Research on Intervention Strategies for Procrastination Among College Students from an Educational Psychology Perspective
Abstract
educational psychology lens, proposing a multi-dimensional analytical framework encompassing cognitive, affective, motivational, and environmental factors. The research identifies procrastination as arising from the complex interplay of cognitive distortions, emotional dysregulation, motivational imbalances, and environmental stressors, with notable manifestations in perfectionist tendencies, emotional avoidance
mechanisms, extrinsic motivation dependency, and digital distractions. Building upon this framework, the paper develops a series of systematic intervention strategies grounded in educational psychology principles. Expe0rimental findings demonstrated that the proposed interventions
effectively enhanced students task initiation willingness while fostering academic self-efficacy.
Keywords
Full Text:
PDFReferences
[1] Kedyarova E A, Cherneckaya N, Kondrashova N, et al. Psychological Security of Psychology Students in the University Educational
Environment in the Context of Distance Learning[J]. The Bulletin of Irkutsk State University. Series Psychology, 2021.
[2] Ge S, Song C, Yao W. The Motor Function Evaluation of College Students' Physical Activity State From the Perspective of Educational
Psychology[J]. Frontiers in Psychology, 2021, 12.
[3] Cao L. Differences in procrastination and motivation between undergraduate and graduate students[J]. Journal of Scholarship of Teaching & Learning, 2012, 12(2):39-64.
[4] Schouwenburg H C, Lay C H, Pychyl T A, et al. Behavioral Interventions for Reducing Procrastination Among University Students.[J].
2004, 10.1037/10808-000(007):91-103.
[5] Glick D M, Orsillo S M.An investigation of the efficacy of acceptance-based behavioral therapy for academic procrastination.[J]. Journal of Experimental Psychology: General, 2015, 144(2):400-409.
DOI: http://dx.doi.org/10.70711/neet.v3i1.6380
Refbacks
- There are currently no refbacks.
