Odgovornost studenata i odlaganje obaveza tokom studiranja
The students’ responsibility and the procrastination during studies
Authors
I. Kudinov, SergeyKudinov, Stanislav
Kudinov, Vladislav
Contributors
Lalić-Vučetić, NatašaGundogan, Dragana
Radanović, Ana
Conference object (Published version)
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U ovom istraživanju razmatra se značaj odgovornosti studenata za uspešnost tokom studija.
Odgovornost se analizira sa aspekta sistemske paradigme u kontekstu dispozicionog koncepta
obeležja ličnosti i individualnosti koji je osmislio A. I. Krupnov. Istraživanja pokazuju da su studenti
kod kojih su primetni različiti pokazatelji uspešnosti na studijama ispoljili na različitim nivoima
odgovornost i prokrastinaciju. Prilikom istraživanja odgovornosti izvršena je stručna procena i urađen
je test rasuđivanja o odgovornosti koji je kreirao A. I. Krupnov. Nastavnici su bili u ulozi procenjivača.
Na osnovu popunjenih upitnika odvojeno su ocenjivali (ocenama od 1 do 5) ispoljavanje odgovornosti
i prokrastinacije u različitim situacijama koje su vezane za obrazovne, istraživačke i vannastavne
aktivnosti. Test rasuđivanja o odgovornosti je standardizovana metoda koja zadovoljava zahteve
pouzdanosti i validnosti. Da bi se utvrdio indeks uspešnosti tokom studiranja ispitanika, korišćena je...
stručna procena, analiza sadržaja i analiza proizvoda aktivnosti. Rezultati istraživanja su pokazali da
postoji korelacija između nivoa formiranja odgovornosti i kvaliteta aktivnosti. Ustanovljeno je da što
je veći nivo ispoljavanja odgovornosti, to je veći uspeh koji je zabeležen u obrazovnim aktivnostima
studenata, kao i veća efikasnost pri obavljanju kreativnih zadataka, obrazovne, pedagoške i stručne
prakse, istraživačkih i vannastavnih aktivnosti. Nasuprot tome, utvrđeno je da su ispitanici koji su imali
nizak nivo odgovornosti ispoljavali prokrastinaciju. Ovi studenti, čak uz izraženu motivaciju za učenje,
gotovo uvek odlažu sve svoje obaveze na neodređeno vreme, nastojeći da odgode njihovo izvršenje.
Kao razlog za takvo ponašanje oni navode faktore vremena i resursa. Prema njihovoj proceni, imaju
dovoljno vremena da završe zadatke i veruju da će ispoštovati date rokove. Međutim, praksa pokazuje
drugačije. Ovi studenti ne stižu da završe zadatke na vreme, a nakon toga svoje ponašanje pokušavaju
da opravdaju ogromnom količinom posla, problemima sa zdravljem, nedostatkom spoljnih resursa i
tako dalje. Dakle, aktivira se mehanizam odbrane, čiji je cilj da se otkloni osećaj krivice i prenošenje
lokusa kontrole u samoregulaciji sa internog na eksterni. Kada je u pitanju resursni faktor, prilikom
dobijanja zadatka oni su sigurni u svoje snage i mogućnosti da će se izboriti sa velikim obimom
zadataka u kratkom roku. Rezultati istraživanja su pokazali negativnu korelaciju između odgovornosti
i prokrastinacije kod studenata. Ustanovljeno je da postoji direktna povezanost između uspešnosti
tokom studiranja i odgovornosti i obrnuto. Povezanost između prokrastinacije i uspešnosti je
negativna
This paper looks at importance of student responsibility for the success during studies. The
responsibility is analysed from the system paradigm aspect in the context of dispositional concept
of personality and individuality traits designed by A. I. Krupnov. The researches demonstrate that
the students who displayed various indicators of success at studies, manifested responsibility and
procrastination at different levels. During the research of responsibility, the expert evaluation of
responsibility and responsibility reasoning test created by A. I. Krupnov were performed. The teachers
acted as evaluators. Based on completed questionnaires they graded (with the grades from 1 to 5)
demonstration of responsibility and procrastination separately, in different situations related to
educational, research and extracurricular activities. The responsibility reasoning test is a standardized
method that meets the reliability and validity requirements. To determine the success index dur...ing
the respondents’ studies, the expert evaluation, content analysis and activity product analysis
were used. The research results showed that there is a correlation between the level of formation
of responsibility and quality of activity. It is concluded that the higher the level of expression of
responsibility, the higher the demonstrated success in educational activities of students, as well as
the efficiency in performing creative tasks, educational, teaching and professional practice, research
and extracurricular activities. Contrary to that, it is established that the respondents who have a low
level of responsibility, demonstrate procrastination. These students, even with the evident motivation
for learning, almost always postpone their obligations for an indefinite period of time, trying to defer
their execution. As the reason for such behaviour, they cite the time and resource factors. According
to their estimation, they have sufficient time to perform tasks and believe in their ability to meet
given deadlines. The reality is, however, different. These students do not manage to complete tasks on
time and after that they try to justify their behaviour with a huge amount of work, health problems,
lack of outside resources, etc. So, the defence mechanism is activated and its aim is to remove guilt
and transfer the locus of control in self-regulation from internal to external. Regarding the resource
factor, when they receive a task, they are confident in their strengths and ability to tackle a large
amount of tasks in a short period of time. The research results show negative correlation between
responsibility and procrastination at students. It is established that there is a direct relation between
the success during studies and responsibility, and vice versa. The relation between procrastination
and success is negative.
