Publication: ¿Por qué procrastina el alumnado universitario? Análisis
de motivos y caracterización del alumnado con diferentes
tipos de motivaciones
Authors
Gil Flores, Javier ; De Besa Gutiérrez, Manuel Rafael ; Garzón Umerenkova, Angélica
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
http://dx.doi.org/10.6018/rie.344781
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info:eu-repo/semantics/article
Description
Abstract
La procrastinación académica es una conducta que afecta a un elevado porcentaje del
alumnado universitario, por lo que ha sido profusamente tratada en la literatura científica.
Aunque se ha estudiado ampliamente la frecuencia de procrastinación y su relación con otras
variables, son más escasos los trabajos centrados en los motivos que llevan a procrastinar. En el
presente estudio analizamos las razones para procrastinar en una muestra de 433 estudiantes
de la Universidad de Cádiz, utilizando para ello la Procrastination Assessment Scale-Students
(PASS). Las respuestas obtenidas han permitido llevar a cabo una clasificación del alumnado
según sus motivaciones. Los resultados indican que pueden diferenciarse tres tipos de alumnos,
los cuales procrastinarían respectivamente por una inadecuada respuesta a las exigencias de la
tarea, por temor e inseguridad, o por búsqueda de excitación y dependencia de otros. Cada uno
de estos tipos ha sido caracterizado en función de rasgos personales y académicos. Edad, año
cursado, planificación del tiempo, intensidad de procrastinación, autoconcepto como estudiante y autoeficacia son factores relevantes en la diferenciación entre tipos de alumnado con distintos
motivos para procrastinar. En cambio, las variables sexo, simultanear los estudios con un trabajo remunerado y rendimiento académico no presentan efectos significativos. A partir de los
resultados obtenidos, se hace una valoración de los mismos y se reflexiona sobre la intervención
dirigida a reducir la procrastinación académica en estudiantes universitarios.
Academic procrastination is a behaviour that affects a high percentage of university students, which has been extensively addressed in the scientific literature. Although the frequency of procrastination and its relation to other variables has been studied extensively, there are fewer studies focused on the motives that lead to procrastination. In the present study, we analyse the reasons for procrastinating in a sample of 433 students from the University of Cádiz, using the Procrastination Assessment Scale-Students (PASS). The answers obtained have allowed to carry out a classification of the students according to their motivations. The results indicate that three types of students can be differentiated, which would procrastinate respectively for an inadequate response to the demands of the task, due to fear and insecurity, or for a search for excitement and dependence on others. Each of these types has been characterized according to personal and academic characteristics. Age, academic year, time planning, intensity of procrastination, self-concept as a student and self-efficacy are relevant factors in the differentiation between types of students with different motives to procrastinate. On the other hand, the variables gender, simultaneous studies with paid work and academic performance do not have significant effects. We make a discussion of the results obtained and we reflect on the intervention aimed at reducing academic procrastination in university students.
Academic procrastination is a behaviour that affects a high percentage of university students, which has been extensively addressed in the scientific literature. Although the frequency of procrastination and its relation to other variables has been studied extensively, there are fewer studies focused on the motives that lead to procrastination. In the present study, we analyse the reasons for procrastinating in a sample of 433 students from the University of Cádiz, using the Procrastination Assessment Scale-Students (PASS). The answers obtained have allowed to carry out a classification of the students according to their motivations. The results indicate that three types of students can be differentiated, which would procrastinate respectively for an inadequate response to the demands of the task, due to fear and insecurity, or for a search for excitement and dependence on others. Each of these types has been characterized according to personal and academic characteristics. Age, academic year, time planning, intensity of procrastination, self-concept as a student and self-efficacy are relevant factors in the differentiation between types of students with different motives to procrastinate. On the other hand, the variables gender, simultaneous studies with paid work and academic performance do not have significant effects. We make a discussion of the results obtained and we reflect on the intervention aimed at reducing academic procrastination in university students.
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Citation
Revista de Investigación Educativa, RIE, V. 38, N. 1, 2020, pp. 183-200
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