Autoestima y procrastinación en el ámbito académico: un meta-análisis

Autores/as

DOI:

https://doi.org/10.12795/revistafuentes.2022.19907

Palabras clave:

Educación, respeto de sí mismo, estudio bibliográfico, enseñanza secundaria, enseñanza superior, procrastinación, diferencia individual, personalidad

Resumen

La procrastinación es un comportamiento común en el ámbito académico asociado a diversas consecuencias negativas. La autoestima, entendida como una actitud global hacia uno mismo, es una de las variables que se ha asociado con la procrastinación académica. El objetivo del presente trabajo es examinar mediante técnicas meta-analíticas la relación entre la autoestima y la procrastinación en estudiantes. Se realizó una búsqueda bibliográfica en las bases de datos PsycInfo, Scopus y PubMed de la investigación sobre las variables de interés publicada desde el año 2000. Se analizaron un total de 35 estudios independientes pertenecientes a 33 artículos que cumplían los criterios de inclusión. La muestra total estaba compuesta por 13,233 participantes. Los resultados muestran una relación negativa de intensidad media entre la autoestima y la procrastinación en estudiantes, por lo que aquellos estudiantes que muestran una menor autoestima presentan una mayor procrastinación. Los análisis de meta-regresión mostraron que la edad media y el sexo no son variables moderadoras estadísticamente significativas; mientras que el análisis de subgrupos tampoco muestra que el nivel educativo modere el tamaño del efecto. No se aprecia la presencia de sesgo de publicación. Se comentan las implicaciones y las limitaciones del trabajo. Se señala la pertenencia de implementar programas para aumentar la autoestima de los estudiantes.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Las referencias con (*) están incluidas en el meta-análisis.

Abdi-Zarrin, S., Gracia, E., y Paixão, M. P. (2020). Prediction of academic procrastination by fear of failure and self-regulation. Educational Sciences: Theory and Practice, 20(3), 34–43. https://doi.org/10.12738/jestp.2020.3.003

*Athulya, J., Sudhir, P. M., y Philip, M. (2016). Procrastination, perfectionism, coping and their relation to distress and self-esteem in college students. Journal of the Indian Academy of Applied Psychology, 42(1), 82-91. Retrieved from https://bit.ly/3HSljh5

Balkis, M., y Duru, E. (2015). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: underregulation or misregulation form. European Journal of Psychology of Education, 31(3), 439–459. https://doi.org/10.1007/s10212-015-0266-5

Balkis, M., y Erdinç, D. U. R. U. (2017). Gender differences in the relationship between academic procrastination, satifaction with academic life and academic performance. Electronic Journal of Research in Educational Psychology, 15(1), 105-125. https://doi.org/10.14204/ejrep.41.16042

*Barutçu-Yıldırım, F., y Demir, A. (2020). Self-handicapping among university students: The role of procrastination, test anxiety, self-esteem, and self-compassion. Psychological Reports, 123(3), 825-843. https://doi.org/10.1177/0033294118825099

*Batool, S. S. (2020). Academic achievement: Interplay of positive parenting, self‐esteem, and academic procrastination. Australian Journal of Psychology, 72(2), 174-187. https://doi.org/10.1111/ajpy.12280

*Batool, S. S., Khursheed, S., y Jahangir, H. (2017). Academic procrastination as a product of low self-esteem: A mediational role of academic self-efficacy. Pakistan Journal of Psychological Research, 32(1), 195-211. Retrieved from https://bit.ly/3r6VN1G

Bäulke, L., Eckerlein, N., y Dresel, M. (2018). Interrelations between motivational regulation, procrastination and college dropout intentions. Unterrichtswissenschaft, 46(4), 461-479. https://doi.org/10.1007/s42010-018-0029-5

*Beck, B. L., Koons, S. R., y Milgrim, D. L. (2000). Correlates and consequences of behavioral procrastination: The effects of academic procrastination, self-consciousness, self-esteem and self-handicapping. Journal of Social Behavior and Personality, 15(5), 3-13. Retrieved from https://bit.ly/3rgcEz0

Bleidorn, W., Arslan, R. C., Denissen, J. J., Rentfrow, P. J., Gebauer, J. E., Potter, J., y Gosling, S. D. (2016). Age and gender differences in self-esteem—A cross-cultural window. Journal of personality and social psychology, 111(3), 396. https://doi.org/10.1037/pspp0000078

