2026年，春季Storyteen将持续开展青少年（12-17岁）英文学术写作入门课程，涵盖科学、心理学、社会学、哲学、人类学等学科领域。由本科和研究所先后毕业于牛津和剑桥大学，曾在英国国家智库图灵研究所（Alan Turing Institute）担任研究员五年的导师Georgia，带领少年们初步接触经典学术文章，理解社科类学术文章的写作语言、写作逻辑，并尝试进行自己的学术写作。
以下是5日寒假短期工作坊学员的优秀作品分享：
Student Procrastination
Mya
摘要：本文从行为主义、弗洛伊德精神分析与现代神经心理学三个理论视角分析学生拖延现象。行为主义强调强化机制与环境影响；精神分析聚焦无意识冲突与情绪动因；神经心理学解释大脑奖赏系统与自控系统之间的失衡。三种理论各有优势与局限，单一视角难以全面解释拖延行为。整合行为、情绪与神经机制的多维解释框架，有助于提出更有效的教育干预策略，促进学生自我调节与学业发展。
Student procrastination refers to the tendency to delay academic tasks despite being aware of the serious consequences of failing to complete them on time. It can be explained from three perspectives: behaviorist, Freudian, and modern neuropsychology approaches. This essay aims to analyze these perspectives and compare their strengths and limitations.
展开剩余92%From the behaviorist perspective, student procrastination is viewed as a learned behavior shaped by environmental influences rather than internal thoughts or emotions, with behavior being controlled by reinforcement and punishment. When students delay important tasks, they often experience immediate enjoyment from alternative activities such as mindlessly scrolling through videos. This pleasure acts as positive reinforcement, as it connects procrastination with short-term excitement, increasing the possibility of procrastination in the future. At the same time, avoiding academic work can reduce feelings of stress or anxiety, which functions as negative reinforcement. Because reinforcement occurs quickly, procrastination becomes habitual. In contrast, punishment is often delayed. Since teacher feedback and failing grades are not received immediately after procrastination begins, students are often less sensitive to the negative outcomes, causing a lack of self-regulation and allowing the behavior to persist.
A key strength of this approach is that it is highly scientific and objective, which increases its credibility. Behaviorists study such behaviors using controlled experiments and direct observations, focusing on measurable actions instead of hidden mental processes. However, a major weakness is that behaviorism largely ignores internal psychological factors such as motivation, emotions, or fear of failure. As a result, it may oversimplify procrastination, which can have deeper emotional causes. Consequently, the implications of this perspective suggest that behavior patterns and environmental impacts are the core factors for student procrastination. Therefore, educators can apply this by structuring assignments into smaller, achievable tasks, providing timely feedback and setting up small rewards to encourage students to build a strong sense of time and self-discipline.
Meanwhile, the Freudian perspective offers valuable insights. Sigmund Freud was a psychiatrist who presented the idea of separating personality structure into three categories that function differently—id, ego, and superego. He believed that the id seeks instant pleasure, which can lead a student to avoid the stress associated with important tasks. The superego functions as an internal authority, urging the student to meet deadlines. Between those two extremes stands the ego, which balances both sides and seeks the best solution to the issue. The ego is also aiming to reduce negative emotions by rationalization. For instance, the student can justify procrastination by saying, "Stress before the deadline pushes me to increase efficiency". Furthermore, Freud proposes the "iceberg theory", which divide consciousness into three levels---conscious, preconscious, and unconscious. The hidden fear in the unconscious mind caused by early life experiences, such as the fear of failure in a competitive environment, can lead to the student being repelled from doing the task. The two Freudian concepts manifest the strength of this kind of approach---it focuses deeply on emotions and hidden motivations, helping to explain the relationship between procrastination, unconscious fears and anxiety. They reinforce each other, causing a cycle that easily traps students. However, a weakness is that many Freudian ideas are challenging to test scientifically, and explanations can be rather subjective. Freudian insights imply that procrastination is not merely a problem of ineffective time management, but also involves the deeper emotional roots of avoidance.
From a modern neuropsychological perspective, procrastination happens because different parts of the brain that control emotions and self-control do not always work well together. When schoolwork feels stressful, emotional parts of the brain push students to avoid the task to escape feelings of anxiety. At the same time, the prefrontal cortex, which helps with planning and self-control, may not be strong enough to keep students focused on long-term goals. The brain has a tendency to seek instant pleasure instead of delayed rewards. Neuroimaging studies show that the brain often prioritizes immediate rewards over delayed ones, with reward-related regions like the ventral striatum activating strongly for instant pleasure (Kable & Glimcher, 2007). Therefore, students are overlooking the importance of punctuality in completing tasks and blind themselves with continuous stimulation from short videos. Scientists study this by using brain scans and psychological tests to see how attention and self-control work. A strength of this approach is that it gives a scientific explanation for procrastination and helps researchers design better ways to improve students’ self-control based on biological evidence. However, it focuses mainly on the brain and may ignore personal experiences, family background, or the school environment. Brain studies are also unable to explain social and emotional factors, which makes them less persuasive. This perspective suggests that reducing procrastination also involves improving the brain’s ability to focus and regulate emotions. Activities that support brain function, such as regular physical exercise and short breaks during study, can help improve attention and self-control. Research also shows that mindfulness training may strengthen the brain systems involved in emotional regulation, making it easier for students to stay calm and start difficult tasks.
