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Permissivess, guiltiness, anxiety : A qualitative study on symbolic meanings regarding task procrastination reported by occupational therapy students from Southeastern Brazil
Abstract
Introduction: Studies on procrastination are increasing, studies are aimed at university students, as it is the population that most procrastinates their daily activities, especially academic ones. Most studies fail to explain existing conflicts on the subject, suggesting that there are futures with a qualitative focus, where the researcher is closer to the phenomenon, with no research on the topic with OT students.
Objective: To explore and research explanations reported by occupational therapy students at a private university in southeastern Brazil about the behavior of procrastinating schoolwork, considering themselves self-reported as "procrastinators"
Methods: Clinical-qualitative design; data collected through in-depth semi-structured findings with open questions; a thematic analysis generated categories discussed in the light of the psychodynamic framework
Results: Seven OT students were interviewed and, according to the results of the analysis: procrastination linked to anxiety as productivity, but without the executive drive, imprisoning the individual in a vicious cycle of procrastination; defense mechanisms linked to self-preservation so as not to assume responsibility for tasks and other adversities of adult and university life; ineffective methods are tried by students to try to avoid procrastination, but without resolving the emotional and psychodynamic conflicts related to the activity.
Conclusions: Students' procrastination ambivalently affects their daily lives, both positively and negatively, although everyone reported the phenomenon as negative. These studies can contribute to thinking about the clinic in the context of health and education. Therefore, we suggest studies that explore meanings brought by students and even other categories for comparative purposes.
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References
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