In the analysis of early school leaving the procrastination phenomenon has often been un-derestimated. Our research has linked the selfhandicapping processes with those related to the drop-out of the study program. Procrastination was intended as a process of constant post-ponement of school commitments and recovery occasions. The study was conducted on a group of 956 high school students, according to two differ-ent areas: study strategies and coping in the management of educational tests; social relation-ships and their priorities. These variables were correlated with locus of control and self-efficacy strategies. A descriptive analysis of the obtained data shows: 1. People with external locus of control (> 13.4; p < .001) tend to postpone the school-work considered difficult; those with internal locus of control (< 6.8; p < .005) tend to post-pone schoolwork as they feel to firstly counter the deficit; 2. Individuals who procrastinate are more likely to fail at school and then to abandon it without attributing blame particularly to procrastination (t = 6.30, p < .005); 3. Individuals with higher self-efficacy do not procrastinate having also higher levels of internal locus of control (Pearson r = .68; p < .001); 4. Finally, there are no gender and age differences in procrastination strategies, which seem more closely related to levels of loneliness and a greater interest in social relationships (Pearson r = .53, p < .001). With regard to intervention strategies it has been verified that people with supportive peer groups do not tend to procrastinate, whereas more isolated individuals procrastinate in condi-tions of melancholy and conflict. As procrastination has been found to be a predictor of self-handicapping, more work with-in the school context should be needed to train teachers in the prevention of school procrasti-nation.

Nell’analisi della dispersione scolastica il fenomeno della procrastination è stato spesso sottovalutato. La nostra ricerca ha correlato i processi di selfhandicapping con quelli connessi all’abbandono del percorso di studio. La procrastination è stata studiata come processo di co-stante rinvio degli impegni scolastici e delle occasioni di recupero. Lo studio è stato condotto su di un gruppo di 956 studenti delle scuole superiori, distin-guendo due diverse aree: quella delle strategie di studio e di coping nella gestione delle prove scolastiche; quella delle relazioni sociali e delle priorità in esse. Queste variabili sono state correlate con il locus of control e con le strategie di self effica-cy. Ad una analisi descrittiva dei dati emersi risulta: 1. I soggetti con locus of control esterno (>13.4; p<.001) tendono a rinviare gli impegni sco-lastici ritenendo difficile la loro esecuzione; i soggetti con locus of control interno (<6.8; p<.005) tendono a rinviare gli impegni scolastici ritenendo di poter velocemente recuperare tale ritardo; 2. I soggetti che utilizzano la procrastination generano il fallimento scolastico e poi l’abbandono senza attribuire particolare colpa alla procrastination (t=6.30, p<005); 3. I soggetti con maggiore self efficacy rinunciano costantemente alla procrastination utiliz-zando i buoni livelli di locus of control interno (Pearson r=.68; p<001) 4. Infine, la strategia della procrastination non distingue in modo particolare maschi da fem-mine, né fasce di età, sembra invece maggiormente correlata a livelli di solitudine ed a maggiore interesse per le relazioni sociali (Pearson r=.53, p<001). Per le strategie di intervento è stato verificato che i soggetti con gruppi supportivi di pari tendono a non utilizzare la procrastination, mentre i soggetti maggiormente isolati utilizzano la procrastination in condizioni di malinconia e di conflitto. Poiché la procrastination è un fattore predittivo del selfhandicapping sarà necessario all’interno della scuola lavorare alla formazione degli insegnanti per la prevenzione della pro-crastination scolastica.

Lavanco G., R.L.C. (2017). Autosabotaggio e procrastinazione: strategie di prevenzione del sentire mafioso. PSICOLOGIA DI COMUNITÀ(1), 57-77 [10.3280/PSC2017-001006].

Autosabotaggio e procrastinazione: strategie di prevenzione del sentire mafioso

Lavanco G.
;
2017-01-01

Abstract

In the analysis of early school leaving the procrastination phenomenon has often been un-derestimated. Our research has linked the selfhandicapping processes with those related to the drop-out of the study program. Procrastination was intended as a process of constant post-ponement of school commitments and recovery occasions. The study was conducted on a group of 956 high school students, according to two differ-ent areas: study strategies and coping in the management of educational tests; social relation-ships and their priorities. These variables were correlated with locus of control and self-efficacy strategies. A descriptive analysis of the obtained data shows: 1. People with external locus of control (> 13.4; p < .001) tend to postpone the school-work considered difficult; those with internal locus of control (< 6.8; p < .005) tend to post-pone schoolwork as they feel to firstly counter the deficit; 2. Individuals who procrastinate are more likely to fail at school and then to abandon it without attributing blame particularly to procrastination (t = 6.30, p < .005); 3. Individuals with higher self-efficacy do not procrastinate having also higher levels of internal locus of control (Pearson r = .68; p < .001); 4. Finally, there are no gender and age differences in procrastination strategies, which seem more closely related to levels of loneliness and a greater interest in social relationships (Pearson r = .53, p < .001). With regard to intervention strategies it has been verified that people with supportive peer groups do not tend to procrastinate, whereas more isolated individuals procrastinate in condi-tions of melancholy and conflict. As procrastination has been found to be a predictor of self-handicapping, more work with-in the school context should be needed to train teachers in the prevention of school procrasti-nation.
2017
Settore M-PSI/07 - Psicologia Dinamica
Lavanco G., R.L.C. (2017). Autosabotaggio e procrastinazione: strategie di prevenzione del sentire mafioso. PSICOLOGIA DI COMUNITÀ(1), 57-77 [10.3280/PSC2017-001006].
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10447/345371
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