Keywords:
odgovornost / prokrastinacija / učenje / studenti / responsibility / procrastination / learning / studentsSource:
Motivacija u obrazovanju između teorije i prakse, 2020, 40-41Publisher:
- Beograd : Institut za pedagoška istraživanja
Note:
- Knjiga rezimea, 25. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa"
- Book of abstracts / 25th International Scientific Conference "Educational Research and School Practice"
Collections
Institution/Community
IPITY - CONF AU - I. Kudinov, Sergey AU - Kudinov, Stanislav AU - Kudinov, Vladislav PY - 2020 UR - http://ipir.ipisr.org.rs/handle/123456789/497 AB - U ovom istraživanju razmatra se značaj odgovornosti studenata za uspešnost tokom studija. Odgovornost se analizira sa aspekta sistemske paradigme u kontekstu dispozicionog koncepta obeležja ličnosti i individualnosti koji je osmislio A. I. Krupnov. Istraživanja pokazuju da su studenti kod kojih su primetni različiti pokazatelji uspešnosti na studijama ispoljili na različitim nivoima odgovornost i prokrastinaciju. Prilikom istraživanja odgovornosti izvršena je stručna procena i urađen je test rasuđivanja o odgovornosti koji je kreirao A. I. Krupnov. Nastavnici su bili u ulozi procenjivača. Na osnovu popunjenih upitnika odvojeno su ocenjivali (ocenama od 1 do 5) ispoljavanje odgovornosti i prokrastinacije u različitim situacijama koje su vezane za obrazovne, istraživačke i vannastavne aktivnosti. Test rasuđivanja o odgovornosti je standardizovana metoda koja zadovoljava zahteve pouzdanosti i validnosti. Da bi se utvrdio indeks uspešnosti tokom studiranja ispitanika, korišćena je stručna procena, analiza sadržaja i analiza proizvoda aktivnosti. Rezultati istraživanja su pokazali da postoji korelacija između nivoa formiranja odgovornosti i kvaliteta aktivnosti. Ustanovljeno je da što je veći nivo ispoljavanja odgovornosti, to je veći uspeh koji je zabeležen u obrazovnim aktivnostima studenata, kao i veća efikasnost pri obavljanju kreativnih zadataka, obrazovne, pedagoške i stručne prakse, istraživačkih i vannastavnih aktivnosti. Nasuprot tome, utvrđeno je da su ispitanici koji su imali nizak nivo odgovornosti ispoljavali prokrastinaciju. Ovi studenti, čak uz izraženu motivaciju za učenje, gotovo uvek odlažu sve svoje obaveze na neodređeno vreme, nastojeći da odgode njihovo izvršenje. Kao razlog za takvo ponašanje oni navode faktore vremena i resursa. Prema njihovoj proceni, imaju dovoljno vremena da završe zadatke i veruju da će ispoštovati date rokove. Međutim, praksa pokazuje drugačije. Ovi studenti ne stižu da završe zadatke na vreme, a nakon toga svoje ponašanje pokušavaju da opravdaju ogromnom količinom posla, problemima sa zdravljem, nedostatkom spoljnih resursa i tako dalje. Dakle, aktivira se mehanizam odbrane, čiji je cilj da se otkloni osećaj krivice i prenošenje lokusa kontrole u samoregulaciji sa internog na eksterni. Kada je u pitanju resursni faktor, prilikom dobijanja zadatka oni su sigurni u svoje snage i mogućnosti da će se izboriti sa velikim obimom zadataka u kratkom roku. Rezultati istraživanja su pokazali negativnu korelaciju između odgovornosti i prokrastinacije kod studenata. Ustanovljeno je da postoji direktna povezanost između uspešnosti tokom studiranja i odgovornosti i obrnuto. Povezanost između prokrastinacije i uspešnosti je negativna AB - This paper looks at importance of student responsibility for the success during studies. The responsibility is analysed from the system paradigm aspect in the context of dispositional concept of personality and individuality traits designed by A. I. Krupnov. The researches demonstrate that the students who displayed various indicators of success at studies, manifested responsibility and procrastination at different levels. During the research of responsibility, the expert evaluation of responsibility and responsibility reasoning test created by A. I. Krupnov were performed. The teachers acted as evaluators. Based on completed questionnaires they graded (with the grades from 1 to 5) demonstration of responsibility and procrastination separately, in different situations related to educational, research and extracurricular activities. The responsibility reasoning test is a standardized method that meets the reliability and validity requirements. To determine the success index during the respondents’ studies, the expert evaluation, content analysis and activity