Experiências de procrastinação acadêmica: análise fenomenológica

Abstract

Considering the high incidence of the phenomenon of procrastination in academic settings, commonly known as Academic Procrastination, this dissertation is linked to the objective. of the Postgraduate Program in Health Psychology at the Federal University of Bahia, to identify new demands and health needs in individual and collective contexts. Thus, the study is directly related to the line of research “Clinical Practices and Mental Health” and part of the hypothesis that it is possible to understand and comprehend the phenomenon of academic procrastination from a humanistic perspective, based on the contributions of Carl Rogers, as well as an empirical phenomenological approach, using Amedeo Giorgi's procedures. To achieve this, the specific objectives were to: ground the experience of academic procrastination according to the humanistic Rogerian perspective; and understand the phenomenon of academic procrastination from an empirical phenomenological, applied with four higher education students in Vitória da Conquista, Bahia. Drawing on the theoretical foundation of humanistic Rogerian psychology, a comprehension of procrastination was constructed through the lens of personality organization, disorganization, and reorganization fostering an understanding of academic procrastination as a defense mechanism that signals incongruities. In the pursuit of an empirical phenomenological understanding of the experience of academic procrastination, four categories were identified, which indicate comprehension of the visited experiences: procrastination in the educational environment; manifestations of distress and anxiety in procrastination; difficulties and strategies for dealing with procrastination; contextual elements influencing procrastination. This axis describes: the ways in which procrastination emerges in the participants' universes, report sensations and behaviors that signal manifestations of this distress, mention coping behaviors, and explore connections with contextual elements that are associated with academic procrastination. The entire work presents data that can serve as a basis for further empirical or theoretical research, as well as providing a foundation for the development of applied services for the care of the university population experiencing academic procrastination. Finally, we had as a product an article and the implementation of a psychological counseling service with academic procrastinators at UniFTC.