Borenstein, M., Hedges, L. V., Higgins, J. P., y Rothstein, H. R. (2021). Introduction to meta-analysis. John Wiley y Sons

Botella, J. y Sánchez-Meca, J. (2015). Meta-Análisis en Ciencias Sociales y de la Salud. Editorial Síntesis

*Boysan, M., y Kiral, E. (2017). Associations between procrastination, personality, perfectionism, self-esteem and locus of control. British Journal of Guidance & Counselling, 45(3), 284-296. https://doi.org/10.1080/03069885.2016.1213374

*Brando-Garrido, C., Montes-Hidalgo, J., Limonero, J. T., Gómez-Romero, M. J., y Tomás-Sábado, J. (2020). Relationship of academic procrastination with perceived competence, coping, self-esteem and self-efficacy in nursing students. Enfermería Clínica (English Edition), 30(6), 398-403. https://doi.org/10.1016/j.enfcle.2019.07.013

Burgos-Torre, K. S., y Salas-Blas, E. (2020). Procrastinación y Autoeficacia académica en estudiantes universitarios limeños. Propósitos y Representaciones, 8(3). e790. https://doi.org/10.20511/pyr2020.v8n3.790

*Chen, B. B. (2017). Parent–adolescent attachment and procrastination: The mediating role of self-worth. The Journal of Genetic Psychology, 178(4), 238-245. https://doi.org/10.1080/00221325.2017.1342593

*Chen, B. B., Shi, Z., y Wang, Y. (2016). Do peers matter? Resistance to peer influence as a mediator between self-esteem and procrastination among undergraduates. Frontiers in Psychology, 7, 1529. https://doi.org/10.3389/fpsyg.2016.01529

Clariana, M., Gotzens, C., del Mar Badia, M., y Cladellas, R. (2012). Procrastination and cheating from secondary school to university. Electronic Journal of Research in Educational Psychology, 10(2), 737-754. https://doi.org/10.25115/ejrep.v10i27.1525

*Clarke, I. E., y MacCann, C. (2016). Internal and external aspects of self-handicapping reflect the distinction between motivations and behaviours: Evidence from the Self-handicapping Scale. Personality and Individual Differences, 100, 6-11. https://doi.org/10.1016/j.paid.2016.03.080

Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. Lawrence Erlbaum Associates.

Cohn, L. D., y Becker, B. J. (2003). How meta-analysis increases statistical power. Psychological methods, 8(3), 243. Retrieved from https://bit.ly/3r7F8uN

*Di Fabio, A. (2006). Decisional procrastination correlates: personality traits, self-esteem or perception of cognitive failure?. International Journal for Educational and Vocational Guidance, 6(2), 109-122. https://doi.org/10.1007/s10775-006-9000-9

Dominguez-Lara, S., Prada-Chapoñan, R., y Moreta-Herrera, R. (2019). Gender differences in the influence of personality on academic procrastination in Peruvian college students. Acta Colombiana de Psicología, 22(2), 125-147. https://doi.org/10.14718/ACP.2019.22.2.7

*Duru, E., y Balkis, M. (2014). The roles of academic procrastination tendency on the relationships among self doubt, self esteem and academic achievement. Education and Science, 39(173), 274–289. Retrieved from https://bit.ly/313cGzD

*Duru, E., y Balkis, M. (2017). Procrastination, self-esteem, academic performance, and well-being: A moderated mediation model. International Journal of Educational Psychology, 6(2), 97. https://doi.org/10.17583/ijep.2017.2584

*Fee, R. L., y Tangney, J. P. (2000). Procrastination: A means of avoiding shame or guilt?. Journal of Social Behavior and Personality, 15(5), 167-184. Retrieved from https://bit.ly/2ZkiKTy

*Ferrari, J. R. (2000). Procrastination and attention: Factor analysis of attention deficit, boredomness, intelligence, self-esteem, and task delay frequencies. Journal of Social Behavior and Personality, 15(5), 185-196. Retrieved from https://bit.ly/3HVPvIq

Flett, A. L., Haghbin, M., y Pychyl, T. A. (2016). Procrastination and Depression from a Cognitive Perspective: An Exploration of the Associations Among Procrastinatory Automatic Thoughts, Rumination, and Mindfulness. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 34(3), 169–186. https://doi.org/10.1007/s10942-016-0235-1

