In the analysis of early school leaving the procrastination phenomenon has often been un-derestimated. Our research has linked the selfhandicapping processes with those related to the drop-out of the study program. Procrastination was intended as a process of constant post-ponement of school commitments and recovery occasions. The study was conducted on a group of 956 high school students, according to two differ-ent areas: study strategies and coping in the management of educational tests; social relation-ships and their priorities. These variables were correlated with locus of control and self-efficacy strategies. A descriptive analysis of the obtained data shows: 1. People with external locus of control (> 13.4; p < .001) tend to postpone the school-work considered difficult; those with internal locus of control (< 6.8; p < .005) tend to post-pone schoolwork as they feel to firstly counter the deficit; 2. Individuals who procrastinate are more likely to fail at school and then to abandon it without attributing blame particularly to procrastination (t = 6.30, p < .005); 3. Individuals with higher self-efficacy do not procrastinate having also higher levels of internal locus of control (Pearson r = .68; p < .001);4. Finally, there are no gender and age differences in procrastination strategies, which seem more closely related to levels of loneliness and a greater interest in social relationships (Pearson r = .53, p < .001). With regard to intervention strategies it has been verified that people with supportive peer groups do not tend to procrastinate, whereas more isolated individuals procrastinate in condi-tions of melancholy and conflict. As procrastination has been found to be a predictor of self-handicapping, more work with-in the school context should be needed to train teachers in the prevention of school procrasti-nation.
|Numero di pagine||21|
|Rivista||PSICOLOGIA DI COMUNITÀ|
|Stato di pubblicazione||Published - 2017|