Features of mental states and academic performance of students with a high level of academic procrastination

Barinova Oksana Gennad'evna PhD in Pedagogy Associate Professor of the Department of Clinical Psychology, Federal State Budgetary Educational Institution of Higher Education "Altai State Medical University" of the Ministry of Health of the Russian Federation 656000, Russia, Altaiskii krai, g. Barnaul, ul. Lenina, 40, of. 338 korollev-psy@mail.ru Korolev Andrei Aleksandrovich PhD in Psychology Acting Head of the Department of Clinical Psychology, Federal State Budgetary Educational Institution of Higher Education "Altai State Medical University" of the Ministry of Health of the Russian Federation 656000, Russia, Altaiskii krai, g. Barnaul, ul. Lenina, 40, kab. 338 korollev-psy@mail.ru Other publications by this author

Lyapina Sabina Sergeevna Student of the Department of Clinical Psychology, Federal State Budgetary Educational Institution of Higher Education "Altai State Medical University" of the Ministry of Health of the Russian Federation 656000, Russia, Altaiskii krai, g. Barnaul, ul. Lenina, 40, of. 338 lyapina_sabina@mail.ru

Modern society places high demands on the independence and responsibility of a person, on the ability to properly plan and allocate their time and perform work in a timely manner.

This is especially true in today's changing conditions, which are characterized by a variety of possible options and a reduction in the time allotted for the analysis and processing of the necessary information ^[4].

The mental states of a person and the conditions that create a shortage of time increase the likelihood of such a phenomenon as procrastination.

Currently, this is the subject of active research in psychology, and there is no exact formulation of this concept yet. However, nevertheless, there are a large number of definitions in which the main semantic components of this phenomenon can be distinguished — the conscious postponement of doing things or making a decision, a subjective feeling of internal discomfort at the same time ^[5],[7-9].

Procrastination (Latin "procrastinatus", where "pro" means "forward, further", and "crastinus" — "tomorrow") is the postponement of the necessary actions or decisions to implement any set goal ^[3].The term "procrastination" was introduced into scientific circulation by P. T. Ringenbach (1977), in the book "Procrastination in Human Life". At the same time, the study "Overcoming Procrastination" by A. D. Ellis and V. D. Knaus (Ellis, Knaus, 1977) was published. It is based on clinical observations and attempts at a scientific explanation of this phenomenon ^[10].

The study of the phenomenon of procrastination abroad began in the late seventies of the XX century (P. T. Ringenbach, A. D. Ellis, V. D. Knaus, D. B. Burka and L. M. Yuen, etc.). At the turn of the XX and XXI centuries, procrastination as an object for study began to interest many domestic psychologists (Shustova N. E., Mikhailova E. L., Karlovskaya N. N., Varvaricheva Ya. I., Ilyin I. P., Nevryuev A. N., Bondarenko M. V., Kovylin V. S., Kiseleva M. A., Zvereva M. V.).

One of the researchers of procrastination, N. A. Milgram, identifies several of its varieties — this is household procrastination, procrastination in decision—making, neurotic, compulsive and academic ^[11].

As you know, students are more familiar with the tendency to postpone the completion of current and final academic assignments than anyone else, so this form is one of the most common, which will be considered in the context of our work.

The relevance of this problem lies in the fact that more and more students succumb to the "influence" of procrastination, and according to the results of a survey of American authors (A. J. Ellis, W. J. Knaus, M. H. Specter, B. W. Tuckman), this phenomenon was characteristic of more than 70% of all students surveyed, and in preparation for upcoming exams or writing various kinds of reporting papers, the postponement of these classes is observed in every fourth student.

As part of our research, the goal was set: to identify the features of mental states and academic performance of students with a high level of academic procrastination. Previously, we have studied the relationship between academic procrastination, academic performance and mental states of students ^[2].

The following research methods were chosen: analysis of scientific literature on the problem under study; mathematical and statistical methods of processing research results using the SPSS Statistics ver.23 program; Pearson correlation analysis; Mann-Whitney U-criterion of significant differences; Kruskal-Wallis criterion of intergroup differences.

