Influence of Academic Self-Concept and Self-Efficacy on Academic Procrastination in Peruvian University Students
Descripción del Articulo
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-sectio...
| Autores: | , |
|---|---|
| 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 |
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Influence of Academic Self-Concept and Self-Efficacy on Academic Procrastination in Peruvian University Students Influencia del autoconcepto y autoeficacia académica sobre la procrastinación académica en universitarios peruanos |
| title |
Influence of Academic Self-Concept and Self-Efficacy on Academic Procrastination in Peruvian University Students |
| spellingShingle |
Influence of Academic Self-Concept and Self-Efficacy on Academic Procrastination in Peruvian University Students Pichen-Fernandez, Juan Alberto Academic procrastination Academic self-concept Academic self-efficacy College life College students Procrastinación académica Autoconcepto académico Autoeficacia académica Vida universitaria Estudiantes universitarios |
| title_short |
Influence of Academic Self-Concept and Self-Efficacy on Academic Procrastination in Peruvian University Students |
| title_full |
Influence of Academic Self-Concept and Self-Efficacy on Academic Procrastination in Peruvian University Students |
| title_fullStr |
Influence of Academic Self-Concept and Self-Efficacy on Academic Procrastination in Peruvian University Students |
| title_full_unstemmed |
Influence of Academic Self-Concept and Self-Efficacy on Academic Procrastination in Peruvian University Students |
| title_sort |
Influence of Academic Self-Concept and Self-Efficacy on Academic Procrastination in Peruvian University Students |
| dc.creator.none.fl_str_mv |
Pichen-Fernandez, Juan Alberto Turpo Chaparro, Josue |
| author |
Pichen-Fernandez, Juan Alberto |
| author_facet |
Pichen-Fernandez, Juan Alberto Turpo Chaparro, Josue |
| author_role |
author |
| author2 |
Turpo Chaparro, Josue |
| author2_role |
author |
| dc.subject.none.fl_str_mv |
Academic procrastination Academic self-concept Academic self-efficacy College life College students Procrastinación académica Autoconcepto académico Autoeficacia académica Vida universitaria Estudiantes universitarios |
| topic |
Academic procrastination Academic self-concept Academic self-efficacy College life College students Procrastinación académica Autoconcepto académico Autoeficacia académica Vida universitaria Estudiantes universitarios |
| description |
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). |
| publishDate |
2022 |
| dc.date.none.fl_str_mv |
2022-04-22 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
| status_str |
publishedVersion |
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https://revistas.usil.edu.pe/index.php/pyr/article/view/1361 10.20511/pyr2022.v10n1.1361 |
| url |
https://revistas.usil.edu.pe/index.php/pyr/article/view/1361 |
| identifier_str_mv |
10.20511/pyr2022.v10n1.1361 |
| dc.language.none.fl_str_mv |
spa eng |
| language |
spa eng |
| dc.relation.none.fl_str_mv |
https://revistas.usil.edu.pe/index.php/pyr/article/view/1361/1632 https://revistas.usil.edu.pe/index.php/pyr/article/view/1361/1733 https://revistas.usil.edu.pe/index.php/pyr/article/view/1361/1722 /*ref*/Arens, A. K., Jansen, M., Preckel, F., Schmidt, I., y Brunner, M. (2021). The Structure of Academic Self-Concept: A Methodological Review and Empirical Illustration of Central Models. Review of Educational Research, 91(1), 34–72. https://doi.org/10.3102/0034654320972186 /*ref*/Arias-Chávez, D., Ramos-Quispe, T., Villalba-Condori, K. O., y Cangalaya-Sevillano, L. M. (2020). Self-efficacy and academic procrastination: A study conducted in university students of Metropolitan Lima. International Journal of Innovation, Creativity and Change, 11(10), 374–390. /*ref*/Ato, M., López-García, J. J., y Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1038–1059. https://doi.org/10.6018/analesps.29.3.178511 /*ref*/Bandura, A. (1978). Self-efficacy: