做好我们该做的事情——对学术拖延行为的扎根研究毕业论文外文翻译.doc

Doing the Things We Do:A Grounded Theory of Academic ProcrastinationMost people view procrastination as a negative personalitytrait.Procrastinators are thought to be indifferent to the quality of their work and possibly of lower cognitive ability than their nonprocrastinating peers. Previous empirical studies have supported this view of procrastination, revealing that procrastination results in lost time, poorer health, decreased long-term learning, and lower self-esteem (Burns, Dittman, Nguyen, Ferrari,Johnson, Milgram, Dangour, Tice Wolters, 2003). A number ofstudies also have indicated that procrastination may be linked to anxiety and fear of failure (Ferrari Milgram, Gehrman, Saddler Csikszentmihalyi, 1990; Sommer, 1990; Tullier, 2000). Alternatively,if procrastination does not play an adaptive role in some situations, then many college students may be under achieving because of regular procrastination.We begin by overviewing the rationale for the study and summarizing our methodology. We then define the construct of academic procrastination as intentionally deferring or delaying work that must be completed, consider its dimensionality, and review existing research. We describe several studies that 1report adaptive aspects of procrastination. Next, we discuss the three main goals ofthis research.The present studyThe purpose of the present research was to construct a grounded theory of procrastination on the basis of college students’ reports about their own procrastination. We did so for several reasons.One is that there is relatively little research on procrastination,even though it is a commonly occurring phenomenon among college students. Second, most of the existing research has reportedcorrelations between self-reported procrastinatory behavior and academic outcomes, such as grades and study time. We hoped to expand on this research by providing a more in-depth descrip-tive account of academic procrastination. Third, and most important to us, there is no existing theory or process model of procrastination.We conducted the present research to examine the process by which procrastination occurs and to propose a preliminary paradigm model (Strauss Strauss Strauss Schouwenburg, 1995; Solomon Tice Sommer, 1990; Tullier, 2000). We sought to identify these factors and clarify how and why they benefit learners. Our third goal was to identify emergent principles that guide students’ procrastination. These principles would be suitable objects of study in future research and may help promote theory development and testing.Discussion The purpose of this research was to explore the procrastination phenomenon in more detail. We did so by interviewing successful college students about their own procrastination behavior. The study was exploratory in nature and based on verbal reports that may be incomplete. We wish to emphasize that the rationale for this study was to construct a preliminary paradigm model that could be tested in future research, rather than test an existing theory. We also explored in greater detail the potential adaptive and maladaptive aspects of procrastination. We present our conclusions as claims to be tested and expanded on by future qualitative and quantitative research. Our findings are based on informants’perceptions and attributions regarding their behavior. One of the key characteristics of a qualitative study is that it focuses on participants’ perspectives and is not intended to generalize to a broader population (Creswell, 1998).We had three specific research goals. The first goal was to construct a 5paradigm model that enabled us to understand procrastination more systematically. We constructed a paradigm model of academic procrastination that included antecedent conditions, an analysis of the phenomenon itself, situational conditions that affect the phenomenon, strategies used by individuals to take action, and consequences of taking action. This model extended previous research in two ways. One was to examine in greater detail a variety of assumptions, coping strategies, and consequences than previous studies. A second was to view procrastination in a more systematic manner that focused on the broader issues of why and how college students procrastinate. We believe that the paradigm model shown in Figure 1 presents a systematic analysis of the process of procrastination that will aid future qualitative and quantitative research. We propose that the main findings of the model (i.e., themes, macrothemes, and principles) are consistent with both the adaptive and maladaptive aspects of procrastination discussed in previous research.Our second goal was to examine adaptive and maladaptive aspects of procrastination in more detail. Previous research has focused primarily on negative aspects, such as anxiety (Ferrari,1991), health problems (Tice Vacha Sommer,1990; Vacha Tice Schouwenburg,1995;Solomon和Rothblum,1984;Tice和Baumeister,1997)。

相反，我们相信拖延可能有适应性方面，比如更好的重复性工作能力和增加思维流畅性(B。