Attachment and task persistence: attachment orientations, perception of teacher’s responsiveness, and adolescents’ persistence in academic tasks

2020 ◽  
pp. 1-22
Author(s):  
Anat Ben-Gal Dahan ◽  
Mario Mikulincer
Keyword(s):  
Task Persistence ◽  
Academic Tasks ◽  
Attachment Orientations ◽  
And Task

scholarly journals I’ll Go to the Library Later: The Relationship between Academic Procrastination and Library Anxiety

2000 ◽  
Vol 61 (1) ◽  
pp. 45-54 ◽  
Author(s):  
Anthony J. Onwuegbuzie ◽  
Qun G. Jiao
Keyword(s):  
Graduate Students ◽  
Anxiety Reduction ◽  
Fear Of Failure ◽  
Academic Procrastination ◽  
Graduate Level ◽  
Academic Tasks ◽  
Library Anxiety ◽  
Term Papers ◽  
The Relationship ◽  
And Task

Approximately 95 percent of college students procrastinate on academic tasks such as writing term papers, studying for examinations, and keeping up with weekly reading assignments. At the graduate level, an estimated 60 percent of students procrastinate on academic tasks. Academic procrastination stems primarily from fear of failure and task aversiveness. It has been theorized, though not tested empirically, that highly anxious graduate students typically procrastinate while engaged in library-related tasks. This study investigated the relationship between academic procrastination and library anxiety at the graduate level. Participants included 135 graduate students enrolled in three sections of a required introductory-level educational research course. Findings revealed that, overall, academic procrastination was significantly positively related to the following dimensions of library anxiety: affective barriers, comfort with the library, and mechanical barriers. A canonical correlation analysis revealed that academic procrastination resulting from both fear of failure and task aversiveness was related significantly to barriers with staff, affective barriers, comfort with the library, and knowledge of the library. Implications for library anxiety reduction as a procrastination intervention are discussed.

Mood, stop-rules and task persistence: No Mood-as-Input effects in the context of pain

2013 ◽  
Vol 44 (4) ◽  
pp. 463-468 ◽  
Author(s):  
Ken Ceulemans ◽  
Petra A. Karsdorp ◽  
Johan W.S. Vlaeyen
Keyword(s):  
Task Persistence ◽  
Stop Rules ◽  
And Task

Learned Helplessness in Physical Education: A Developmental Study of Causal Attributions and Task Persistence

1994 ◽  
Vol 13 (2) ◽  
pp. 108-122 ◽  
Author(s):  
Thomas J. Martinek ◽  
Joseph B. Griffith
Keyword(s):  
Learned Helplessness ◽  
Task Difficulty ◽  
Age Groups ◽  
Developmental Study ◽  
Age Group ◽  
Task Persistence ◽  
Behavioral Measures ◽  
Effect Of Age ◽  
Two Age Groups ◽  
And Task

The purpose of this study was to describe the effect of age on specific psychological and behavioral measures of learned-helpless and mastery-oriented students. The study consisted of two age groups, younger and older, of learned-helplessness and mastery-oriented students. Within each age group, learned-helpless and mastery-oriented students were compared in terms of attributional profiles and levels of task persistence during instruction. Students were asked to view videotapes of their performances, to describe how they thought they did on each task, and to give reasons for their performance. Responses were classified into four attributional categories: (a) ability, (b) effort, (c) task difficulty, and (d) environment or luck. Persistence was also determined by looking at the number of times students would attempt a task. Attributional profiles and task persistence associated with the leamed-helpless condition was more prevalent with the older group than with the younger group.

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