procrastination; goals; self-regulation; goal representations; plans},
   language = {eng},
   title = {Plans, goals, hopes, or wishful thinking? Level of representation of non-academic “important tasks” predicts academic self-regulatory problems},
   url = {http://www.thessm.org/SSM2013_Program.pdf},
   year = {2013}
}

TY  - CONF
ID  - 1110949
AU  - Malatincová, Tatiana
PY  - 2013
TI  - Plans, goals, hopes, or wishful thinking? Level of representation of non-academic “important tasks” predicts academic self-regulatory problems
KW  - academic procrastination
KW  - goals
KW  - self-regulation
KW  - goal representations
KW  - plans
UR  - http://www.thessm.org/SSM2013_Program.pdf
N2  - The preliminary study explores the effects of explicit representation of "current important tasks" on academic procrastination and related self-regulatory problems. A sample of 58 students were asked to make a list of "important tasks they feel they should currently be working on", which were rated according to their concreteness, finality, complexity and ambitiousness. The students also completed measures of academic procrastination and various study-related self-regulatory problems. It was expected that self-regulatory failure would be positively correlated to abstract and ambitious representations of tasks, demonstrating lack of implementation skill. The effect of explicit task representation on chronic procrastination, however, was only marginal. Interestingly, representation of tasks other than academic ones turned out to be a much better predictor of self-regulatory problems, especially those indicating paradoxical discrepancy between interest and engagement. This is probably because explicit representation of academic tasks in all students tends to be pre-determined by official formulation of demands.
ER  -

MALATINCOVÁ, Tatiana. Plans, goals, hopes, or wishful thinking? Level of representation of non-academic “important tasks” predicts academic self-regulatory problems. In \textit{6th Annual Meeting of the Society for the Study of Motivation, Washington, 23 May 2013}. 2013.

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