Toward a unifying theory of behavioral change. Advances in Behaviour Research and Therapy, 1(4), 139–161. https://doi.org/10.1016/0146-6402(78)90002-4 /*ref*/Bong, M., y Skaalvik, E. M. (2003). Academic Self-Concept and Self-Efficacy : How Different Are They Really ? Educational Psychology Review, 15(1), 1–40. https://doi.org/https://doi.org/10.1023/A:1021302408382 /*ref*/Brunner, M., Keller, U., Dierendonck, C., Reichert, M., Ugen, S., Fischbach, A., y Martin, R. (2010). The structure of academic self-concepts revisited: The nested Marsh/Shavelson model. Journal of Educational Psychology, 102(4), 964–981. https://doi.org/10.1037/a0019644 /*ref*/Carranza-Esteban, R. F., y Bermúdez-Jaimes, M. E. (2017). Análisis psicométrico de la Escala de Autoconcepto AF5 de García y Musitu en estudiantes universitarios de Tarapoto (Perú). Interdisciplinaria: Revista de Psicología y Ciencias Afines, 34(2). https://doi.org/10.16888/interd.2017.34.2.13 /*ref*/Carranza, R., y Ramirez, A. (2013). Procrastinación y características demográficas asociados en estudiantes universitarios. Apuntes Universitarios. Revista de Investigación, 3(2), 95–108. https://doi.org/https://doi.org/10.17162/au.v3i2.284 /*ref*/Chemers, M. M., Hu, L., y Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55–64. https://doi.org/10.1037/0022-0663.93.1.55 /*ref*/Deci, E. L., y Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01 /*ref*/Dominguez, S., Villegas, G., y Centeno, S. (2014). Procrastinación académica: validación de una escal en una muestra de estudiantes de una universidad privada. Liberabit. 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Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú. |
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Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú. |
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Propósitos y Representaciones. Journal of Educational Psychology; Vol. 10 No. 1 (2022): January - April; e1361 Propósitos y Representaciones; ##issue.vol## 10 ##issue.no## 1 (2022): Enero - Abril; e1361 Propósitos y Representaciones; Vol. 10 Núm. 1 (2022): Enero - Abril; e1361 2310-4635 2307-7999 10.20511/10.20511/pyr2022.v10n1 reponame:Revistas - Universidad San Ignacio de Loyola instname:Universidad San Ignacio de Loyola instacron:USIL |
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Influence of Academic Self-Concept and Self-Efficacy on Academic Procrastination in Peruvian University StudentsInfluencia del autoconcepto y autoeficacia académica sobre la procrastinación académica en universitarios peruanosPichen-Fernandez, Juan AlbertoTurpo Chaparro, JosueAcademic procrastinationAcademic self-conceptAcademic self-efficacyCollege lifeCollege studentsProcrastinación académicaAutoconcepto académicoAutoeficacia académicaVida universitariaEstudiantes universitariosThe 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).El objetivo de esta investigación fue determinar si el autoconcepto académico y autoeficacia académica predicen la procrastinación académica en estudiantes universitarios de la región de La Libertad. Se analizaron los datos de 386 estudiantes universitarios de ambos a través de una estrategia asociativa con un diseño predictivo transversal. Los cuestionarios usados fueron la Escala de autoconcepto AF5 (ECT), la escala EAPESA para autoeficacia y la escala de Procrastinación EPA. Se encontró que existe relación estadísticamente significativa y práctica entre las variables de estudio (p < .01) y que el coeficiente de determinación R2 = ,273 indica que el autoconcepto académico y autoeficacia académica explican el 27,3 % de la varianza total de la variable criterio procrastinación académica. Se concluye que los coeficientes β (-,382, -,201) indican que el autoconcepto académico y la autoeficacia académica (variables predictoras) predicen significativamente la procrastinación académica (variable criterio).Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú.2022-04-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdftext/xmlhttps://revistas.usil.edu.pe/index.php/pyr/article/view/136110.20511/pyr2022.v10n1.1361Propósitos y Representaciones. Journal of Educational Psychology; Vol. 10 No. 1 (2022): January - April; e1361Propósitos y Representaciones; ##issue.vol## 10 ##issue.no## 1 (2022): Enero - Abril; e1361Propósitos y Representaciones; Vol. 10 Núm. 1 (2022): Enero - Abril; e13612310-46352307-799910.20511/10.20511/pyr2022.v10n1reponame:Revistas - Universidad San Ignacio de Loyolainstname:Universidad San Ignacio de Loyolainstacron:USILspaenghttps://revistas.usil.edu.pe/index.php/pyr/article/view/1361/1632https://revistas.usil.edu.pe/index.php/pyr/article/view/1361/1733https://revistas.usil.edu.pe/index.php/pyr/article/view/1361/1722/*ref*/Arens, A. K., Jansen, M., Preckel, F., Schmidt, I., y Brunner, M. (2021). The Structure of Academic Self-Concept: A Methodological Review and Empirical Illustration of Central Models. Review of Educational Research, 91(1), 34–72. https://doi.org/10.3102/0034654320972186/*ref*/Arias-Chávez, D., Ramos-Quispe, T., Villalba-Condori, K. O., y Cangalaya-Sevillano, L. M. (2020). Self-efficacy and academic procrastination: A study conducted in university students of Metropolitan Lima. International Journal of Innovation, Creativity and Change, 11(10), 374–390./*ref*/Ato, M., López-García, J. J., y Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1038–1059. https://doi.org/10.6018/analesps.29.3.178511/*ref*/Bandura, A. (1978). Self-efficacy: Toward a unifying theory of behavioral change. Advances in Behaviour Research and Therapy, 1(4), 139–161. https://doi.org/10.1016/0146-6402(78)90002-4/*ref*/Bong, M., y Skaalvik, E. M. (2003). Academic Self-Concept and Self-Efficacy : How Different Are They Really ? Educational Psychology Review, 15(1), 1–40. https://doi.org/https://doi.org/10.1023/A:1021302408382/*ref*/Brunner, M., Keller, U., Dierendonck, C., Reichert, M., Ugen, S., Fischbach, A., y Martin, R. (2010). The structure of academic self-concepts revisited: The nested Marsh/Shavelson model. Journal of Educational Psychology, 102(4), 964–981. https://doi.org/10.1037/a0019644/*ref*/Carranza-Esteban, R. F., y Bermúdez-Jaimes, M. E. (2017). Análisis psicométrico de la Escala de Autoconcepto AF5 de García y Musitu en estudiantes universitarios de Tarapoto (Perú). Interdisciplinaria: Revista de Psicología y Ciencias Afines, 34(2). https://doi.org/10.16888/interd.2017.34.2.13/*ref*/Carranza, R., y Ramirez, A. (2013). Procrastinación y características demográficas asociados en estudiantes universitarios. Apuntes Universitarios. Revista de Investigación, 3(2), 95–108. https://doi.org/https://doi.org/10.17162/au.v3i2.284/*ref*/Chemers, M. M., Hu, L., y Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55–64. https://doi.org/10.1037/0022-0663.93.1.55/*ref*/Deci, E. L., y Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01/*ref*/Dominguez, S., Villegas, G., y Centeno, S. (2014). Procrastinación académica: validación de una escal en una muestra de estudiantes de una universidad privada. Liberabit. Revista de Psicología, 20(2), 209–304. http://ojs3.revistaliberabit.com/publicaciones/?portfolio=revista-liberabit-vol-20-2/*ref*/Dominguez, S., Yauri, C., Mattos, E., y Ramírez, F. (2018). Propiedades psicométricas de una escala de autoeficacia para situaciones académicas en estudiantes universitarios peruanos. Revista de Psicología, 2, 27–40. https://revistas.ucsp.edu.pe/index.php/psicologia/article/view/8/*ref*/García, F., y Musitu, G. (2014). Manual AF-5 Autoconcepto (4a ed.). TEA Ediciones./*ref*/Gutiérrez-García, A. G., y Landeros-Velázquez, M. G. (2018). 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Coronavirus disease (COVID-19) outbreak. https://www.who.int Derechos de autor 2022 Propósitos y Representacioneshttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessoai:revistas.usil.edu.pe:article/13612024-03-13T17:02:31Z |
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La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