product analysis were used. The research results showed that there is a correlation between the level of formation of responsibility and quality of activity. It is concluded that the higher the level of expression of responsibility, the higher the demonstrated success in educational activities of students, as well as the efficiency in performing creative tasks, educational, teaching and professional practice, research and extracurricular activities. Contrary to that, it is established that the respondents who have a low level of responsibility, demonstrate procrastination. These students, even with the evident motivation for learning, almost always postpone their obligations for an indefinite period of time, trying to defer their execution. As the reason for such behaviour, they cite the time and resource factors. According to their estimation, they have sufficient time to perform tasks and believe in their ability to meet given deadlines. The reality is, however, different. These students do not manage to complete tasks on time and after that they try to justify their behaviour with a huge amount of work, health problems, lack of outside resources, etc. So, the defence mechanism is activated and its aim is to remove guilt and transfer the locus of control in self-regulation from internal to external. Regarding the resource factor, when they receive a task, they are confident in their strengths and ability to tackle a large amount of tasks in a short period of time. The research results show negative correlation between responsibility and procrastination at students. It is established that there is a direct relation between the success during studies and responsibility, and vice versa. The relation between procrastination and success is negative. PB - Beograd : Institut za pedagoška istraživanja C3 - Motivacija u obrazovanju između teorije i prakse T1 - Odgovornost studenata i odlaganje obaveza tokom studiranja T1 - The students’ responsibility and the procrastination during studies EP - 41 SP - 40 UR - https://hdl.handle.net/21.15107/rcub_ipir_497 ER -
@conference{ author = "I. Kudinov, Sergey and Kudinov, Stanislav and Kudinov, Vladislav", year = "2020", abstract = "U ovom istraživanju razmatra se značaj odgovornosti studenata za uspešnost tokom studija. Odgovornost se analizira sa aspekta sistemske paradigme u kontekstu dispozicionog koncepta obeležja ličnosti i individualnosti koji je osmislio A. I. Krupnov. Istraživanja pokazuju da su studenti kod kojih su primetni različiti pokazatelji uspešnosti na studijama ispoljili na različitim nivoima odgovornost i prokrastinaciju. Prilikom istraživanja odgovornosti izvršena je stručna procena i urađen je test rasuđivanja o odgovornosti koji je kreirao A. I. Krupnov. Nastavnici su bili u ulozi procenjivača. Na osnovu popunjenih upitnika odvojeno su ocenjivali (ocenama od 1 do 5) ispoljavanje odgovornosti i prokrastinacije u različitim situacijama koje su vezane za obrazovne, istraživačke i vannastavne aktivnosti. Test rasuđivanja o odgovornosti je standardizovana metoda koja zadovoljava zahteve pouzdanosti i validnosti. Da bi se utvrdio indeks uspešnosti tokom studiranja ispitanika, korišćena je stručna procena, analiza sadržaja i analiza proizvoda aktivnosti. Rezultati istraživanja su pokazali da postoji korelacija između nivoa formiranja odgovornosti i kvaliteta aktivnosti. Ustanovljeno je da što je veći nivo ispoljavanja odgovornosti, to je veći uspeh koji je zabeležen u obrazovnim aktivnostima studenata, kao i veća efikasnost pri obavljanju kreativnih zadataka, obrazovne, pedagoške i stručne prakse, istraživačkih i vannastavnih aktivnosti. Nasuprot tome, utvrđeno je da su ispitanici koji su imali nizak nivo odgovornosti ispoljavali prokrastinaciju. Ovi studenti, čak uz izraženu motivaciju za učenje, gotovo uvek odlažu sve svoje obaveze na neodređeno vreme, nastojeći da odgode njihovo izvršenje. Kao razlog za takvo ponašanje oni navode faktore vremena i resursa. Prema njihovoj proceni, imaju dovoljno vremena da završe zadatke i veruju da će ispoštovati date rokove. Međutim, praksa pokazuje drugačije. Ovi studenti ne stižu da završe zadatke na vreme, a nakon toga svoje ponašanje pokušavaju da opravdaju ogromnom količinom posla, problemima sa zdravljem, nedostatkom spoljnih resursa i tako dalje. Dakle, aktivira se mehanizam odbrane, čiji je cilj da se otkloni osećaj krivice i