Influence of Academic Self-Concept and Self-Efficacy on Academic Procrastination in Peruvian University Students

• Autores: Pichen-Fernandez, Juan Alberto, Turpo Chaparro, Josue
• Formato: artículo
• Fecha de Publicación: 2022
• Institución: Universidad San Ignacio de Loyola
• Repositorio: Revistas - Universidad San Ignacio de Loyola
• Lenguaje: español; inglés
• OAI Identifier: oai:revistas.usil.edu.pe:article/1361
• Enlace del recurso: https://revistas.usil.edu.pe/index.php/pyr/article/view/1361
• Nivel de acceso: acceso abierto
• Materia: Academic procrastination; Academic self-concept; Academic self-efficacy; College life; College students; Procrastinación académica; Autoconcepto académico; Autoeficacia académica; Vida universitaria; Estudiantes universitarios

The objective of this research was to determine if academic self-concept and academic self-efficacy predict academic procrastination in university students from the La Libertad Region. The data of 386 university students of both sexes were analyzed through an associative strategy with a cross-sectional predictive design. The questionnaires used were the AF5 Self-Concept Scale (ECT), the EAPESA scale for self-concept and the EPA Procrastination scale. It was found that there is a statistically significant and practical relationship between the study variables (p <.01) and that the coefficient of determination R2 = .273 indicates that academic self-concept and academic self-efficacy explain 27.3% of the variance criterion of total academic procrastination of the variable. It is concluded that the coefficients β (-, 382, -, 201) indicate that academic self-concept and academic self-efficacy (predictor variables) significantly predict academic procrastination (criterion variable).