Procrastination frequency and reasons: impact of high-school year, gender, self-regulation, and self-efficacy
DOI:
https://doi.org/10.12795/revistafuentes.2024.23502Keywords:
Motivation, self-discipline, educational psychology, adolescent psychology, secondary school students, dropping out, procrastinationAbstract
Introduction: In students, academic procrastination is associated with difficulties such as low performance, repeating a year, and family and health issues. We aim to characterize procrastination and its reasons and differences by year, gender, self-regulation, and self-efficacy levels. Methodology: 451 high school students from 6th to 11th grade participate, 44.8% men and 55.2% women, age M =13.99; DE= 1.91. Procrastination, self-efficacy, and self-regulation tests are applied. Descriptive analyses of frequency and reasons to procrastinate are used with t-tests and ANOVA for self-efficacy, self-regulation, gender, year, and their interactions. Results: The most frequent reasons to procrastinate are perfectionism, assessment anxiety, and search for enthusiasm. The "search for enthusiasm" reason is most frequent in men. "Lack of energy" and "self-control" reasons increase in superior years. For "low confidence" and "anxiety" reasons, we found an interaction between year and gender; these are more frequent among 6th-year men and 9th and 10th-year women. Procrastination increases significantly in groups with lesser self-efficacy and self-regulation. Conclusion: To reduce procrastination among students, we recommend detecting its motivation and the promotion of self-regulation and self-efficacy, considering the motivational differences by year and gender. Focusing, in later years, on the lack of energy, and in women of later years, on the lack of confidence and assessment anxiety.
Downloads
References
Abdi Zarrin, S., & Gracia, E. (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
Abdollahi, A., Maleki Farab, N., Panahipour, S., & Allen, K. A. (2020). Academic hardiness as a Moderator between Evaluative Concerns Perfectionism and Academic Procrastination in Students. The Journal of Genetic Psychology, 24(5), 365-374. https://doi.org/10.1080/00221325.2020.1783194
Afzal, S., & Jami, H. (2018). Prevalence of academic procrastination and reasons for academic procrastination in university students. Journal of Behavioural Sciences, 28(1), 51-69. http://pu.edu.pk/images/journal/doap/PDF-FILES/04_v28_1_18.pdf
Aguilar Montes de Oca, Y. P., Valdez Medina, J. L., Gonzáles Arratia López Fuentes, N. I., Rivera Aragón, S., Carrasco Díaz, C., Gómora Bernal, A., Pérez Leal, A. y Vidal Mendoza, S. (2015). Apatía, desmotivación, desinterés, desgano y falta de participación en adolescentes mexicanos. Enseñanza e Investigación en Psicología, 20(3), 326-336. https://www.redalyc.org/pdf/292/29242800010.pdf
Alarcón, E. Y. (2020). Autoeficacia: un acercamiento al estado de la investigación en Latinoamérica. Revista Reflexión e Investigación Educacional, 2(2), 91-102. http://revistas.ubiobio.cl/index.php/REINED/article/view/4124/3822
Asri, D. N., Setyosari, P., Hitipeuw, I., & Chusniyah, T. (2017). The academic procrastination in junior high school students’ mathematics learning: A qualitative study. International Education Studies, 10(9), 70–77. https://doi.org/10.5539/ies.v10n9p70
Avendaño, N. P. (2022). El perfeccionismo en Educación Primaria y Secundaria: Análisis bibliométrico y temático. Revista de Discapacidad, Clínica y Neurociencias, 9(1), 43-52. https://doi.org/10.14198/DCN.22569
Balkis, M., & Duru, E. (2017). Gender Differences in the Relationship between Academic Procrastination, Satisfaction 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
Banco Interamericano de Desarrollo. (2018) ¿Por qué abandonan la escuela los jóvenes de América Latina? http://www.elaulavacia.org/_datos/informate/info-2-gd.pdf›
Badura, A. (2011). On the Functional Properties of Perceived Self-Efficacy Revisited. Journal of Management, 38(1), 9-44. https://doi.org/10.1177/0149206311410606
Bäulke, L., Daumiller, M., & Dresel, M. (2021). The role of state and trait motivational regulation for procrastinatory behavior in academic contexts: Insights from two diary studies. Contemporary Educational Psychology, 65, Article 101951. https://doi.org/10.1016/j.cedpsych.2021.101951
Blanca, M. J., Alarcón, R., Arnau, J., Bono, R., & Bendayan, R. (2017). Non-nomal data: Is ANOVA still a valid option? Psicothema, 29(4), 552-557. https://doi.org/10.7334/ psicothema2016.383
