Efecto de la autoeficacia y eutrés en la procrastinación: un análisis multigrupo

Autores/as

DOI:

https://doi.org/10.12795/revistafuentes.2023.21318

Palabras clave:

Psicología educativa, estrés mental, efectos psicológicos, factores psicológicos, modelo educacional, estudiante universitario, investigación psicológica, comportamiento del alumno

Resumen

Introducción: La autoeficacia y el eutrés son elementos motivacionales que guían al éxito académico; mientras que la procrastinación guía al fracaso. Es comprobado que la autoeficacia y eutrés afectan a las conductas de procrastinación, pero ¿en qué medida? Además, en la literatura se evidencian diferencias entre el género en relación con estas variables. No obstante, estos estudios no son concluyentes. Por ello, esta investigación tuvo por objetivo establecer un modelo explicativo e invariante del efecto de la autoeficacia hacia las conductas de procrastinación, mediado por el eutrés. Metodología: Se utilizó el diseño de regresiones estructurales con variables latentes, y se aplicó invarianza multigrupo. La muestra fue no probabilística de 1224 universitarios (61.5% mujeres) entre 18 a 35 años (M = 22.89; DE = 5.46). Resultados: Se hallaron adecuados índices de ajuste del modelo planteado (CFI = 0.951, TLI = 0.943, RMSEA = 0.041) donde se demostró el efecto directo, indirecto y total, a través del eutrés, sobre la conducta de postergación y autorregulación. El tamaño del efecto sobre la autorregulación fue largo (f 2 = 0.54) y pequeño para la postergación (f 2 = 0.14). Asimismo, el modelo resultó ser invariante entre hombres y mujeres. Conclusiones: El estudiante con alta autoeficacia y estrés positivo, será capaz de autorregular su comportamiento académico y evitar la postergación de tareas.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Aydoğan, H., & Akbarov, A. (2018). A Case Study on Academic Procrastination in EFL Settings in Turkey. Acta Didactica Napocensia, 11(3–4), 79–88. https://doi.org/10.24193/adn.11.3-4.6

Bandura, A. (1993). Perceived Self-Efficacy in Cognitive Development and Functioning. Educational Psychologist, 28(2), 117–148. https://doi.org/10.1207/s15326985ep2802_3

Bandura, A. (1997). Self-efficacy: The exercise of control (1st ed.). W. H. Freeman and Company.

Browne, M. W., & Cudeck, R. (1992). Alternative Ways of Assessing Model Fit. Sociological Methods & Research, 21(2), 230–258. https://doi.org/10.1177/0049124192021002005

Bubić, A., & Ivanišević, K. (2016). The Role of Emotional Stability and Competence in Young Adolescents’ Career Judgments. Journal of Career Development, 43(6), 498–511. https://doi.org/10.1177/0894845316633779

Burgos-Torre, K. S., & Salas-Blas, E. (2020). Procrastinación y Autoeficacia académica en estudiantes universitarios limeños [Procrastination and academic self-efficacy in university students from Lima]. Propósitos y Representaciones, 8(3). https://doi.org/10.20511/pyr2020.v8n3.790

Burka, J. B., & Yuen, L. M. (2007). Procrastination: Why You Do It, What to Do about It (4th ed.). Hachette Books.

Byrne, B. (2016). Structural equation modeling with AMOS: Basic concepts, applications, and programming. Lawrence Erlbaum Associates.

Castro-Bolaños, S., & Mahamud-Rodríguez, K. (2017). Procrastinación académica y adicción a internet en estudiantes universitarios de Lima Metropolitana. Avances En Psicología, 25(2), 189–197. https://doi.org/10.33539/avpsicol.2017.v25n2.354

Cheung, G. W., & Rensvold, R. B. (2002). Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance. Structural Equation Modeling: A Multidisciplinary Journal, 9(2), 233–255. https://doi.org/10.1207/S15328007SEM0902_5

Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. Lawrence Erlbaum Associates. http://utstat.toronto.edu/~brunner/oldclass/378f16/readings/CohenPower.pdf

de Palo, V., Monacis, L., Miceli, S., Sinatra, M., & Di Nuovo, S. (2017). Decisional Procrastination in Academic Settings: The Role of Metacognitions and Learning Strategies. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00973

