Trì hoãn trong các nhiệm vụ học tập của sinh viên: nghiên cứu cắt ngang tại một trường đại học ngoại ngữ

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Tác giả: Giang Thuỷ Nguyễn, Thị Thu Uyên Nguyễn, Minh Hà Tạ, Nhật Ánh Tạ, Ngọc Diệp Trần

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Nghiên cứu Nước ngoài, 2023

Mô tả vật lý: tr.38-48

Bộ sưu tập: Báo, Tạp chí

ID: 341212

Thêm vào giỏ Liên kết toàn văn

Nghiên cứu tìm hiểu thực trạng trì hoãn và các lý do dẫn đến trì hoãn của sinh viên năm thứ ba Khoa Sư phạm tiếng Anh (SPTA), Trường Đại học Ngoại ngữ - Đại học Quốc gia Hà Nội (ĐHNN-ĐHQGHN). Số liệu được thu thập qua bảng khảo sát PASS (Procrastination Assessment Scale for Student) qua hình thức trực tuyến với 157 phiếu trả lời hợp lệ. Kết quả cho thấy sinh viên có trì hoãn với mức độ khác nhau ở các nhiệm vụ học tập khác nhau. Trong đó, sinh viên trì hoãn nhiều nhất ở nhiệm vụ đọc tài liệu, giáo trình theo yêu cầu của giảng viên và trì hoãn ít nhất ở nhiệm vụ làm việc nhóm. Các lý do dẫn đến trì hoãn của sinh viên tập trung nhiều ở các lý do chủ quan, bao gồm nỗi sợ bị đánh giá, gặp khó khăn khi đưa ra quyết định, chán ghét nhiệm vụ và thiếu kỹ năng quản lý thời gian. Từ các phát hiện về trì hoãn trong học tập của sinh viên, nghiên cứu đưa ra một số khuyến nghị dành cho nhà trường, giảng viên và người học để hạn chế sự trì hoãn và tăng hiệu quả học tập.This article contains research findings on the current situation, the level of procrastination, and some of the primary reasons why juniors at the Faculty of English Language Teacher Education, VNU University of Languages & International Studies procrastinate academic activities. To collect these data, a Google Form with 44 questions adapted from the Procrastination Assessment Scale for Students (PASS) (Solomon & Rothblum, 1984) was administered to 157 respondents from the Faculty of English Language Teacher Education. The results of descriptive statistics and in-depth interviews indicated that students procrastinate to varying degrees with respect to various academic assignments. Surveyed students procrastinated the most on the task of “keeping up with reading assignments” and delayed the least on the task of “group work”. Students' reasons for procrastination are mostly subjective, including evaluation anxiety, difficulty in making decisions, task aversiveness, and lack of time management skills. Based on its findings regarding student procrastination, this study also presents recommendations for schools, teachers, and students to reduce procrastination and improve learning efficiency.

1. Đọc trực tuyến

1. Đọc trực tuyến

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