At the empirical stage of the study, the following methods were used: the method of diagnosing the self-assessment of mental states by G. Y. Aizenka ^[1] and an adapted version of the questionnaire "PASS Procrastination Assessment Scale" by M. V. Zvereva ^[6].

The respondents in this study were students of the Altai State Medical University of the Ministry of Health of Russia, 1st and 6th courses, Institute of Clinical Medicine, studying in the specialty "Medical business". The age of the subjects varies from eighteen to twenty-five years. The sample consisted of eighty medical students.

Next, we will focus on the description and analysis of the results of our empirical research. The logic of presenting the data obtained corresponds to the construction and implementation of the study itself.

1. As noted above, academic procrastination involves a delay in completing various tasks, practical lack of educational skills, forgetfulness, disorganization, sometimes irresponsibility. This is exactly the behavior noted by the majority of the students we interviewed (See Figure 1).

The analysis of the histogram in Figure 1 allows us to formulate the assumption that sixth-year students tend to postpone things more than 1st—year students, because the percentage of often procrastinating is more than half - 55% of respondents.

Fig. 1 Frequency of academic procrastination of medical students

To determine the presence of statistically significant differences in the manifestation of academic procrastination between groups of respondents representing different courses of study, the Mann-Whitney U-test was applied.

As a result, it was revealed that there are statistically significant differences (Asymp. Sig. = ,013) between the indicators of academic procrastination of first and sixth year students. In the table (Table 1) we will show the indicators for the groups of subjects and analyze the significant differences.

Table 1

Significant differences in the frequency of procrastination in the groups of subjects of the 1st and 6th courses

So, the revealed statistically significant differences between the courses allow us to formulate the statement that there is a positive trend in the indicators of academic procrastination from junior to senior courses. Perhaps this assumption will become the subject of our special psychological research in the future.

Analyzing the obtained statistical fact, we note that this may well be due to the adaptation period of junior students, when they show greater responsibility, discipline and conscientiousness than "experienced" sixth-year students. Senior students are active, courageous, familiar with absolutely all the nuances of university life in general, the subtleties of educational activities in particular and the specifics of interaction with teachers. They are not afraid of not passing a written paper, report, research project, etc. on time, because they have a sufficient number of proven successful coping strategies in their arsenal in order to comfortably get out of a non-standard and not very convenient situation with a teacher.

However, it is impossible to say that the representatives of the 6th year are not disciplined at all, since they have other things and worries besides educational activities, because, as you know, at the age of 18-25, personal relationships, freedom and independence come to the fore. In this regard, we cannot accuse sixth-year students, for example, of irresponsibility. We should not forget that at this period of their life, study is not the leading activity, which means, most likely, we can presumably talk about the personal immaturity of young people.

Due to the fact that we are interested in the peculiarities of the mental states of often procrastinating students, we will further focus only on a group of those who, according to the results of diagnostics, showed a high level of academic procrastination. The sample of highly procrastinating students consists of a group of respondents from 36 people.

2. The group of students with a high level of academic procrastination significantly differs from other students with medium and low levels of academic procrastination in terms of mental states. Thus, using the Kruskal-Wallis criterion, we identified statistically significant differences between students with different levels of academic procrastination. Highly procrastinating students are more likely than students with an average and low level of academic procrastination to exhibit such mental states as: anxiety (Asymp. Sig. = ,114), aggressiveness (Asymp. Sig. = ,027), rigidity (Azimp. Sig. = ,062).

Therefore, it can be argued that the higher the level of procrastination, the more often a student pushes the solution of academic tasks "for later", the higher the frequency of manifestation of such mental states as anxiety, aggressiveness, rigidity.

Investigating the relationship between a high level of academic procrastination and the mental states of medical students, we applied Pearson's correlation analysis. The results are presented in table 2.

Table 2.

The relationship between the high level of academic procrastination and mental states of medical students

Thus, we found a relationship between a high level of academic procrastination and mental states: anxiety, frustration, aggressiveness and rigidity. These tables indicate that with an increase in the level of procrastination, the level of anxiety, frustration, aggressiveness and rigidity increases.