Goroshit, M. (2018). Academic procrastination and academic performance: An initial basis for intervention. Journal of Prevention & Intervention in the Community, 46(2), 131-142. https://doi.org/10.1080/10852352.2016.1198157

Gustavson, D. E., y Miyake, A. (2017). Academic procrastination and goal accomplishment: A combined experimental and individual differences investigation. Learning and Individual Differences, 54, 160-172. https://doi.org/10.1016/j.lindif.2017.01.010

Gustavson, D. E., Miyake, A., Hewitt, J. K., y Friedman, N. P. (2014). Genetic relations among procrastination, impulsivity, and goal-management ability: Implications for the evolutionary origin of procrastination. Psychological Science, 25(6), 1178-1188. https://doi.org/10.1177/0956797614526260

*Hajloo, N. (2014). Relationships between self-efficacy, self-esteem and procrastination in undergraduate psychology students. Iranian Journal of Psychiatry and Behavioral Sciences, 8(3), 42-49. Retrieved from https://bit.ly/3xn2ZYB

Hamilton, W.K. (2018). MAJOR: Meta Analysis JamOvi R. For the jamovi project

Haney, P., y Durlak, J. A. (1998). Changing self-esteem in children and adolescents: A meta-analytical review. Journal of Clinical Child Psychology, 27(4), 423-433. https://doi.org/10.1207/s15374424jccp2704_6

*Harrington, N. (2005). It’s too difficult! Frustration intolerance beliefs and procrastination. Personality and Individual Differences, 39(5), 873-883. https://doi.org/10.1016/j.paid.2004.12.018

Hen, M., y Goroshit, M. (2014). Academic Procrastination, Emotional Intelligence, Academic Self-Efficacy, and GPA: A Comparison Between Students With and Without Learning Disabilities. Journal of Learning Disabilities, 47(2), 116–124. https://doi.org/10.1177/0022219412439325

Hidalgo-Fuentes, S., Martínez-Álvarez, I., y Sospedra-Baeza, M. J. (2021). Rendimiento académico en universitarios españoles: el papel de la personalidad y la procrastinación académica. European Journal of Education and Psychology, 14(1), 1-13. https://doi.org/10.32457/ejep.v14i1.1533

Higgins, J. P., y Thompson, S. G. (2002). Quantifying heterogeneity in a meta‐analysis. Statistics in Medicine, 21(11), 1539-1558. https://doi.org/10.1002/sim.1186

Higgins, J. P., Thompson, S. G., Deeks, J. J., y Altman, D. G. (2003). Measuring inconsistency in meta-analyses. BMJ, 327(7414), 557-560. https://doi.org/10.1136/bmj.327.7414.557

Hunter, J. E., y Schmidt, F. L. 2004. Methods of meta-analysis: Correcting error and bias in research findings (2nd ed.). Sage Publications.

Janssen, J. (2015). Academic procrastination: Prevalence among high school and undergraduate student and relationship to academic achievement [Doctoral dissertation]. Georgia State University. Retrieved from https://bit.ly/3r5pi3R

*Kandemir, M., İlhan, T., Özpolat, A. R., y Palancı, M. (2014). Analysis of academic self-efficacy, self-esteem and coping with stress skills predictive power on academic procrastination. Educational Research and Reviews, 9(5), 146-152. https://doi.org/10.5897/err2014.1763

*Kınık, Ö., y Odacı, H. (2020). Effects of dysfunctional attitudes and depression on academic procrastination: does self-esteem have a mediating role?. British Journal of Guidance & Counselling, 48(5), 638-649. https://doi.org/10.1080/03069885.2020.1780564

*Klassen, R. M., y Kuzucu, E. (2009). Academic procrastination and motivation of adolescents in Turkey. Educational Psychology, 29(1), 69-81. https://doi.org/10.1080/01443410802478622

*Klassen, R. M., Krawchuk, L. L., y Rajani, S. (2008). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33(4), 915-931. https://doi.org/10.1016/j.cedpsych.2007.07.001

*Klibert, J., Langhinrichsen-Rohling, J., Luna, A., y Robichaux, M. (2011). Suicide proneness in college students: Relationships with gender, procrastination, and achievement motivation. Death Studies, 35(7), 625-645. https://doi.org/10.1080/07481187.2011.553311

