7-tom, 2-son, b. 257–260, Nashr: 2026-08-11

TALABALARDA AKADEMIK PROKRASTINATSIYANING PSIXOLOGIK XUSUSIYATLARI VA NAZARIY MODELLARI

ПСИХОЛОГИЧЕСКИЕ ОСОБЕННОСТИ И ТЕОРЕТИЧЕСКИЕ МОДЕЛИ АКАДЕМИЧЕСКОЙ ПРОКРАСТИНАЦИИ У СТУДЕНТОВ

PSYCHOLOGICAL CHARACTERISTICS AND THEORETICAL MODELS OF ACADEMIC PROCRASTINATION AMONG UNIVERSITY STUDENTS

• Odilbekov Mansurbek Maxmudjon o‘g‘li — Senior Lecturer, Department of Continuing Education Pedagogy, Oriental University, Tashkent, Uzbekistan, , https://orcid.org/0009-0004-6397-394X

To'liq matn (PDF)

Annotatsiya

Maqolada talabalardagi akademik prokrastinatsiyaning psixologik xususiyatlari hamda uni izohlovchi asosiy nazariy yondashuvlar tizimli-qiyosiy tahlil qilinadi. Prokrastinatsiya vazifani baholash, mukofotning vaqt jihatdan uzoqligi, emotsional qochish, akademik o‘ziga ishonch, metakognitiv nazorat, impulsivlik va ta’lim muhiti o‘rtasidagi o‘zaro ta’sir natijasida shakllanuvchi ko‘p darajali o‘zini boshqarish muammosi sifatida talqin etiladi. Vaqt motivatsiyasi, o‘zini boshqarib o‘rganish, kayfiyatni tartibga solish, ijtimoiy-kognitiv, o‘zini o‘zi belgilash, metakognitiv va kontekstual modellar birlashtirilib, “vazifa bahosi–emotsional javob–regulyativ tanlov–kechiktirish oqibati” integrativ modeli taklif etiladi.

Аннотация

В статье системно и сравнительно рассматриваются психологические особенности академической прокрастинации студентов и основные теоретические подходы к её объяснению. Прокрастинация интерпретируется как многоуровневая проблема саморегуляции, возникающая во взаимодействии оценки задания, временной удалённости вознаграждения, эмоционального избегания, академической самоэффективности, метакогнитивного контроля, импульсивности и образовательной среды. Интегрированы теория временной мотивации, модели саморегулируемого обучения, регуляции настроения, социально-когнитивный, метакогнитивный, контекстуальный подходы и теория самодетерминации. Предложена модель «оценка задания–эмоциональная реакция–регулятивный выбор–последствие откладывания», предназначенная для дифференцированной профилактики и дальнейшей эмпирической проверки.

Abstract

This theoretical-analytical article examines the psychological characteristics of academic procrastination and compares the principal models used to explain it. Procrastination is treated as a multilevel self-regulatory phenomenon involving task appraisal, delayed reward, emotional avoidance, self-efficacy, metacognitive control, impulsivity, and the structure of the learning environment. Temporal Motivation Theory, self-regulated learning, mood-regulation, social-cognitive, self-determination, metacognitive, and contextual perspectives are synthesized. The analysis identifies a common sequence in which students evaluate a task, experience an emotional response, make a regulatory choice, and encounter consequences that influence later behavior. On this basis, an integrative “task appraisal–emotional response–regulatory choice–delay consequence” model is proposed. The model explains both adaptive engagement and self-reinforcing postponement and provides a framework for differentiated prevention, instructional design, and future empirical testing.

Kalit so'zlar: akademik prokrastinatsiya, o‘zini o‘zi boshqarish, vaqt motivatsiyasi, emotsional regulyatsiya, akademik o‘ziga ishonch, metakognitsiya, vazifa yoqimsizligi, nazariy model

Foydalanilgan adabiyotlar

1. Bandura, A. Self-Efficacy: The Exercise of Control. New York: W. H. Freeman, 1997.
2. Klassen, R. M., Krawchuk, L. L., and Rajani, S. “Academic Procrastination of Undergraduates: Low Self-Efficacy to Self-Regulate Predicts Higher Levels of Procrastination.” Contemporary Educational Psychology, vol. 33, no. 4, 2008, pp. 915–931. https://doi.org/10.1016/j.cedpsych.2007.07.001.
3. Rozental, A., Forsström, D., Hussoon, A., and Klingsieck, K. B. “Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases.” Frontiers in Psychology, vol. 13, 2022, article 783570. https://doi.org/10.3389/fpsyg.2022.783570.
4. Ryan, R. M., and Deci, E. L. Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. New York: Guilford Press, 2017.
5. Schraw, G., Wadkins, T., and Olafson, L. “Doing the Things We Do: A Grounded Theory of Academic Procrastination.” Journal of Educational Psychology, vol. 99, no. 1, 2007, pp. 12–25. https://doi.org/10.1037/0022-0663.99.1.12.
6. Sirois, F. M. “Procrastination and Stress: A Conceptual Review of Why Context Matters.” International Journal of Environmental Research and Public Health, vol. 20, no. 6, 2023, article 5031. https://doi.org/10.3390/ijerph20065031.