No deed goes unnoticed? Associations between teachers’ noticing academic procrastination and individual differences in students

Authors

  • Kati Aus
  • Grete Arro
  • Anna-Liisa Jõgi
  • Elina Malleus

DOI:

https://doi.org/10.12697/eha.2014.2.1.09

Keywords:

academic procrastination, learning strategies, teacher evaluations of learning strategies, general cognitive ability, personality

Abstract

Algkoolist põhikooli liikudes muutub õpitav keerulisemaks ja abstraktsemaks. Õpilaste eneseregulatsioonioskus ja selle arengu toetamine on seetõttu vaieldamatult olulised. Üks teadaolev eneseregulatsiooniprobleem on õpikohustuste täitmise edasilükkamine ehk akadeemiline prokrastineerimine. Prokrastineerimiskäitumine võib välja kujuneda juba põhikoolis, kuid jääda õpetajatele seejuures märkamata. Siinses uurimuses võrdlesime 8. klasside õpilaste (N = 551) hinnanguid oma prokrastineerimiskäitumisele kolme aineõpetaja (N = 118) hinnangutega. Leidsime, et õpilaste ja õpetajate hinnangud ei lange alati kokku ning õpetajad näevad prokrastineerijatena pigem vähem võimekaid õpilasi, olenemata sellest, kas õpilane ise peab end prokrastineerijaks või mitte. Samuti tõid õpetajad prokrastineerijatena esile pigem keskmisest ekstravertsemaid lapsi. Et uurida, kas õpetaja vaatevälja jäämiseks on olulisemad pigem õpilaste isiksuseomadused või vaimne võimekus, pöörasime eraldi tähelepanu neile õpilastele, kes on endi sõnul sagedased prokrastineerijad. Leidsime, et mida võimekam on õpilane olnud juba algklassides ning mida introvertsem 7. klassis, seda väiksem on tõenäosus, et õpetajad tema prokrastineerimiskalduvust 8. klassis märkavad. Tulemused lubavad järeldada, et õpetajatel on raske tuvastada võimekamate ja introvertsemate õpilaste eneseregulatsiooniprobleeme. Õpetajad peaksid peale ainealaste õpitulemuste hindamise pöörama kindlasti tähelepanu ka õpilaste õpioskuste süstemaatilisele hindamisele. 

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Published

2014-05-01

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Aus, K., Arro, G., Jõgi, A.-L., & Malleus, E. (2014). No deed goes unnoticed? Associations between teachers’ noticing academic procrastination and individual differences in students. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 2(1), 217–240. https://doi.org/10.12697/eha.2014.2.1.09

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Vol. 2 No. 1 (2014)

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