GIFTED AND TYPICALLY DEVELOPING STUDENTS' ACADEMIC PROCRASTINATION METHODS: FUNCTIONAL AND DYSFUNCTIONAL PROCRASTINATION

Abstract

The purpose of this study is to compare the academic procrastination patterns of gifted students (GS) and typically developing students (TDS) in light of their temperamental characteristics. It is well established that academic procrastinating behavior has a wide range of repercussions on students' lives, school life, family relationships, and job choices. In addition to identifying potential variables that might be employed in causal analysis and intervention, it is critical to address and explain the factors that impede personal growth and performance. Academic procrastination is a widespread issue, psychosocial therapies to address it will not only promote students' academic growth but also improve the effectiveness of students, families, and educational professionals. In order to accomplish the aforementioned goals, a study involving 540 GS and 540 TDS from the senior year of high was carried out. According to their desire to participate and their placement in the pertinent cluster, which was established by using the Persona 360 School program in objective psychological tests, participating students were added to the study. The Functional Procrastination Scale, the Aitken Academic Procrastination Scale, and Temperament-Enneagram 9-Factor Personality Test were used to gather the data. Using the IBM SPSS 22.0 software suite, factor analysis and discriminant analysis were used in the analyses. The results showed that GS and TDS had different inclinations in terms of academic procrastination practices. Furthermore, it was discovered that, depending on their psycho-social traits and behavioral orientations, students' temperament and personality types affected the clustering pattern of procrastinating behavior. The findings were addressed in a context that would benefit parents, school counselors, and instructors.