Interrelation of Academic Procrastination and Educational Motivation of Students at the Initial Stage of Study at the University

Abstract

The paper outlines the results of an empirical study, the task of which was to study the relationship between the factors of academic procrastination and educational motivation. The relevance of this study is related to the search for individual psychological reasons for the decline in students' academic performance at the initial stage of study at the university. In the theoretical generalization of the presented problems, the solution of the tasks of finding answers to the question is indicated, which, in addition to motivating students to study, there are factors that affect the success of mastering professional knowledge in a higher educational institution. The authors consider motivational phenomena that contribute to the formation of the competencies of the future psychologist of performance. The results of the study show that the motivational sphere of students of a higher educational institution at the initial stage of education, including needs, interests, goals, incentives, motives, inclinations, attitudes, does not depend on the procrastination factors as a whole, since this quality is a feature of a single personality. The practical significance of the study lies in the need to develop recommendations for taking into account the possible relationship between procrastination and learning motivation in a number of students, which can be used by teachers and psychologists in their work on adapting first-year students to study at a university.