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Background. Educational process in a university is characterized by a highly expressed emotional aspect. Students’ repeating emotional experiences form stable structures, the so called emotional installations. The system of emotional installations is a kernel of the emotional attitude to educational activity. Unfortunately, many modern students’ emotional attitude to educational activity is deformed. It can interfere with effective assimilation of knowledge. Therefore researches of the factors defining the emotional attitude of students to learning activity are becoming more and more actual. Educational activity contains temporary restrictions and imposes certain obligations on a student. Academic procrastination (unjustified postponement of the solution of educational tasks for the future) can be shown in the emotional attitude of a student to learning activity. The objective of the research is to study the interrelations of the academic procrastination with parameters of the emotional attitude to the learning activity of high academic progress students and low ones. The hypothesis states that the emotional attitude to learning activity of students with high academic procrastination is broken. Method. Russian adaptation of the questionnaire of Positive and Negative Affect Schedule (D. Watson, L. A. Clark, And. Tellegen, 1988), adapted version of Procrastination Scale for Student Population (C. H. Lay, 1986). Sample. 182 students (20 men and 162 women) aged from 18 till 52 years. Results. Negative correlation of procrastination with the integrated positive attitude to learning activity (rxy = -0,26; р < 0,0005) and positive – with integrated negative attitude (rxy = 0,29; р < 0,0001) is revealed. Procrastination of high academic progress students is combined with strong decrease of positive attitude to learning activity (rxy = -0,46; р < 0,00005) and strengthening of the negative attitude to it (rxy = 0,42; р < 0,0005). In the group of low academic progress students, the majority of correlations is statistically doubtful. Conclusions. With high procrastination, the general negative attitude of students to learning activity significantly amplifies, and the general positive one – weakens. A certain structure of fractional emotional installations to learning activity corresponds to a certain level of procrastination. Manifestation of academic procrastination in the emotional attitude to learning activity is connected with students’ academic progress. High academic progress students’ emotional attitude to learning activity is broken by procrastination more than that of low academic progress students. |
