Procrastination and Academic Self-efficacy in University Students from Lima

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This research is cross-sectional study with correlational design (Hernández-Sampieri & Mendoza, 2018). The objective is to relate procrastination and self-efficacy in the academic context.178 university studentsparticipated, who were administered the Academic Procrastination Scale (EPA, Domi...

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Detalles Bibliográficos
Autores: Burgos-Torre, Kattya S., Salas-Blas, Edwin
Formato: artículo
Fecha de Publicación:2020
Institución:Universidad San Ignacio de Loyola
Repositorio:Revistas - Universidad San Ignacio de Loyola
Lenguaje:español
OAI Identifier:oai:revistas.usil.edu.pe:article/790
Enlace del recurso:https://revistas.usil.edu.pe/index.php/pyr/article/view/790
Nivel de acceso:acceso abierto
Materia:procrastinación académica
autoeficacia académica
autorregulación académica
estudiantes universitarios
Academic procrastination
academic self-efficacy
academic self-regulation
university students
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spelling Procrastination and Academic Self-efficacy in University Students from LimaProcrastinación y Autoeficacia académica en estudiantes universitarios limeñosBurgos-Torre, Kattya S.Salas-Blas, Edwinprocrastinación académicaautoeficacia académicaautorregulación académicaestudiantes universitariosAcademic procrastinationacademic self-efficacy academic self-regulationuniversity studentsThis research is cross-sectional study with correlational design (Hernández-Sampieri & Mendoza, 2018). The objective is to relate procrastination and self-efficacy in the academic context.178 university studentsparticipated, who were administered the Academic Procrastination Scale (EPA, Dominguez, Villegas & Centeno, 2014) and the Perceived Self-Efficacy Scale for Academic Situations (EAPESA, Dominguez, Villegas, Yauri, Mattos & Ramírez, 2012). It was found that the variables are correlated, the academic self-regulation correlates positively with academic self-efficacy(.39); specifically, the postponement of activities dimensionnegativelycorrelates with self-efficacy (-.23),It was also found that there are differences in the two variables when comparing the three groups of students by semesters, the students of intermediate semesters presenthigher levels of postponement ofactivities thanthose who star studies and those how finish studies, also it was found there are differences between gender;women have higher levels of academic self-regulation.El presente estudio es transversal con diseño correlacional (Hernández-Sampieri & Mendoza, 2018), su objetivo es relacionar procrastinación y autoeficacia en el contexto académico. Participaron 178 universitarios a quienes se les administró la Escala de Procrastinación Académica (EPA, Dominguez, Villegas & Centeno, 2014) y la escala de Autoeficacia Percibida para Situaciones Académicas (EAPESA, Dominguez, Villegas, Yauri, Mattos & Ramírez, 2012). Se encontró que las variables presentan correlación, la dimensión Autorregulación académica correlaciona positivamente con Autoeficacia académica (.39); asimismo, la dimensión Postergación de actividades correlaciona negativamente con Autoeficacia (-.23); se halló también, que existen diferencias en las dos variables al comparar los tres grupos de alumnos por ciclos, los alumnos de ciclos intermedios presentan mayores niveles de postergación de actividades que los que inician estudios y que los que culminan los estudios, asimismo se encuentran diferencias por género; las mujeres presentan mayores niveles de autorregulación académica.Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú.2020-10-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.usil.edu.pe/index.php/pyr/article/view/79010.20511/pyr2020.v8n3.790Propósitos y Representaciones. Journal of Educational Psychology; Vol. 8 No. 3 (2020): Setiembre - Diciembre: Gestión educacional y competencias docentes; e790Propósitos y Representaciones; ##issue.vol## 8 ##issue.no## 3 (2020): Setiembre - Diciembre: Gestión educacional y competencias docentes; e790Propósitos y Representaciones; Vol. 8 Núm. 3 (2020): Setiembre - Diciembre: Gestión educacional y competencias docentes; e7902310-46352307-799910.20511/pyr2020.v8n3reponame:Revistas - Universidad San Ignacio de Loyolainstname:Universidad San Ignacio de Loyolainstacron:USILspahttps://revistas.usil.edu.pe/index.php/pyr/article/view/790/1125Derechos de autor 2020 Propósitos y Representacioneshttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessoai:revistas.usil.edu.pe:article/7902022-06-09T16:15:06Z
dc.title.none.fl_str_mv Procrastination and Academic Self-efficacy in University Students from Lima
Procrastinación y Autoeficacia académica en estudiantes universitarios limeños
title Procrastination and Academic Self-efficacy in University Students from Lima
spellingShingle Procrastination and Academic Self-efficacy in University Students from Lima
Burgos-Torre, Kattya S.