prenošenje lokusa kontrole u samoregulaciji sa internog na eksterni. Kada je u pitanju resursni faktor, prilikom dobijanja zadatka oni su sigurni u svoje snage i mogućnosti da će se izboriti sa velikim obimom zadataka u kratkom roku. Rezultati istraživanja su pokazali negativnu korelaciju između odgovornosti i prokrastinacije kod studenata. Ustanovljeno je da postoji direktna povezanost između uspešnosti tokom studiranja i odgovornosti i obrnuto. Povezanost između prokrastinacije i uspešnosti je negativna, This paper looks at importance of student responsibility for the success during studies. The responsibility is analysed from the system paradigm aspect in the context of dispositional concept of personality and individuality traits designed by A. I. Krupnov. The researches demonstrate that the students who displayed various indicators of success at studies, manifested responsibility and procrastination at different levels. During the research of responsibility, the expert evaluation of responsibility and responsibility reasoning test created by A. I. Krupnov were performed. The teachers acted as evaluators. Based on completed questionnaires they graded (with the grades from 1 to 5) demonstration of responsibility and procrastination separately, in different situations related to educational, research and extracurricular activities. The responsibility reasoning test is a standardized method that meets the reliability and validity requirements. To determine the success index during the respondents’ studies, the expert evaluation, content analysis and activity product analysis were used. The research results showed that there is a correlation between the level of formation of responsibility and quality of activity. It is concluded that the higher the level of expression of responsibility, the higher the demonstrated success in educational activities of students, as well as the efficiency in performing creative tasks, educational, teaching and professional practice, research and extracurricular activities. Contrary to that, it is established that the respondents who have a low level of responsibility, demonstrate procrastination. These students, even with the evident motivation for learning, almost always postpone their obligations for an indefinite period of time, trying to defer their execution. As the reason for such behaviour, they cite the time and resource factors. According to their estimation, they have sufficient time to perform tasks and believe in their ability to meet given deadlines. The reality is, however, different. These students do not manage to complete tasks on time and after that they try to justify their behaviour with a huge amount of work, health problems, lack of outside resources, etc. So, the defence mechanism is activated and its aim is to remove guilt and transfer the locus of control in self-regulation from internal to external. Regarding the resource factor, when they receive a task, they are confident in their strengths and ability to tackle a large amount of tasks in a short period of time. The research results show negative correlation between responsibility and procrastination at students. It is established that there is a direct relation between the success during studies and responsibility, and vice versa. The relation between procrastination and success is negative.", publisher = "Beograd : Institut za pedagoška istraživanja", journal = "Motivacija u obrazovanju između teorije i prakse", title = "Odgovornost studenata i odlaganje obaveza tokom studiranja, The students’ responsibility and the procrastination during studies", pages = "41-40", url = "https://hdl.handle.net/21.15107/rcub_ipir_497" }
I. Kudinov, S., Kudinov, S.,& Kudinov, V.. (2020). Odgovornost studenata i odlaganje obaveza tokom studiranja. in Motivacija u obrazovanju između teorije i prakse Beograd : Institut za pedagoška istraživanja., 40-41. https://hdl.handle.net/21.15107/rcub_ipir_497
I. Kudinov S, Kudinov S, Kudinov V. Odgovornost studenata i odlaganje obaveza tokom studiranja. in Motivacija u obrazovanju između teorije i prakse. 2020;:40-41. https://hdl.handle.net/21.15107/rcub_ipir_497 .
I. Kudinov, Sergey, Kudinov, Stanislav, Kudinov, Vladislav, "Odgovornost studenata i odlaganje obaveza tokom studiranja" in Motivacija u obrazovanju između teorije i prakse (2020):40-41, https://hdl.handle.net/21.15107/rcub_ipir_497 .