EIJP ISSN: 2751-000X
VOLUME04 ISSUE11
211
PERSONAL FACTORS OF PROCRASTINATION SYNDROME IN DIFFERENT PERIODS OF
PEDAGOGICAL ACTIVITY
O‘rozboyeva Gulshanoy Ixtiyor kizi
Psychologist of Preschool Educational Organization No. 30, Shavot District, Uzbekistan
AB O U T ART I CL E
Key words:
Procrastination, emotional burnout
syndrome, motivation and sense-life orientations.
Received:
13.11.2024
Accepted
: 18.11.2024
Published
: 23.11.2024
Abstract:
The article presents the results of the
study of personal factors of procrastination among
secondary school teachers in different periods of
pedagogical activity. The following factors were
considered: emotional burnout syndrome,
motivation and sense-life orientations. Multiple
regression analysis was used for data processing.
It was found that each period of pedagogical
activity is characterised by its own, inherent in this
period, combination of personal factors of
procrastination. At the same time, no joint
influence of personal factors on the level of
procrastination was found in teachers undergoing
a pedagogical crisis and formed teachers.
INTRODUCTION
The first scientific studies on the issue under consideration appeared in the 1970s in
the USA. In 1977, P. Ringenbach introduced the scientific term "procrastination" into science. Initially,
the concepts of "procrastination" and "laziness" were considered synonymous, and later the first
entered scientific circulation and was defined as a scientific phenomenon. With the advent of the term
"Procrastination", there are not many approaches to its definition.
This concept means a voluntary irrational delay in the implementation of planned actions, which
negatively affects the individual (K. Lay) [1] and causes certain problems (Ya. I. Varvaricheva) [2].
Procrastination is a complex, psychologically heterogeneous phenomenon, including behavioral,
emotional and cognitive components, and the motivational sphere of the individual. It is manifested,
first of all, in behavior. Postponement of necessary activities and decision-making (N.N. Karlovskaya
and R.A. Baranova) [3]. Having studied the educational process and identified the factors that lead to
procrastination among teachers, S. V. Poznyak identified the greatest correlation between this
phenomenon and the characteristics of the emotional sphere, manifested in anxiety, neuroticism, as
well as emotional apathy and instability.[4]
VOLUME04 ISSUE11
DOI:
https://doi.org/10.55640/eijp-04-11-42
Pages:211-213
EUROPEAN INTERNATIONAL JOURNAL OF PEDAGOGICS
ISSN: 2751-000X
VOLUME04 ISSUE11
212
Thus, procrastination is a multifactorial phenomenon and is caused by a complex of situational,
temporary and personal factors.
All these factors contribute to the fact that a person becomes irresponsible, dependent, and has a desire
to make decisions together with other people.
Procrastination is also associated with organizational shortcomings in the work of teachers: lack of time
to complete work, high workload due to lack of support from colleagues and management. They are the
causes of stressful situations, the continuous impact of which leads to intellectual, physical,
psychological and emotional exhaustion (professional burnout). Based on the results obtained, for
experienced
Teachers are characterized by tension in the emotional and physiological systems of the div. Due to
the lack of confidence in their ability to manage events in their own lives, thoughts about the subjects
of professional activity can cause fear and unpleasant emotions in the heart, as a result of which the
teacher tends to postpone things for later.
This means that during this period of professional activity, according to the authors of this article,
procrastination is determined by age-related deterioration of health, and therefore tension appears in
the emotional and psychophysiological spheres.
For "experienced" teachers, procrastination is not irresponsibility, but the result of a combination of
increased responsibility and the psychophysiological impossibility of meeting growing demands.
The problem of the prevalence of academic procrastination is especially relevant today. Let us consider
this direction in more detail.
Academic procrastination is one of the most common and significant forms of widespread
procrastination in education, especially common among schoolchildren and students. This usually
means that students procrastinate on assignments, resulting in a general reduction in study time and
inadequate preparation for exams.
Several studies have found that there are two main causes of academic procrastination: fear of failure
and dislike or aversion to the task, the former reflecting high levels of anxiety and low levels of
confidence, and the latter reflecting negative self-esteem.
Academic procrastination can be associated with a wide range of factors, including environmental,
family and individual personal factors.
In addition, we should consider the main explanations for procrastination in accordance with the main
theories of psychology, namely: psychodynamic, behavioral, cognitive and humanistic.
The relevance of this topic is due to the fact that procrastination as a personal problem is important for
communities characterized by a focus on success. Most of today's young people are in such conditions.
They are constantly faced with obligations that require the fulfillment of deadlines, in particular,
educational tasks. The above has aroused high interest in the scientific community in studying the
phenomenon of procrastination. This is evidenced by the number of research studies that show the
interaction of procrastination with various psychological phenomena.
Today, procrastination is a widespread phenomenon, especially among students. The problem is
manifested in the negative consequences of the impact of the phenomenon of procrastination on a
person's professional activities, in a decrease in personal efficiency and work capacity, in an acute
emotional experience of personal failure and dissatisfaction with one's work.
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