The thesis presents a scientific theoretical authentication and a comprehensive empirical study of procrastination from the standpoint of a relatively stable personal construct.
The post-nonclassical scientific paradigm's critical methodological provisions, the principles of consistency, structural approach, continuity, and a biopsychosocial approach was presented as an integrated procrastination model.
The psychosocial and biological substructures represent procrastination at the system level functions as a multidimensional integral stable personal formation, and in the subsystem plane.
The author's diagnostic technique of the investigated phenomenon is developed, which has successfully passed the test for many psychometric characteristics.
The EEG study results showed that students who procrastinate have higher spectral power values in all frequency bands than peers who do not show dilatory tendencies. These spectral power values indicate a higher level of energy expenditure during cognitive activity and may reveal the presence of depressive manifestations.
Delayers complain much more frequently about their physical well-being than those who do not have dilatory behaviors. This behavior results in their tendency to excessive exhaustion, epigastric syndrome, algic and spastic symptoms, and cardiovascular disease.
As a result of empirical validation of the developed integrated procrastination model, a wide range of individual properties inherent in students with a high degree of tardy behavioral responses are evident.
The study of the studied construct testified the procrastinator's tendency to a low level of rational thinking and some irrational beliefs. The student-procrastinator has a frustrating intolerance, catastrophic attitude, low self-esteem, concern for mistakes, doubts about their actions, and self-criticism. Simultaneously, there are significant correlations between the indicators of the level of procrastination and the degree of manifestation of socially attributed perfectionism, hypercriticism, a perfectionist attitude of the individual, "that everyone owes her something". The imbalance of students' time perspective shows that they are prone to procrastination due to the bright expression of the time orientations of a tragic past, a hedonistic, fatalistic present, and with a low level of orientation to the future.
The hypothesis refutes the propensity of the procrastinator to a low level of reflexivity. The indicators of the scale of characterize the general procrastination by a negative correlation only with the values on the scale of reflection of communication and interaction with other people.
The results of an empirical study of the affective-motivational component of procrastination have shown its maladaptive nature. The directly proportional correlation fixes the indicators of the integral level of a tendency to dilatory behavior with a value on scales of neuroticism, situational aggression, depression, irritability, reactive aggression, and shyness. Also, the more pronounced the tendency of the individual to procrastinate, the less stable his emotional state, as evidenced by the direct correlation of procrastination with emotional stability was found.
As a result of the validation of the conative-regulatory component of procrastination, it strengthens the individual's tendency to procrastinate. This is accompanied by a decrease in the level of formation of one's activity's self-regulation system. In a stressful situation, the procrastinator uses dysfunctional strategies, including avoiding problem-solving, manipulative, antisocial, and aggressive actions. At the same time, they note the low probability of using functional coping strategies, such as bold actions, planning, programming, modeling, and evaluation of results.
Four types of procrastinators have been identified and described: "irrational-asthenic", "demotivated-irrational", "maladaptive-aggressive", "motivational-asthenic". The specific features of procrastination in international students in their linguistic and cultural adaptation show a relationship between procrastination and the general level of stress of acculturation and its aspects such as acculturation fear, perceived discrimination, and guilt. There is a directly proportional relationship between the diagnosed construct and the general scale of speech anxiety, fear of negative evaluation, fear of communication, and exams. Based on the results, the development of methodical recommendations on psychological and pedagogical support will reduce the manifestations of students' dilatory behavior.
Keywords: procrastination, dilatory behavior, irrational beliefs, emotional patterns, personal background, self-regulation strategies, psycholinguistic markers, linguistic and cultural adaptation, the electrical activity of the cerebral cortex, psychosomatics.
