Academic procrastination and feelings toward procrastination in LD and non-LD students: Preliminary insights for future intervention

ABSTRACT

Academic procrastination is a prevalent behavior that negatively influences students’ performance and well-being. The growing number of students with learning disabilities (LD) in higher education communities leads to the need to study and address academic procrastination in this unique population of students and to develop ways to prevent and intervene. The present study examined the difference in academic procrastination between LD, non-LD, and supported LD college students in Israel. Findings indicated a significant difference between the three groups, both in academic procrastination and in the desire to change this behavior. Interestingly, supported LD students were similar to non-LD students in all parameters of academic procrastination; however, they expressed less desire to change this behavior than unsupported LD students. These findings highlight the effect of general academic support on academic procrastination in LD students. Future studies will need to further explore the specific elements of support that most contribute to the reduction of academic procrastination in LD students. Specific support programs for academic procrastination in LD students who take into account the findings of these future studies can then be developed and studied.     

The Day the Sun Rises in the West—Ethnography of a Peace Process

Both politicians and academic researchers have focused on the Oslo peace agreements, generally emphasizing the “New Middle East” and “Transnationalism.” Less attention has been paid to social and economic changes affected by the process of peace-making. This paper examines the reality that was created from below and asks what the peace process meant to migrant Palestinian workers in Israel. Three years of ethnography challenge accepted theories of borders and borderland in the case of Israel and Palestine by asking what can be learned about the cultural identity of people from the ways they cross, understand, and move between geopolitical and cultural boundaries. In the last years of the Oslo Agreements, it became clear to the workers that “peace” meant preserving national borders: it involved a policy of separation, whereas their very livelihood depended on their ability to move between Tel Aviv and the Gaza Strip. Torn between their national identity and their class–cultural identity, they formulated a demand for a dialectical reorganization: a state without borders. This demand stood in opposition to the national aspirations of Israel and the Palestinian state-in-being alike.

Foreign Fighters and Transnational Jihad in Syria

Foreign fighters arrive in Syria from across the Muslim world, yet the configuration of their countries of origin remains a puzzle. Examining alternative explanations for joining transnational jihad, the article draws insights from the cases of Tunisia and Saudi Arabia, two major countries of foreign fighters' origin, compared with Egypt, from where limited figures of volunteers have joined the Syrian war. The article shows that the sources of volunteering fighters may be well understood in combined terms of religious sentiments and national politics. Foreign fighters come largely from Muslim countries where restrained state–Islamists relations channel Islamic grievances to transnational arenas.     

Causes for procrastination in a unique educational workplace

Abstract

Teachers in hospitals are a unique phenomenon. Their students are sick, hospitalized children with a range of physical, emotional, and cognitive needs. Teachers are expected to be dynamic, flexible, creative, open-minded, and efficient to function in the most appropriate manner. However, a recent study showed that these teachers tend to procrastinate on some of the most common tasks that teachers perform on a daily basis in the regular school system. The present study was an initial investigation into the reasons for procrastination in teachers who work in two hospitals in Israel. Thirty-two teachers were interviewed. The findings indicated that the primary reason for procrastination among teachers in the hospital was professional role ambiguity, with emotional factors and situational determinants which were identified. Future research should further explore reasons for procrastination in the workplace, in general, and its association with professional role ambiguity specifically.