Let's focus in more detail on the features of mental states: anxiety, frustration, aggressiveness and rigidity of medical students with a high level of academic procrastination.

3. Analyzing the manifestation of anxiety in medical students, we note that 72% of first-year respondents and 46% of sixth-year respondents with a high level of academic procrastination revealed medium and high levels of anxiety. The results are shown in Figure 2.

Consequently, most students do not show a high level of anxiety. However, nevertheless, there is a possibility that due to the postponement of cases, this contingent of students is subjected to excitement, anxiety, panic, and also due to the lack of time for unfinished work, increased anxiety, anxiety, throwing, a person is in constant tension and fear. Hence, anxiety, which makes it difficult to focus on the task at hand, can be considered as the cause of high academic procrastination.

Phobias can also be attributed to anxiety — some students are afraid of criticism from others or refuse to leave their comfort zone. According to Figure 2, the majority of sixth-year students have a high level, which suggests that they are more prone to anxiety than first-year students. Due to their older age, they have a lot of experiences and worries, sometimes not related to studying at a university, therefore, anxiety in this age period is characteristic of many young people, and is the norm.

Figure 2. Manifestation of anxiety in students with a high level of procrastination

As N. N. Karlovskaya and R. A. Baranova note in their study, the higher the indicators of anxiety, the more productive actions are blocked by the personality. A high indicator of anxiety, as a rule, is associated with low self-esteem, which is a kind of indicator of emotional distress of the individual ^[7].

4. The next mental state that we analyze is frustration. According to the results obtained, it can be stated that there is a high level of frustration among students with high academic procrastination. Thus, 65% of 1st year students and 27% of 6th year students have a high level of frustration. The data is shown in Figure 3. 

Figure 3. Manifestation of frustration in students with a high level of procrastination

This indicates that students, postponing this or that task, avoid certain difficulties, are afraid of failures in its implementation. Also, the data obtained give us the right to say that procrastinators are trying in every possible way to get away from solving the problem, to distance themselves from it emotionally, showing defensive reactions, for example, aggression. Since some people cannot accept responsibility and are unable to cope with things on time, in this regard, impulsivity, short temper, hostility will be observed.

In addition, a significant correlation was revealed between the state of frustration and other mental states: anxiety, aggressiveness, rigidity. It is shown that the higher the level of frustration of medical students, the higher the indicators of anxiety, aggressiveness and rigidity will be. We can say this based on the correlation significance at a level of no more than 0.05. Table 3 shows the correlations we have identified.

Table 3

Correlations of frustration with other mental states

So, the connection between frustration and aggressiveness points us to one of the typical forms of frustration — stenic, which is characterized by aggression, irritation, increased temper, perseverance, stubbornness, negativism, etc. Hence, frustration here will be associated with such a mental state as anxiety and aggressiveness, indicators of which are also high.

In this context, it is also necessary to cite statistically interesting data obtained as a result of the application of the Mann-Whitney U-test. When calculating significant differences between the respondents of the first and sixth years in the peculiarities of the mental state of frustration, it was revealed that sixth-year students are frustrated much more often than first-year students, and we can say this without making an error of more than 0.05 with Azimp. Sig. = ,043.

It is known that one of the reasons for the development of frustration is conflict — the simultaneous existence of two incompatible motives, ambivalent feelings, experiences, attitudes to something.

Consequently, contradiction, as the behavior of protest as passive sabotage against the background of impossible tasks, is one of the forms that allow students to postpone decisions and hide from problems. According to Figure 3, 27% of sixth-year students are not subject to frustration, which means that their postponement of affairs "for later" is not motivated by fear of failure and fear of the unknown, and the reason should be sought in something else.

5. Next, we will consider, within the framework of the respondents having a high level of academic procrastination, such a mental state as aggressiveness. Thus, 43% of the surveyed 1st-year students and 18% of 6th-year students revealed a high level of aggressiveness. The data is shown in Figure 4.

