Procrastinación y autoeficacia académica en estudiantes universitarios

Abstract

The research focused on the study of academic procrastination, which is defined as the voluntary postponement of tasks in the academic environment, and self-efficacy, which is understood as the individual's own beliefs about his or her own abilities to perform a task. The general objective was to determine the presence of a relationship between the procrastination and academic self-regulation dimensions of procrastination and academic self-efficacy in university students. The approach was quantitative, with a nonexperimental design, descriptive-correlational and cross-sectional. A total of 309 students of both sexes, aged 18 to 36 years, were evaluated. The instruments used were the Academic Procrastination Scale (EPA) by Busko (1998) and the Academic Situations Specific Perceived Self-Efficacy Scale (Eapesa , Palenzuela, 1983) in their adapted versions. The findings allowed us to determine that there is a negative correlation between self-efficacy and the procrastination dimension (p<0.010, Rho=-0.147), on the other hand, it correlates positively with the self-regulation dimension (p<0.001, Rho=0. 397), regarding the specific objectives the medium level is the predominant in the two dimensions of academic procrastination, procrastination of activities 47.9% and selfregulation 49.2%; regarding self-efficacy it was found that the mean score is 68.8, being the minimum value 25 and maximum 100, also a statistically significant difference of procrastination between men and women was found.