Brando-Garrido, C., Montes-Hidalgo, J., Limonero, J. T., Gómez-Romero, M. J., & Tomás-Sábado, J. (2020). Relationship of academic procrastination with perceived competence, coping, self-esteem and self-efficacy in Nursing students. Enfermería Clínica, 30(6), 398–403. https://doi.org/10.1016/j.enfcle.2019.07.013
Castro, J. M. C., & Martini, H. A. (2014). Potencia estadística y cálculo del tamaño del efecto en G* Power: complementos a las pruebas de significación estadística y su aplicación en psicología. Salud & Sociedad, 5(2), 210-244. https://doi.org/10.22199/s07187475.2014.0002.00006
Cormack, S. H., Eagle, L. A. & Davies, M. S. (2020). A large-scale test of the relationship between procrastination and performance using learning analytics. Assessment & Evaluation in Higher Education, 45(7), 1046–1059. https://eric.ed.gov/?id=EJ1272112
Clariana, M., Gotzens, C., del Mar Badia, M., & Cladellas, R. (2012). Procrastinación y engaño académico desde la Secundaria hasta la Universidad. Electronic Journal of Research in Educational Psychology, 10(27), 737-754. https://doi.org/10.25115/ejrep.v10i27.1525
Clariana, M. (2013). Personalidad, Procrastinación y Conducta Deshonesta en Alumnado de distintos Grados Universitarios. Electronic Journal of Research in Educational Psychology, 11(2), 451-472. https://doi.org/10.14204/ejrep.30.13030
Crandall, A., Magnusson, B. M., & Novilla, M. L. B. (2018). Growth in adolescent self-regulation and impact on sexual risk-taking: A curve-of-factors analysis. Journal of Youth and Adolescence, 47(4), 793–806. https://doi.org/10.1007/s10964-017-0706-4
de la Fuente, J., Malpica-Chavarria, E. A., Garzón-Umerenkova, A., & Pachón-Basallo, M. (2021a). Effect of personal and contextual factors of regulation on academic achievement during adolescence: the role of gender and age. International Journal of Environmental Research and Public Health, 18(17), Article 8944. https://doi.org/10.3390/ ijerph18178944
de la Fuente, J., Sander, P., Garzón-Umerenkova, A., Vera-Martínez, M. M., Fadda, S., & Gaetha, M. L. (2021b). Self-regulation and regulatory teaching as determinants of academic behavioral confidence and procrastination in undergraduate students. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.602904
Domínguez, S., Villegas, G., Yauri, C., Mattos, E. y Ramírez, F. (2012). Propiedades psicométricas de una escala de autoeficacia para situaciones académicas en estudiantes universitarios peruanos. Revista de Psicología, 2(1), 29-39. https://doi.org/10.16888/interd.2023.40.2.11
Estrada Araoz, E. G. (2021). Autoeficacia y procrastinación académica en estudiantes del séptimo ciclo de educación básica regular. Horizonte de la Ciencia, 11(20), 195–205. https://doi.org/10.26490/uncp.horizonteciencia.2021.20.777
Furlan, L. & Martínez Santos, G. (2023). Intervención en un caso de ansiedad ante exámenes, perfeccionismo desa¬daptativo y procrastinación. Revista Digital de Investigación en Docencia Universitaria, 17(1), Artículo e1633. https://doi.org/10.19083/ ridu.2023.1633
Garzón-Umerenkova, A., y Gil Flores, J. (2017). Propiedades Psicométricas de la Versión en Español de la Prueba Procrastination Assessment Scale-Students (PASS). Revista Iberoamericana de Diagnóstico y Evaluación - e Avaliação Psicológica, 43(1), 149–163. https://doi.org/10.21865/ridep43_149
Garzón-Umerenkova, A., de la Fuente Arias, J., Martínez-Vicente, J. M., Zapata Sevillano, L., Pichardo, M. C., & García-Berbén, A. B. (2017). Validation of the Spanish Short Self-Regulation Questionnaire (SSSRQ) through Rasch Analysis. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00276
Garzón Umerenkova, A., & De la Fuente Arias, J. (2019). Características y dimensiones de la procrastinación académica en estudiantes universitarios colombianos. Diálogos Sobre Investigación: Avances Científicos Konrad Lorenz, 53–80. https://doi.org/10.14349/kl2019001.3
Garzón-Umerenkova, A. y Gil Flores, J. (2022). Experiencias y emociones sobre la procrastinación en alumnado universitario con diferentes niveles de riesgo académico. Revista Española de Orientación y Psicopedagogía, 33(1),7-25. https://doi.org/10.5944/reop.vol.33.num.1.2022.33752
Garzón-Umerenkova, A., Gil, J. y de Besa, M. R. (2021). Evidencia de validez de la Escala de Autoeficacia Percibida Específica de Situaciones Académicas (EAPESA). Revista Electrónica de Investigación Educativa, 23, Artículo e06. doi: 10.24320/redie.2021.23.e06.2979
