MIXED-METHOD REPORT INTO CHINESE POSTGRADUATES’ PROCRASTINATION BEHAVIOR, ACADEMIC ENGAGEMENT AND SELF-CONFIDENCE
نویسندگان
چکیده
In this mixed-method investigation, the researchers delved into intricate dynamics underlying Chinese postgraduates' procrastination behavior, academic engagement, and self-confidence, unveiling a multifaceted interplay among these factors. Quantitative findings revealed an intermediate-high level of procrastination, particularly in relation to writing assignments, exam preparations, weekly reading tasks, while attendance tasks general school activities elicited lower levels. Further analysis elucidated substantial negative correlation between behaviors both engagement indicating pernicious influence pervasive phenomenon on students' experiences. Qualitative insights garnered through thematic explicated complex reasons behind including being overwhelmed by lack genuine interest, competitive milieu, insecurities, distractions, cultural familial pressures, struggles with time management, prioritization, perfectionism. Furthermore, inadequate mentorship anxiety surrounding future career prospects emerged as significant contributors procrastination. Evidently, detrimental factor not only impeded immersion but also eroded their exacerbating repercussions scholarly performance. Thus, underscore imperative for targeted interventions, encompassing mentorship, management skills, emotional support, mitigate deleterious effects self-confidence.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0009/a.php" alt="Hit counter" /></p>
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ژورنال
عنوان ژورنال: European Journal of Education Studies
سال: 2023
ISSN: ['2501-1111']
DOI: https://doi.org/10.46827/ejes.v10i6.4819