In comparison, each perspective explains students’ tendency to delay from a distinct angle. The behaviorist approach is strong in identifying behavior patterns and is relatively scientific and objective since researchers apply controlled experiments to elicit results; however, it pays little attention to emotions or inner conflict, which belong to psychological factors that contribute to postponement. The Freudian perspective, on the other hand, focuses on unconscious fears and other emotional struggles that may drive avoidance, yet it lacks strong scientific evidence, and the results are often judged as subjective. Meanwhile, the modern neuropsychological approach is supported by solid biological research. It explains how brain systems relate to emotions, but it may overlook social life, personal experiences and other external factors that also impact behavior. Therefore, no single perspective can fully explain procrastination on its own. A more complete understanding of this tendency to avoid can be achieved by integrating behavioral patterns, emotional dynamics, environmental influences, and neurobiological mechanisms. This integrated perspective is valuable because it guides more effective strategies, helping educators support students’ self-regulation, reduce stress, and ultimately improve academic performance.
写作导师
Georgia
Georgia是Story Leading Education在英国的新老师，她在牛津大学本科学习了英国文学，又完成了剑桥文学硕士学位，并一直追随着她对教学、讲故事和社区建设的热情。
她曾教育过各个年龄段和需求的学生，从幼儿到青少年。2017年她曾在北京执教半年，帮助自闭症儿童学习。最近五年，她是英国国家数据科学和人工智能研究所——艾伦·图灵研究所（The Alan Turing Institute）的博士后研究员，在神经多样性团队工作，探索感官认知和公众参与的研究课题。
评语：
Mya produced a comprehensive and carefully structured analysis of procrastination, examining it from behaviourist, Freudian, and modern neuropsychological perspectives. She integrates theoretical explanation with research evidence and clearly articulates the practical implications of each approach. Her writing demonstrates control over complex material, particularly in the way she incorporates scientific studies and links them to classroom behaviour. The concluding section thoughtfully synthesises the perspectives, arguing convincingly that no single explanation is sufficient on its own. Mya’s work stands out for its academic maturity and intellectual assurance. She writes with clarity and authority, yet remains balanced and critical in her evaluation. Her ability to combine theory, research, and real-world application shows a depth of understanding that is truly impressive.
在5天的寒假工作坊中，Georgia带领孩子们探索了大量或许他们以前从来没有具体思考过的问题，他们选取自己最感兴趣的话题学习基础的论文写作，并且已经开始产出初具雏形的规整稿件。仅仅只是浅尝，孩子们都可以让你知道经过专业培训，他们的成长可以有多迅速。
我们发现，短期工作坊对求知若渴，希望挑战更多可能的孩子们来说是远远不够的。
因此，我们将春季课程从5天调整为了12周，用更完整的时间锻炼孩子的学术思考能力，以及将思考转化为写作的全流程，兼顾内容的广度与深度。
此外，我们还将在3月初，邀请Marilyn为寒假参与了工作坊的孩子免费举办讲座，帮助孩子更好地了解心理学的具体应用。
Marilyn 为苏格兰卫生服务体系的领导者和临床医生提供培训与督导支持。她在培训以及组织与团队发展领域拥有超过 30 年的丰富经验。曾任职于苏格兰卫生服务部门，担任心理治疗师；同时在拉夫堡大学商学院心理学系任教，指导工商管理硕士课程的研究项目。
此外，Marilyn 还具备多项心理治疗专业资质，在临床实践与专业培训方面有着深厚积累。
在2026年春季这门线上工作坊中，青少年（12-17岁）学生将开启一段跨越三大基础学科——心理学、社会学与哲学——的探索之旅，共同思考一个核心问题：为什么我们会以这样的方式行动、思考与感受？
我们将这一核心拆分成了许多个有趣且具有讨论性的复杂议题，包括但不限于：
我们将这一核心拆分成了许多个有趣且具有讨论性的复杂议题，包括但不限于：
如何从心理学层面解析梦境？
如何从社会学视角审视时尚与潮流？
如何通过各种思想实验，如“直觉泵”等，探索其哲学理论及意义？
......
无论学生是兴趣广泛的多面手，还是希望对某个特定话题进行深度钻研，这都将是一个极佳的培养自主探讨和多学科交叉学习的机会。
在春季课程中，学生不仅会学习关键概念与方法，还将主动参与反思、讨论、迷你研究设计，甚至是现实世界的公民科学项目。
2月单次抢先体验课
2月27日，周五晚19:00-20:30，我们将推出一期工作坊体验课，时长90分钟，优惠体验价299元。
体验平台：腾讯会议
体验报名要求：12岁+，英语阅读能力在美国孩子5年级以上
报名请咨询Rey老师
更多2026年寒假工作坊：
Storyteen 是三明治旨在为全球华人青少年提供优质的流动教育资源的实验项目，包含创意写作、人文社科、科学前沿等多元学科，并创造孩子们与大师对话，与土地连接的教育实践现场。
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三明治位于上海徐汇区建国西路焕新的"灵感"空间，为上海文艺学术活动提供免费空间支持，
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