procrastinación académica
autoeficacia académica
autorregulación académica
estudiantes universitarios
Academic procrastination
academic self-efficacy
academic self-regulation
university students
title_short Procrastination and Academic Self-efficacy in University Students from Lima
title_full Procrastination and Academic Self-efficacy in University Students from Lima
title_fullStr Procrastination and Academic Self-efficacy in University Students from Lima
title_full_unstemmed Procrastination and Academic Self-efficacy in University Students from Lima
title_sort Procrastination and Academic Self-efficacy in University Students from Lima
dc.creator.none.fl_str_mv Burgos-Torre, Kattya S.
Salas-Blas, Edwin
author Burgos-Torre, Kattya S.
author_facet Burgos-Torre, Kattya S.
Salas-Blas, Edwin
author_role author
author2 Salas-Blas, Edwin
author2_role author
dc.subject.none.fl_str_mv procrastinación académica
autoeficacia académica
autorregulación académica
estudiantes universitarios
Academic procrastination
academic self-efficacy
academic self-regulation
university students
topic procrastinación académica
autoeficacia académica
autorregulación académica
estudiantes universitarios
Academic procrastination
academic self-efficacy
academic self-regulation
university students
description This research is cross-sectional study with correlational design (Hernández-Sampieri & Mendoza, 2018). The objective is to relate procrastination and self-efficacy in the academic context.178 university studentsparticipated, who were administered the Academic Procrastination Scale (EPA, Dominguez, Villegas & Centeno, 2014) and the Perceived Self-Efficacy Scale for Academic Situations (EAPESA, Dominguez, Villegas, Yauri, Mattos & Ramírez, 2012). It was found that the variables are correlated, the academic self-regulation correlates positively with academic self-efficacy(.39); specifically, the postponement of activities dimensionnegativelycorrelates with self-efficacy (-.23),It was also found that there are differences in the two variables when comparing the three groups of students by semesters, the students of intermediate semesters presenthigher levels of postponement ofactivities thanthose who star studies and those how finish studies, also it was found there are differences between gender;women have higher levels of academic self-regulation.
publishDate 2020
dc.date.none.fl_str_mv 2020-10-27
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://revistas.usil.edu.pe/index.php/pyr/article/view/790
10.20511/pyr2020.v8n3.790
url https://revistas.usil.edu.pe/index.php/pyr/article/view/790
identifier_str_mv 10.20511/pyr2020.v8n3.790
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://revistas.usil.edu.pe/index.php/pyr/article/view/790/1125
dc.rights.none.fl_str_mv Derechos de autor 2020 Propósitos y Representaciones
http://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Derechos de autor 2020 Propósitos y Representaciones
http://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú.
publisher.none.fl_str_mv Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú.
dc.source.none.fl_str_mv Propósitos y Representaciones. Journal of Educational Psychology; Vol. 8 No. 3 (2020): Setiembre - Diciembre: Gestión educacional y competencias docentes; e790
Propósitos y Representaciones; ##issue.vol## 8 ##issue.no## 3 (2020): Setiembre - Diciembre: Gestión educacional y competencias docentes; e790
Propósitos y Representaciones; Vol. 8 Núm. 3 (2020): Setiembre - Diciembre: Gestión educacional y competencias docentes; e790
2310-4635
2307-7999
10.20511/pyr2020.v8n3
reponame:Revistas - Universidad San Ignacio de Loyola
instname:Universidad San Ignacio de Loyola
instacron:USIL
instname_str Universidad San Ignacio de Loyola
instacron_str USIL
institution USIL
reponame_str Revistas - Universidad San Ignacio de Loyola
collection Revistas - Universidad San Ignacio de Loyola
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