Zhou Mingming
University of Macau, Av. de Universidade, Taipa, Macau.
Acta Psychol (Amst). 2019 Aug;199:102883. doi: 10.1016/j.actpsy.2019.102883. Epub 2019 Jul 22.
Recent research has differentiated between active and passive procrastination, with the former considered to be beneficial for learning and the latter considered to be harmful. Studies have shown that both personality and cognitive factors are important in students' active procrastination. This study examines how interactions between the Big Five personality traits and the need for cognition affect students' active procrastination. The hypotheses were tested empirically using cross-sectional data collected from 307 university students in China. After controlling for age, a hierarchical regression analysis revealed that extraversion was a positive predictor of active procrastination, and that agreeableness and emotional instability were negative predictors of active procrastination. No significant interaction effects were found between personality traits and need for cognition. The implications of the findings are discussed.
近期研究区分了主动拖延和被动拖延，前者被认为对学习有益，后者则被认为有害。研究表明，人格因素和认知因素在学生的主动拖延中都很重要。本研究考察了大五人格特质与认知需求之间的相互作用如何影响学生的主动拖延。使用从307名中国大学生收集的横截面数据对这些假设进行了实证检验。在控制年龄后，分层回归分析表明，外向性是主动拖延的正向预测因子，宜人性和情绪不稳定性是主动拖延的负向预测因子。未发现人格特质与认知需求之间存在显著的交互作用。讨论了研究结果的意义。
