Influencia del perfil de procrastinación activa en el rendimiento académico del alumnado de Ciencias de la Educación

  1. Arminda Suárez Perdomo 1
  2. Luis Feliciano García 2
  1. 1 Universidad Internacional de La Rioja

    Universidad Internacional de La Rioja

    Logroño, España


  2. 2 Universidad de La Laguna

    Universidad de La Laguna

    San Cristobal de La Laguna, España


Bordón: Revista de pedagogía

ISSN: 0210-5934

Year of publication: 2020

Volume: 72

Issue: 3

Pages: 157-172

Type: Article

DOI: 10.13042/BORDON.2020.73642 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Bordón: Revista de pedagogía


Cited by

  • Scopus Cited by: 4 (18-09-2023)
  • Dialnet Metrics Cited by: 3 (27-09-2023)
  • Web of Science Cited by: 4 (17-09-2023)
  • Dimensions Cited by: 4 (02-03-2023)

SCImago Journal Rank

  • Year 2020
  • SJR Journal Impact: 0.289
  • Best Quartile: Q3
  • Area: Developmental and Educational Psychology Quartile: Q3 Rank in area: 247/361
  • Area: Education Quartile: Q3 Rank in area: 802/1693

Índice Dialnet de Revistas

  • Year 2020
  • Journal Impact: 1.010
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 37/233


  • Social Sciences: B

Scopus CiteScore

  • Year 2020
  • CiteScore of the Journal : 1.2
  • Area: Education Percentile: 44
  • Area: Developmental and Educational Psychology Percentile: 29

Journal Citation Indicator (JCI)

  • Year 2020
  • Journal Citation Indicator (JCI): 0.34
  • Best Quartile: Q3
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q3 Rank in area: 529/724


(Data updated as of 02-03-2023)
  • Total citations: 4
  • Recent citations: 4


Passive procrastination is the behavioral tendency to delay the academic task due to a self-regulation failure. This behavior is associated with low academic achievement. In recent years a different construct has been identified—active procrastination—which implies the ability to deliberately delay tasks as to perform them more effectively. The research aims were: a) to analyze the profiles of active delay presented by students of the Educational Sciences, and b) to examine their differences according to gender and academic achievement. METHOD. The research involved 330 university students. The New Active Procrastination Scale was applied to obtain the profiles of the construct. A hierarchical Cluster analysis was performed with scale factors, a chi-square analysis crossing the Clusters and gender, and an univariate analysis of ANOVA variances with academic performance. RESULTS. The results showed: a) the existence of four profiles among the students, named Active Procrastination, Passive Procrastination, Moderate Active Procrastination and Non-Procrastination; b) women had a non-procrastination profile to a greater extent than men; c) students with active procrastination and non procrastination profiles presented an academic performance significantly superior to the performance of students with passive procrastination. DISCUSSION. On the one hand, according to the analyzed construct, students who present active procrastination have the ability to delay their academic tasks in order to achieve higher performance as they are accustomed to working under pressure and managing work time. And on the other hand, those who present passive procrastination must be the object of intervention programs at the university in order to learn to organize themselves in their studies and overcome their failures of self-regulation.

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