Procrastinación académica y calidad del aprendizaje percibido durante el desarrollo de tesis de pregrado.
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| Title: | Procrastinación académica y calidad del aprendizaje percibido durante el desarrollo de tesis de pregrado. |
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| Alternate Title: | Academic Procrastination and Perceived Quality of Learning During Undergraduate Thesis Development. Procrastinação acadêmica e percepção da qualidade da aprendizagem durante a elaboração de monografias de graduação. |
| Authors: | Marín Aguilera, Antonia1 amarina@udd.cl, Sánchez-Oñate, Alejandro1 alejandro.sanchez@udd.cl, Rojas Zamora, Jennifer1 jerojasz@udd.cl |
| Source: | Educación y Educadores. sep-dic2024, Vol. 27 Issue 3, p1-18. 18p. |
| Subject Terms: | *Self-regulated learning, *Qualitative research, *Academic achievement, *Research papers (Students), *Educational outcomes, Procrastination, Self regulation, Quantitative research |
| Geographic Terms: | Concepción (Chile) |
| Abstract (English): | Procrastination, defined as the tendency to postpone responsibilities despite knowing its negative consequences, is a common phenomenon among university students. This study focuses on students during the process of undergraduate thesis work in the Gran Concepción area, Chile, examining the relationship between procrastination and academic outcomes, as well as the self-regulated learning strategies employed. A sequential mixed-methods design was used: in the quantitative phase, the Academic Procrastination Scale (APS) was administered to 73 students from various universities; As for the qualitative phase, semi-structured interviews were conducted with a selection of these students. Quantitative data were analyzed using descriptive statistics and Pearson correlations, while qualitative data were examined through content analysis. The quantitative results showed a medium-high level of academic procrastination among students, with a significant negative correlation between procrastination and grade point average, consistent with previous studies. The interviews revealed various self-regulation strategies, such as the use of technology, detailed planning, and music to improve concentration. Despite the self-regulation strategies used, procrastination persisted, affecting both emotional well-being and academic outcomes. This study highlights the need to address procrastination from multiple perspectives, including institutional and psychological support for students undergoing the thesis process. It recommends further evaluation of interventions aimed at reducing procrastination in academic settings. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | La procrastinación, definida como la tendencia a postergar responsabilidades a pesar de conocer sus consecuencias negativas, es un fenómeno común entre estudiantes universitarios. Este estudio se centra en estudiantes del Gran Concepción, Chile, durante el trabajo de tesis de pregrado y examina la relación entre la procrastinación y los resultados académicos, así como las estrategias de aprendizaje autorregulado utilizadas. Se empleó un diseño mixto secuencial. En la fase cuantitativa, se aplicó la escala de procrastinación académica (EPA) a 73 estudiantes de diversas universidades. En la fase cualitativa, se realizaron entrevistas semiestructuradas a una selección de estos estudiantes. Los datos cuantitativos se analizaron utilizando estadísticos descriptivos y correlaciones de Pearson, mientras que los datos cualitativos se examinaron mediante análisis de contenido. Los resultados cuantitativos mostraron un nivel de procrastinación académica medio-alto entre los estudiantes, con una correlación negativa relevante entre procrastinación y promedio de notas, en línea con resultados de estudios previos. Las entrevistas revelaron diversas estrategias de autorregulación, como el uso de tecnologías, planificación detallada y música para mejorar la concentración. A pesar de las estrategias empleadas, la procrastinación persistió, de modo que afectó tanto el bienestar emocional como los resultados académicos de los estudiantes. Este estudio destaca la necesidad de abordar la procrastinación desde múltiples perspectivas, incluyendo apoyo institucional y psicológico para los estudiantes en proceso de tesis. Se recomienda avanzar en la evaluación de intervenciones dirigidas a reducir la procrastinación en contextos académicos. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | A procrastinação, definida como a tendência de adiar responsabilidades mesmo ciente de suas consequências negativas, é um fenômeno comum entre os estudantes universitários. Este estudo tem como foco estudantes da Gran Concepción, Chile, durante a elaboração da monografia de graduação e analisa a relação entre a procrastinação e o desempenho acadêmico, bem como as estratégias de aprendizagem autorreguladas empregadas. Adotou-se um delineamento sequencial misto. Na fase quantitativa, a Escala de Procrastinação Acadêmica foi aplicada a 73 estudantes de diferentes universidades. Na fase qualitativa, foram conduzidas entrevistas semiestruturadas com uma seleção desses estudantes. Os dados quantitativos foram analisados por meio de estatística descritiva e correlações de Pearson, enquanto os dados qualitativos foram examinados por meio da análise de conteúdo. Os resultados quantitativos mostraram um nível de procrastinação acadêmica médio-alto entre os estudantes, com uma correlação negativa significativa entre procrastinação e média de notas, coerente com estudos anteriores. As entrevistas revelaram várias estratégias de autorregulação, como o uso de tecnologias, planejamento detalhado e música para melhorar a concentração. Apesar das estratégias de autorregulação empregadas, a procrastinação persistiu, afetando o bem-estar emocional e o desempenho acadêmico dos estudantes. Este estudo destaca a necessidade de abordar a procrastinação a partir de múltiplas perspectivas, incluindo apoio institucional e psicológico para os estudantes durante a elaboração da monografia. Recomenda- -se avançar na avaliação de intervenções destinadas a reduzir a procrastinação em contextos acadêmicos. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | Procrastination, defined as the tendency to postpone responsibilities despite knowing its negative consequences, is a common phenomenon among university students. This study focuses on students during the process of undergraduate thesis work in the Gran Concepción area, Chile, examining the relationship between procrastination and academic outcomes, as well as the self-regulated learning strategies employed. A sequential mixed-methods design was used: in the quantitative phase, the Academic Procrastination Scale (APS) was administered to 73 students from various universities; As for the qualitative phase, semi-structured interviews were conducted with a selection of these students. Quantitative data were analyzed using descriptive statistics and Pearson correlations, while qualitative data were examined through content analysis. The quantitative results showed a medium-high level of academic procrastination among students, with a significant negative correlation between procrastination and grade point average, consistent with previous studies. The interviews revealed various self-regulation strategies, such as the use of technology, detailed planning, and music to improve concentration. Despite the self-regulation strategies used, procrastination persisted, affecting both emotional well-being and academic outcomes. This study highlights the need to address procrastination from multiple perspectives, including institutional and psychological support for students undergoing the thesis process. It recommends further evaluation of interventions aimed at reducing procrastination in academic settings. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01231294 |
| DOI: | 10.5294/edu.2024.27.3.5 |
