Academic procrastination and professional identity of university students: in search of psychological predictors of destructive manifestations in the educational process

• Махова Ирина Юрьевна

  Irina Yu. Makhova. MBOU Lyceum No. 1. Komsomolsk-on-Amur. Russia

• Irina Yu. Makhova

  Anastasia E. Blinkova. Vladivostok State University. Vladivostok. Russia

The article is devoted to the consideration of the academic procrastination phenomenon as a destructive form of behavior in the university educational process from the perspective of its psychological predictors. Based on the theoretical formulation of the problem, the forma-
tion and implementation of an empirical research model, the authors showed differences in emotional experiences in the educational process, in assessing their success and self-regulation of students with different levels of procrastination. The students of the Far Eastern District par-
ticipating in the study with different levels of procrastination revealed significant differences only in the manifestation of mature (formed) identity as the status of professional selfdetermination (according to J. Marcia). Students with destructive types of educational activity
are significantly less likely than students with a low level of procrastination to discover the certainty of their professional choice and corresponding plans for self-development. The interrelation of laziness (a key factor of procrastination) with the severity of the moratorium as the status of the professional identity of the students participating in the study allows us to consider procrastination in the context of adaptogenesis in conditions of increasing orientation towards the values of quality of life as satisfaction of human self-realization needs.
Keywords: academic procrastination, professional identity, destructive activity, emotional experiences, self-regulation, motives for choosing a profession