Factors of academic procrastination of secondary school students

Osrednji konstrukt raziskave predstavlja učno zavlačevanje, ki je v slovenskem srednješolskem okolju redko preučevan pojav. Učno zavlačevanje, ki za posameznika prinaša neugodne posledice, smo teoretično razmejili od odlašanja ter preverili njegovo izraženost glede na spol, izobraževalni program, status nadarjenega in učno uspešnost. Preučili smo, v kolikšni meri je odlašanje izraženo glede na učno uspešnost, ter kako se povezuje s konstruktom splošnega zadovoljstva z življenjem. Preverili smo povezanost učnega zavlačevanja z merami subjektivnega blagostanja, učnega samooviranja, učne samopodobe in racionalnih učnih prepričanj. V raziskavi je sodelovalo 279 dijakov treh srednjih šol s štiriletnim programom izobraževanja. Merski pripomoček je vseboval sedem različnih lestvic in vprašalnikov, ki so jih dijaki izpolnili na način papir-svinčnik. Rezultati so pokazali, da dijakinje v primerjavi z dijaki ob učnem zavlačevanju doživljajo več neugodja. Učno bolj uspešni dijaki so v primerjavi z manj uspešnimi pri sebi zaznavali manj učnega zavlačevanja, v večji meri so preferirali časovni pritisk in upoštevali dogovorjene roke. Omenjeni dimenziji odlašanja – preferenca časovnega pritiska in upoštevanje rokov – sta se pozitivno povezovali s splošnim zadovoljstvom z življenjem. Učno zavlačevanje se je negativno povezovalo s splošnim zadovoljstvom z življenjem, pozitivnim afektom, učno samopodobo in racionalnimi učnimi prepričanji, pozitivno pa z negativnim afektom in učnim samooviranjem. K napovedovanju pojava učnega zavlačevanja je najmočneje prispevalo učno samooviranje, sledili pa so mu negativni afekt, pozitivni afekt ter učna samopodoba.The central construct of the research is academic procrastination, a rarely studied phenomenon in the Slovenian secondary school environment. We theoretically separated academic procrastination, which has negative consequences for an individual, from delay and its expression was checked in terms of gender, educational program, gifted status, and academic performance. We examined the extent to which delay is expressed in terms of academic performance and how it relates to the construct of general life satisfaction. We examined the association of academic procrastination with measures of subjective well-being, academic self-handicapping, academic self-concept, and academic rational beliefs. The study involved 279 students from three secondary schools with a four-year educational program. The measuring instrument contained seven different scales and questionnaires, which the students filled out in a paper-pencil way. The results showed that female students experience more discomfort compared to male students when procrastinating. Compared to the less successful students, the more successful ones perceived less academic procrastination, preferred time pressure, and adhered to the agreed deadlines. These dimensions of delay – the preference for time pressure and meeting deadlines – were positively associated with general life satisfaction. Academic procrastination was negatively associated with general life satisfaction, positive affect, academic self-concept, and academic rational beliefs, and positively associated with negative affect and academic self-handicapping. Academic self-handicapping was the strongest contributor to the prediction of the phenomenon of academic procrastination, followed by negative affect, positive affect, and academic self-concept