| Popis: |
Akademska prokrastinacija je med študenti razširjen pojav, ki ima pogosto negativne posledice v obliki stresa in nižje akademske učinkovitosti. Uvrščamo jo lahko med posebno obliko akademskih študentskih dilem, pri čemer smo tudi opozorili, da ne gre vedno za negativen pojav. Z nalogo smo želeli raziskati, kakšne so razlike med študenti naravoslovnih in družboslovnih smeri v stopnji akademskega prokrastiniranja ter v kakšni meri je to razliko moč pripisati institucionalnim pogojem in karakteristikam profesorjev. Raziskavo smo izpeljali kot pilotno študijo, saj smo sami sestavili vprašalnik za študente. Temu so sledili še intervjuji (ki so nam služili za kritično oceno novonastalega vprašalnika). Med študenti družboslovnih in naravoslovnih smeri ni bilo razlik v stopnji prokrastinacije, zato ni bilo možno ugotoviti, v kakšni meri fakultetno okolje vpliva na stopnjo akademske prokrastinacije, smo pa opazili nekatere razlike glede na organizacijo študija. Vprašalnik smo kritično ocenili in podali nekatere predloge izboljšave za prihodnje raziskovanje hkrati pa predlagali, da akademsko prokrastinacijo študentov naslovijo tudi fakultete. Academic procrastination is a widespread phenomenon among students, often with negative consequences in the form of stress and lower academic performance. It can be classified as a special form of academic student dilemmas, but we also pointed out that it is not always a negative phenomenon. The aim of this diploma work was to investigate the differences between students of natural sciences and social sciences in the level of academic procrastination and the extent to which this difference can be attributed to the institutional conditions and characteristics of professors. We conducted the research as a pilot study, as we compiled a questionnaire for students ourselves. This was followed by interviews (which served as a critical assessment of the newly created questionnaire). There were no differences observed in the degree of procrastination among students of social sciences and natural sciences, so it was not possible to determine the extent to which the faculty environment affects the degree of academic procrastination, although we did observe some differences in the organization of studies. We critically evaluated the questionnaire and made some suggestions for improvement for future research, while at the same time suggesting that academic procrastination of students should be addressed by the faculties as well. |
