Procrastinación académica en estudiantes de educación secundaria: evaluación, caracterización y análisis de variables asociadas
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Garzón Umerenkova, Angélica | 2023
Procrastination is a frequent problem in the Colombian school population that is associated with school difficulties such as grade repetition, dropout and family conflicts that affect the mental health of children and adolescents. The objective of this research was to describe academic procrastination habits (frequency, types and family heteroregulation) in high school students and their association with sociodemographic and personal variables such as age, gender, parents' educational level; besides evaluating the predictive level of academic performance that self-efficacy, self-regulation and academic procrastination have in interaction; for this purpose, four research studies were developed in the study, the validation of the Spanish version of the Procrastination Assessment Scale-Students (PASS) test for high school students using the model Rasch, the characterization of academic procrastination in high school students, with a sample of 451 participants (202 males and 249 females) aged between 10 and 18 years (M= 13. 99), students from sixth to eleventh grades of a public school in the city of Bogotá; and the third research, aimed at testing a predictive model of academic performance in adolescents, with associated variables such as gender, age, self-regulation, self-efficacy, procrastination and the socio-educational level of the families, in a sample of 430 participants (193 males and 237 females) aged between 11 and 18 years (M= 14.50) with similar educational characteristics to the sample of the first and second study. A sociodemographic questionnaire, the PASS Academic Procrastination Scale, the Academic Self-Efficacy Scale and the Self-Regulation Questionnaire were used. The results of study one allowed obtaining the psychometric indicators of the test reflected in a good fit of the Rasch model, adequate reliability values and the possibility of reducing the Likert scale to four response categories. In the study, the general descriptive comparative analysis between those who presented high, medium or low procrastination, by means of the ANOVA statistical calculation and its significance level. The results showed academic procrastination in all courses and statistically significant differences in self-efficacy, between participants with high, medium and low procrastination. Study three showed that variables such as self-regulation and self-efficacy can be considered highly predictive of academic performance and achievement; a direct effect of self-regulation on procrastination was found, the gender of the students and the educational level of the mothers were found to have a positive result on performance. In the fourth qualitative study, 22 parents were interviewed in order to gather key information about their children's self-regulation habits; as a result, it was established that among the main self-regulation habits associated with students' academic achievement, there are factors such as time management, organization, motivation, supervision, monitoring, use of ICTs and parental involvement in the academic processes of their children. These topics were included in the design and elaboration of the didactic and pedagogical strategy for parents, with the aim of reducing and preventing academic procrastination at home and at school. In conclusion, the studies allow affirming that procrastination represents an important problem in high school students closely associated with self-efficacy and self-regulation, which in turn act as predictors of academic performance. Furthermore, it is important to conduct further research on procrastination in different types of educational institutions.
LEER