Analyzing the results obtained, we note that students, in view of the fact that they do not have time to do certain things, begin to show aggression, which is associated with internal tension, anxiety (which is confirmed by a high percentage of anxious respondents), anxiety, excitement, fear of encountering difficulties when doing work. Young people accumulate rude, sometimes defiant behavior, they lie and are irresponsible about their studies.

Figure 4. Manifestation of aggressiveness in students with a high level of procrastination

In addition, aggression can manifest itself in most students as a refusal to admit their own mistakes, and blaming others for all their problems. Perhaps there are also hidden or indirect forms of aggression, because one way or another, students still in most cases, discover a state of aggression in themselves. The application of the Mann-Whitney U-test to determine significant differences in the aggressiveness of groups of 1st and 6th year students revealed the presence of statistically significant differences at the trend level. Thus, the respondents of sixth-year students have a significant tendency to have a higher degree of aggression than first-year students.

The low level of aggressiveness in 14% of 1st—year respondents and 36% of 6th-year students can be explained by the fact that, firstly, the respondents have a low level of anxiety, and the high level of procrastination indicated by them, will indicate low self-esteem, fear of failure and the desire to avoid it; fear of success and the prospect of becoming the object of universal attention, i.e. shyness, or unwillingness to stand out from the crowd. Secondly, these students have a high level of rigidity. This means that it characterizes them, their unwillingness to any changes, stiffness, emotional personality jamming. That is why they are practically not anxious (low level of anxiety), not aggressive, with an average level of frustration. In this context, it is necessary to single out another form of frustration — asthenic, which is characterized by a feeling of powerlessness, depression, uncertainty, passivity, fear of change.

6. Another mental state that we consider in respondents with a high level of academic procrastination is rigidity. The survey revealed that 43% of 1st year respondents and 73% of 6th year students have a high level of rigidity. The data is shown in Figure 5.

Figure 5. The manifestation of rigidity in students with a high level of procrastination

The histogram clearly shows that the majority of students in both samples have difficulties in changing the planned program of activities in conditions that require changes. That is why students are constantly postponing their affairs, since they cannot resist the conditions that actually caused this postponement. Moreover, this mental state is characteristic in the majority, both for representatives of the first year and for students of the sixth year. However, in sixth-year students, rigidity is more pronounced. Thus, according to the results of the application of the Mann-Whitney U-test, statistically significant differences at the level of tendency between representatives of courses on the variable rigidity were revealed. The sixth-year respondents have higher rigidity. This is due to the fact that this period of life of the selected group of respondents is characterized in the near future by a change in the environment, a new stage requiring further choice of life path, so it is difficult for many to cross this "threshold", change their views, opinions. Monotonous, constantly recurring rituals, including in everyday academic life, also affect students, and their violation or the situation that does not correspond to the "template", cause confusion, irritation and negativity.

7. The study of the relationship between mental states, the level of procrastination and academic performance of students revealed the following. The use of Pearson's correlation analysis did not reveal any significant correlations between academic procrastination and academic performance. Therefore, it can be concluded that postponing academic affairs for later is not directly related to the academic success of students. In addition, there was also no significant correlation between academic performance and mental states such as anxiety, aggressiveness and rigidity. However, statistically significant inverse relationships between frustration and academic performance have been revealed. Hence, an increase in the level of frustration of students leads to a decrease in their academic success. We can say this without making an error of more than 0.05 with Azimp. Sig. = ,029. (See Table 4)

Table 4

The relationship of academic success with mental states and a high level of procrastination

Thus, the results of the correlation analysis revealed a direct relationship between academic procrastination and anxiety, frustration, aggressiveness and rigidity in students. The data obtained suggest that there is a relationship between academic procrastination and isolated mental states, however, the results obtained do not give us the right to speak about the full coverage of all aspects of such an extensive, versatile and complex concept as academic procrastination. Despite this fact, our description of the personal characteristics of respondents with a high level of academic procrastination makes it possible to see the overall personal portrait of a highly procrastinating student.

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