Gil Flores, J., de Besa Gutiérrez, M. y Garzón-Umerenkova, A. (2020). ¿Por qué procrastina el alumnado universitario? Análisis de motivos y caracterización del alumnado con diferentes tipos de motivaciones. Revista de Investigación Educativa, 38(1), 183-200. https://doi.org/10.6018/rie.344781
González-Brignardello, M.P.; Sánchez-Elvira Paniagua, A.; López-González, M.Á. (2023) Academic Procrastination in Children and Adolescents: A Scoping Review. Children,10, Article 1016. https:// doi.org/10.3390/children10061016
Gómez-Restrepo, C. Padilla Muñoz, A., y Rincón, C. (2016). Deserción escolar de adolescentes a partir de un estudio de corte transversal: Encuesta Nacional de Salud Mental Colombia 2015. Revista Colombiana de Psiquiatria, 45(51), 105-112. https://doi.org/10.1016/j.rcp.2016.09.003
Guay, F., Bureau, J. S., Litalien, D., Ratelle, C. F., & Bradet, R. (2020). A self-determination theory perspective on RIASEC occupational themes: Motivation types as predictors of self-efficacy and college program domain. Motivation Science, 6(2), 164–170. https://doi.org/10.1037/mot0000142
Grunschel, C., Schwinger, M., Steinmayr, R., & Fries, S. (2016). Effects of using motivational regulation strategies on students' academic procrastination, academic performance, and well-being. Learning and Individual Differences, 49, 162-170. https://doi.org/10.1016/j.https://doi.org/10.1016/j.lindif.2016.06.008
He, S. (2017). A multivariate investigation into academic procrastination of university students. Open Journal of Social Sciences, 05(10), 12–24. https://doi.org/10.4236/jss.2017.510002
Kaftan, O. J., & Freund, A. M. (2019). A motivational perspective on academic procrastination: Goal focus affects how students perceive activities while procrastinating. Motivation Science, 5(2), 135–156. https://doi.org/10.1037/mot0000110
Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26-33. https://doi.org/10.1016/j.paid.2015.02.038
Klingsieck, K. B., Grund, A., Schmid, S., & 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
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, Article 104001. https://doi.org/10.1016/j.compedu.2020.104001
Martín-Puga, M. E., Pelegrina, S., Gómez-Pérez, M. M., & Justicia-Galiano, M. J. (2022). Psychometric Properties and Measurement Invariance of the Academic Procrastination Scale-Short Form in Spanish Children and Adolescents. Journal of Psychoeducational Assessment, 40(7), 880–894. https://doi.org/10.1177/07342829221106538
Ministerio de Educación Nacional. (2022). Deserción escolar en Colombia: análisis, determinantes y política de acogida, bienestar y permanencia. https://www.mineducacion.gov.co/1780/articles-363488_recurso_34.pdf
Miller, W. R., and Brown, J. M. (1991). Self-regulation as a conceptual basis for the prevention and treatment of addictive behaviours. In N. Heather, W. R. Miller, and J. Greeley (Eds.), Self-Control and the Addictive Behaviours (3–79). Maxwell Macmillan Publishing.
Morales-Rodríguez, M. (2022). Adolescentes en riesgo: Búsqueda de sensaciones, adicción al internet y procrastinación. Informes Psicológicos, 22(1), 43-60 http://dx.doi.org/10.18566/infpsic.v22n1a03
Mortazavi, F., Mortazavi, S. S., & Khosrorad, R. (2015). Psychometric Properties of the Procrastination Assessment Scale-Student (PASS) in a Student Sample of Sabzevar University of Medical Sciences. Iranian Red Crescent Medical Journal, 17(9). https://doi.org/10.5812/ircmj.28328
OCDE. (2019). Perspectivas económicas de América Latina 2019: Desarrollo en transición, OECD. Publishing, Paris, https://doi.org/10.1787/g2g9ff1a-es
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
Palenzuela, D. L. (1983). Construcción y validación de una escala de autoeficacia percibida específica de situaciones académicas. Análisis y Modificación de Conducta, 9(21), 185-219. https://www.redalyc.org/pdf/4596/459646901011.pdf
Rahimi, S, Hall, N. C., & Pychyl, T.A. (2016). Attributions of Responsibility and Blame for Procrastination Behavior. Frontiers Psychology, 7. https://doi.org/10.3389/fpsyg.2016.01179
Rozental, A., & Carlbring, P. (2014). Understanding and Treating Procrastination: A Review of a Common Self-Regulatory Failure. Psychology, 5(13), 1488-1502. https://doi.org/10.4236/psych.2014.513160
Sirois, F., & Tosti, N. (2012). Lost in the moment? An investigation of procrastination, mindfulness, and well-being. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 30(4), 237–248. https://doi.org/10.1007/s10942-012-0151-y
Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503–509. https://doi.org/10.1037/0022-0167.31.4.503