Klingsieck, K. B., Grund, A., Schmid, S., y Fries, S. (2013). Why students procrastinate: A qualitative approach. Journal of College Student Development, 54(4), 397–412. https://doi.org/10.1353/ csd.2013.0060

Kong, F., Ding, K., y Zhao, J. (2015). The relationships among gratitude, self-esteem, social support and life satisfaction among undergraduate students. Journal of Happiness Studies, 16(2), 477-489. https://doi.org/10.1007/s10902-014-9519-2

Lay, C. H. (1986). At last, my research article on procrastination. Journal of Research in Personality, 20, 474-495. https://doi.org/10.1016/0092-6566(86)90127-3

Leary, M. R., y MacDonald, G. (2003). Individual differences in self-esteem: A review and theoretical integration. In M. R. Leary y J. P. Tangney (Eds.), Handbook of self and identity (pp. 401-418). Guilford Press.

Limone, P., Sinatra, M., Ceglie, F., y Monacis, L. (2020). Examining procrastination among university students through the lens of the self-regulated learning model. Behavioral Sciences, 10(12), 1–10. https://doi.org/10.3390/bs10120184

*Macher, D., Paechter, M., Papousek, I., y Ruggeri, K. (2012). Statistics anxiety, trait anxiety, learning behavior, and academic performance. European Journal of Psychology of Education, 27(4), 483-498. https://doi.org/10.1007/s10212-011-0090-5

Montes-Hidalgo, J., y Tomás-Sábado, J. (2016). Autoestima, resiliencia, locus de control y riesgo suicida en estudiantes de enfermería. Enfermeria Clinica, 26(3), 188-193. https://doi.org/10.1016/j.enfcli.2016.03.002

*Niu, Y., Jiang, N., y Jiang, X. (2021). Factors related to the resilience of Tibetan adolescent survivors ten years after the Yushu earthquake. International Journal of Disaster Risk Reduction, 65, 102554. https://doi.org/10.1016/j.ijdrr.2021.102554

Niveau, N., New, B., y Beaudoin, M. (2021). Self-esteem interventions in adults–a systematic review and meta-analysis. Journal of Research in Personality, 104131. https://doi.org/10.1016/j.jrp.2021.104131

*Özer, B. U., Saçkes, M., y Tuckman, B. W. (2013). Psychometric properties of the Tuckman Procrastination Scale in a Turkish sample. Psychological Reports, 113(3), 874-884. https://doi.org/10.2466/03.20.pr0.113x28z7

Povedano, A., Hendry, L. B., Ramos, M. J., y Varela, R. (2011). Victimización escolar: clima familiar, autoestima y satisfacción con la vida desde una perspectiva de género. Psychosocial Intervention, 20(1), 5-12. https://doi.org/10.5093/in2011v20n1a1

*Pychyl, T. A., Coplan, R. J., y Reid, P. A. (2002). Parenting and procrastination: gender differences in the relations between procrastination, parenting style and self-worth in early adolescence. Personality and Individual Differences, 33(2), 271-285. https://doi.org/10.1016/s0191-8869(01)00151-9

*Rebetez, M. M. L., Rochat, L., y Van der Linden, M. (2015). Cognitive, emotional, and motivational factors related to procrastination: A cluster analytic approach. Personality and Individual Differences, 76, 1-6. https://doi.org/10.1016/j.paid.2014.11.044

Rebetez, M. M. L., Rochat, L., Barsics, C., y Van der Linden, M. (2016). Procrastination as a self-regulation failure: The role of inhibition, negative affect, and gender. Personality and Individual Differences, 101, 435–439. https://doi.org/10.1016/j.paid.2016.06.049

Robins, R. W., y Trzesniewski, K. H. (2005). Self-esteem development across the lifespan. Current Directions in Psychological Science, 14(3), 158-162. https://journals.sagepub.com/doi/abs/10.1111/j.0963-7214.2005.00353.x

Rosenberg, M. (1965). Society and the adolescent self image. Princeton University Press.