Dominguez-Lara, S. A. (2016). Valores normativos de una escala de autoeficacia académica en estudiantes universitarios de Lima. Interacciones, 2(2), 91. https://doi.org/10.24016/2016.v2n2.31

Dominguez-Lara, S. A. (2017). Prevalencia de la procrastinación académica en estudiantes universitarios de Lima Metropolitana y su relación con variables demográficas. Revista de Psicología, 7(1), 81–95. https://revistas.ucsp.edu.pe/index.php/psicologia/article/view/49

Dominguez-Lara, S. A., Villegas, G., & Centeno, S. B. (2014). Procrastinación académica: Validación de una escala en una muestra de estudiantes de una universidad privada [Academic procrastination: Validation of a scale in a sample of students at a private university]. Liberabit. Revista de Psicología, 20(2), 293–304. http://www.scielo.org.pe/pdf/liber/v20n2/a10v20n2

Dominguez-Lara, S. A., Villegas, G., Yauri, C., Mattos, E., & Ramírez, F. (2012). Propiedades psicométricas de una escala de autoeficacia para situaciones académicas en estudiantes universitarios peruanos [Psychometric properties of a self-efficacy scale for academic situations in Peruvian university students]. Revista de Psicología, 2(1), 28–40. http://revistas.ucsp.edu.pe/index.php/psicologia/article/view/8

Estrada, E. G. (2021). Autoeficacia y procrastinación académica en estudiantes del séptimo ciclo de educación básica regular [Self-efficacy and academic procrastination in students of the seventh cycle of regular elementary education]. Horizonte de La Ciencia, 11(20), 195–205. https://doi.org/10.26490/uncp.horizonteciencia.2021.20.777

Evermann, J. (2010). Multiple-Group Analysis Using the sem Package in the R System. Structural Equation Modeling: A Multidisciplinary Journal, 17(4), 677–702. https://doi.org/10.1080/10705511.2010.510070

Ferrari, J. R. (2001). Procrastination as self‐regulation failure of performance: effects of cognitive load, self‐awareness, and time limits on ‘working best under pressure.’ European Journal of Personality, 15(5), 391–406. https://doi.org/10.1002/per.413

Gagnon, J., Dionne, F., & Pychyl, T. A. (2016). Committed action: An initial study on its association to procrastination in academic settings. Journal of Contextual Behavioral Science, 5(2), 97–102. https://doi.org/10.1016/j.jcbs.2016.04.002

Galindo-Domínguez, H., & Bezanilla, M. J. (2021). Promoting Time Management and Self-Efficacy Through Digital Competence in University Students: A Mediational Model. Contemporary Educational Technology, 13(2), ep294. https://doi.org/10.30935/cedtech/9607

George, D., & Mallery, P. (2020). IBM SPSS Statistics 26: Step by Step. A Simple Guide and Reference (6th ed.). Taylor & Francis.

Guo, M., Yin, X., Wang, C., Nie, L., & Wang, G. (2019). Emotional intelligence a academic procrastination among junior college nursing students. Journal of Advanced Nursing, 75(11), 2710–2718. https://doi.org/10.1111/jan.14101

Guzmán-Yacaman, J. E., & Reyes-Bossio, M. (2018). Adaptación de la Escala de Percepción Global de Estrés en estudiantes universitarios peruanos [Adaptation of the Global Perception of Stress Scale in Peruvian university students]. Revista de Psicología, 36(2), 719–750. https://doi.org/10.18800/psico.201802.012

Hailikari, T., Katajavuori, N., & Asikainen, H. (2021). Understanding procrastination: A case of a study skills course. Social Psychology of Education, 24(2), 589–606. https://doi.org/10.1007/s11218-021-09621-2

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2009). Multivariate data analysis (7th ed.). Prentice-Hall Inc.

Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2–24. https://doi.org/10.1108/EBR-11-2018-0203

Haycock, L. A., McCarthy, P., & Skay, C. L. (1998). Procrastination in College Students: The Role of Self-Efficacy and Anxiety. Journal of Counseling & Development, 76(3), 317–324. https://doi.org/10.1002/j.1556-6676.1998.tb02548.x

Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115–135. https://doi.org/10.1007/s11747-014-0403-8

Howell, A. J., & Watson, D. C. (2007). Procrastination: Associations with achievement goal orientation and learning strategies. Personality and Individual Differences, 43(1), 167–178. https://doi.org/10.1016/j.paid.2006.11.017

Huang, C. (2013). Gender differences in academic self-efficacy: a meta-analysis. European Journal of Psychology of Education, 28(1), 1–35. https://doi.org/10.1007/s10212-011-0097-y

Khan, M. J., Arif, H., Noor, S. S., & Muneer, S. (2014). Academic Procrastination among Male and Female University and College Students. FWU Journal of Social Sciences, 8(2), 65–70. https://sbbwu.edu.pk/journal/FWUJournal,Winter 2014 Vol.8,No.2/9. Academic Procrastination among .pdf

Klassen, R. M., Ang, R. P., Chong, W. H., Krawchuk, L. L., Huan, V. S., Wong, I. Y. F., & Yeo, L. S. (2010). Academic Procrastination in Two Settings: Motivation Correlates, Behavioral Patterns, and Negative Impact of Procrastination in Canada and Singapore. Applied Psychology, 59(3), 361–379. https://doi.org/10.1111/j.1464-0597.2009.00394.x

Klassen, R. M., Krawchuk, L. L., & 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

Klingsieck, K. B., Fries, S., Horz, C., & Hofer, M. (2012). Procrastination in a distance university setting. Distance Education, 33(3), 295–310. https://doi.org/10.1080/01587919.2012.723165

Kurtovic, A., Vrdoljak, G., & Idzanovic, A. (2019). Predicting Procrastination: The Role of Academic Achievement, Self-efficacy and Perfectionism. International Journal of Educational Psychology, 8(1), 1. https://doi.org/10.17583/ijep.2019.2993

Lazarus, R. S. (1999). Stress and Emotion. Springer.

Li, L., Gao, H., & Xu, Y. (2020). The mediating and buffering effect of academic self-efficacy on the relationship between smartphone addiction and academic procrastination. Computers & Education, 159, 104001. https://doi.org/10.1016/j.compedu.2020.104001

Limone, P., Sinatra, M., Ceglie, F., & Monacis, L. (2020). Examining Procrastination among University Students through the Lens of the Self-Regulated Learning Model. Behavioral Sciences, 10(12), 184. https://doi.org/10.3390/bs10120184

Liu, G., Cheng, G., Hu, J., Pan, Y., & Zhao, S. (2020). Academic Self-Efficacy and Postgraduate Procrastination: A Moderated Mediation Model. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01752

Meier, A., Reinecke, L., & Meltzer, C. E. (2016). “Facebocrastination”? Predictors of using Facebook for procrastination and its effects on students’ well-being. Computers in Human Behavior, 64, 65–76. https://doi.org/10.1016/j.chb.2016.06.011

Milgram, N. (1991). Procrastination. In Encyclopedia of human biology (pp. 149–155).

Milgram, N., & Tenne, R. (2000). Personality correlates of decisional and task avoidant procrastination. European Journal of Personality, 14(2), 141–156. https://doi.org/10.1002/(SICI)1099-0984(200003/04)14:2<141::AID-PER369>3.0.CO;2-V

Moreta-Herrera, R., Durán-Rodríguez, T., & Villegas Villacrés, N. (2018). Regulación Emocional y Rendimiento como predictores de la Procrastinación Académica en estudiantes universitarios. Revista de Psicología y Educación - Journal of Psychology and Education, 13(2), 155. https://doi.org/10.23923/rpye2018.01.166

Niazov, Z., Hen, M., & Ferrari, J. R. (2021). Online and Academic Procrastination in Students With Learning Disabilities: The Impact of Academic Stress and Self-Efficacy. Psychological Reports, 003329412098811. https://doi.org/10.1177/0033294120988113

Özer, B. U., Demir, A., & Ferrari, J. R. (2009). Exploring Academic Procrastination Among Turkish Students: Possible Gender Differences in Prevalence and Reasons. The Journal of Social Psychology, 149(2), 241–257. https://doi.org/10.3200/SOCP.149.2.241-257