Suhadianto., Arifiana, I. Y., Rahmawati, H., Hanurawan, F. & Eva, N. (2021). Stop Academic Procrastination During Covid 19: Academic Procrastination Reduces Subjective Well-Being. KnE Social Sciences. https://doi.org/10.18502/kss.v4i15.8220
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65-94. http://dx.doi.org/10.1037/0033-2909.133.1.65
Strunk, K., Cho, Y., Steel, M., & Bridges, S. (2013) Development and validation of a 2 x 2 model of time-related academic behavior: procrastination and timely engagement. Learning and individual differences, 25, 35-44. https://doi.org/10.1016/j.lindif.2013.02.007
Trautner, M., & Schwinger, M. (2020). Integrating the concepts self-efficacy and motivation regulation: How do self-efficacy beliefs for motivation regulation influence self-regulatory success? Learning and Individual Differences, 80, Article 101890. https://doi.org/10.1016/j.lindif.2020.101890
UNICEF. (2022). Protecting child rights in a time of crises. https://www.unicef.org/es/informes/informe-anual-unicef-2021
Uzun, B., LeBlanc, S., & Ferrari, J. R. (2020). Relationship between academic procrastination and self-control: The Mediational Role of Self-Esteem. College Student Journal, 54(3), 309-316. https://doi.org/10.2139/ssrn.3644522
Visser, L, Korthaghen, L., & Schoonenboom, J. (2018). Differences in learning characteristics between students with high, average, and low levels of academic procrastination: Students views on factors, influencing their learning. Frontiers in Psichology, 9, 1-15. https://doi.org/10.3389/fpsyg.2018.00808
Voss, N. M., & Vangsness, L. (2020). Is procrastination related to low‐quality data? Educational Measurement: Issues and Practice, 39(4), 95–104. https://doi.org/10.1111/emip.12355
World Bank (2021). Acting Now to Protect the Human Capital of Our Children. http://hdl.handle.net/10986/35276
Yang, S. Y., Fu, S. H., Wang, P. Y., Lin, Y. L., & Lin, P. H. (2020). Are the self-esteem, self-efficacy, and interpersonal interaction of junior college students related to the solitude capacity? International Journal of Environmental Research and Public Health, 17(21), Article 8274. https://doi.org/10.3390/ijerph17218274
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, 48–58. https://doi.org/10.12795/revistafuentes.2023.21318
Zarick, L.M., & Stonebraker, R. (2009). I’ll do it tomorrow the logic of procrastination. College Teaching, 57(4), 211-215. https://doi.org/10.1080/87567550903218687
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
Zimmerman, B. J. (1995). Self-regulation involves more than metacognition: A social cognitive perspective. Educational Psychologist, 30(4), 217–221. doi:10.1207/s15326985ep3004_8
Zhou, M. (2020). Gender differences in procrastination: The role of personality traits. Current Psychology, 39(4),1445-1453. https://doi.org/10.1007/s12144-018-9851-5
Published
2024-05-15
How to Cite
Malpica Chavarria, E. A., & Garzón Umerenkova, A. . (2024). Procrastination frequency and reasons: impact of high-school year, gender, self-regulation, and self-efficacy. Revista Fuentes, 26(2), 171–184. https://doi.org/10.12795/revistafuentes.2024.23502
Issue
Section
Investigaciones
License
Copyright (c) 2024 Erika Andrea Malpica-Chavarria, Angélica Garzón-Umerenkova
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish in this journal accept the following conditions:
Authors conserve the copyrights and cede to the journal the right for first publication, with the work registered with the attribution licence of Creative Commons, which allows third parties to use the published work as long as they mention the authorship and the first publication in this journal.
The authors may make other independent and additional contractual agreements for the non-exclusive distribution of the version of the article published in this journal (e.g. include it an institutional repository or publish it in a book) as long as it clearly indicates that the work was first published in this journal.
Authors are allowed and indeed recommended to publish their work on the internet (for example on institutional or personal pages) before and during the revision and publication process, because it can lead to productive exchanges and greater and faster dissemination of the published work (see The Effect of Open Access).
Received 2023-04-13
Accepted 2023-07-21
Published 2024-05-15
Accepted 2023-07-21
Published 2024-05-15
Views
- Abstract 837
- PDF (Español (España)) 439
- HTML (Español (España)) 79
- EPUB (Español (España)) 26