Rozental, A., Bennett, S., Forsström, D., Ebert, D. D., Shafran, R., Andersson, G., y Carlbring, P. (2018). Targeting procrastination using psychological treatments: A systematic review and meta-analysis. Frontiers in Psychology, 9, 1588. https://doi.org/10.3389/fpsyg.2018.01588

San Martín, J. L., y Barra, E. (2013). Autoestima, apoyo social y satisfacción vital en adolescentes. Terapia Psicológica, 31(3), 287-291. https://doi.org/10.4067/S0718-48082013000300003

*Selçuk, Ş., Koçak, A., Mouratidis, A., Michou, A., y Sayıl, M. (2021). Procrastination, perceived maternal psychological control, and structure in math class: The intervening role of academic self‐concept. Psychology in the Schools, 58(9), 1782-1798. https://doi.org/10.1002/pits.22542

*Sirois, F. M. (2004). Procrastination and counterfactual thinking: Avoiding what might have been. British Journal of Social Psychology, 43(2), 269-286. https://doi.org/10.1348/0144666041501660

Sirois, F. M., y Giguère, B. (2018). Giving in when feeling less good: Procrastination, action control, and social temptations. British Journal of Social Psychology, 57(2), 404–427. https://doi.org/10.1111/bjso.12243

Sirois, F. M, y Pychyl, T. A. (2013). Procrastination and the Priority of Short-Term Mood Regulation: Consequences for Future Self. Social and Personality Psychology Compass, 7(2), 115–127. https://doi.org/10.1111/spc3.12011

Sirois, F. M., y Pychyl, T. A. (2016). Procrastination, health, and well-being. Academic Press.

Sommer, L., y Haug, M. (2012). What Influences Implementation Intentions in an Academic Learning Context--The Roles of Goal Intentions, Procrastination, and Experience. International Journal of Higher Education, 1(1), 32-61. https://doi.org/10.5430/ijhe.v1n1p32

Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65

Steel, P. (2011). The procrastination equation: How to stop putting things off and start getting stuff done. Pearson Education Limited.

Steel, P., y Klingsieck, K. B. (2016). Academic Procrastination: Psychological Antecedents Revisited. Australian Psychologist, 51(1), 36–46. https://doi.org/10.1111/ap.12173

Suurmond, R., van Rhee, H., y Hak, T. (2017). Introduction, comparison, and validation of Meta‐Essentials: a free and simple tool for meta‐analysis. Research synthesis methods, 8(4), 537-553. https://doi.org/10.1002/jrsm.1260

*Tan, J. F., Ma, Z. W., y Li, X. T. (2015). Global self-esteem mediates the effect of general self-efficacy on Chinese undergraduates' general procrastination. Social Behavior and Personality: An International Journal, 43(8), 1265-1271. https://doi.org/10.2224/sbp.2015.43.8.1265

*Uribe, Y. C., Alegría, O. F., Shardin-Flores, N., y Luy-Montejo, C. A. (2020). Academic Procrastination, Self-Esteem and Self-Efficacy in University Students: Comparative Study in Two Peruvian Cities. International Journal of Criminology and Sociology, 9, 2474-2480. Retrieved from https://bit.ly/3r7FYHX

Wang, P., y Lei, L. (2021). How does problematic smartphone use impair adolescent self-esteem? A moderated mediation analysis. Current Psychology, 40(6), 2910-2916. https://doi.org/10.1007/s12144-019-00232-x

Yang, Z., Asbury, K., y Griffiths, M. D. (2019). An exploration of problematic smartphone use among Chinese university students: Associations with academic anxiety, academic procrastination, self-regulation and subjective wellbeing. International Journal of Mental Health and Addiction, 17(3), 596-614. https://doi.org/10.1007/s11469-018-9961-1

*Zhang, Y., Dong, S., Fang, W., Chai, X., Mei, J., y Fan, X. (2018). Self-efficacy for self-regulation and fear of failure as mediators between self-esteem and academic procrastination among undergraduates in health professions. Advances in Health Sciences Education, 23(4), 817-830. https://doi.org/10.1007/s10459-018-9832-3

Zhang, S., y Feng, T. (2019). Modeling Procrastination: Asymmetric Decisions to Act Between the Present and the Future. Journal of Experimental Psychology: General, 149(2), 311–322. https://doi.org/10.1037/xge0000643

Publicado

2022-01-25

Cómo citar

Hidalgo-Fuentes, S., Martínez-Álvarez, I., & Sospedra-Baeza, M. J. (2022). Autoestima y procrastinación en el ámbito académico: un meta-análisis. Revista Fuentes, 24(1), 77–89. https://doi.org/10.12795/revistafuentes.2022.19907

Número

Sección

Investigaciones
Recibido 2021-11-30
Aceptado 2022-01-20
Publicado 2022-01-25

Artículos más leídos del mismo autor/a