Pajares, F. (2002). Gender and Perceived Self-Efficacy in Self-Regulated Learning. Theory Into Practice, 41(2), 116–125. https://doi.org/10.1207/s15430421tip4102_8

Rhemtulla, M., Brosseau-Liard, P. É., & Savalei, V. (2012). When can categorical variables be treated as continuous? A comparison of robust continuous and categorical SEM estimation methods under suboptimal conditions. Psychological Methods, 17(3), 354–373. https://doi.org/10.1037/a0029315

Rozental, A., & Carlbring, P. (2014). Understanding and Treating Procrastination: A Review of a Common Self-Regulatory Failure. Psychology, 05(13), 1488–1502. https://doi.org/10.4236/psych.2014.513160

Salavera, C., Usán, P., & Jarie, L. (2017). Emotional intelligence and social skills on self-efficacy in Secondary Education students. Are there gender differences? Journal of Adolescence, 60, 39–46. https://doi.org/10.1016/j.adolescence.2017.07.009

Satici, B. (2020). Social exclusion and adolescent wellbeing: Stress, school satisfaction, and academic self-efficacy as multiple mediators. The Educational and Developmental Psychologist, 37(1), 67–74. https://doi.org/10.1017/edp.2020.7

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., & Ferrari, J. (2013). Sex, Education and Procrastination: An Epidemiological Study of Procrastinators’ Characteristics from A Global Sample. European Journal of Personality, 27(1), 51–58. https://doi.org/10.1002/per.1851

Tice, D. M., & Baumeister, R. F. (1997). Longitudinal Study of Procrastination, Performance, Stress, and Health: The Costs and Benefits of Dawdling. Psychological Science, 8(6), 454–458. https://doi.org/10.1111/j.1467-9280.1997.tb00460.x

Uribe, Y. C., Cueto, O. F. A., Shardin-Flores, N., & 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. https://doi.org/10.6000/1929-4409.2020.09.300

Wani, S. A., Nagar, D., & Buhroo, A. A. (2018). Impact of Academic Stress on Academic Achievement: A Systsematic Review of Literature. 2nd International Conference on Research Developments in Arts, Social Science and Humanities.

Wolters, C. A. (2003). Regulation of Motivation: Evaluating an Underemphasized Aspect of Self-Regulated Learning. Educational Psychologist, 38(4), 189–205. https://doi.org/10.1207/S15326985EP3804_1

Wolters, C. A., Won, S., & Hussain, M. (2017). Examining the relations of time management and procrastination within a model of self-regulated learning. Metacognition and Learning, 12(3), 381–399. https://doi.org/10.1007/s11409-017-9174-1

Yan, Z. M., Guo, X. L., Hu, M. J., & Teng, J. J. (2018). The effect of mobile phones dependence on secondary vocational school students’ academic self-efficacy. Chinese Journal of Special Education, 11(2018), 59–63.

Yuan, K.-H., & Bentler, P. M. (1998). Structural Equation Modeling with Robust Covariances. Sociological Methodology, 28(1), 363–396. https://doi.org/10.1111/0081-1750.00052

Ziegler, N., & Opdenakker, M.-C. (2018). The development of academic procrastination in first-year secondary education students: The link with metacognitive self-regulation, self-efficacy, and effort regulation. Learning and Individual Differences, 64, 71–82. https://doi.org/10.1016/j.lindif.2018.04.009

Publicado

2023-01-23

Cómo citar

Yupanqui-Lorenzo, D. E., Olivera-Carhuaz, E. S., Pulido-Capurro, V., & Reynaga Alponte, A. A. (2023). Efecto de la autoeficacia y eutrés en la procrastinación: un análisis multigrupo. Revista Fuentes, 25(1), 48–58. https://doi.org/10.12795/revistafuentes.2023.21318

Número

Sección

Investigaciones
Recibido 2022-07-04
Aceptado 2022-11-01
Publicado 2023-01-23
Visualizaciones
  • Resumen 1142
  • PDF 667
  • HTML 176
  • EPUB 52

Artículos más leídos del mismo autor/a