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

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

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

  2. 2 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Journal:
Bordón: Revista de pedagogía

ISSN: 0210-5934 2340-6577

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

Sustainable development goals

Abstract

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.

Bibliographic References

  • Ackerman, D. S. y Gross, B. L. (2005). My instructor made me do it: task characteristics of procrastination. Journal of Marketing Education, 27(1), 5-13. https://doi.org/10.1177/0273475304273842
  • Balkis, M. y Dure, 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. http://dx.doi.org/10.14204/ejrep.41.16042
  • Choi, J. N. y Moran, S. V. (2009). Why not procrastinate? Development and validation of a new active procrastination scale. The Journal of Social Psychology, 149(2), 195-212. https://doi.org/10.3200/SOCP.149.2.195-212
  • Chowdhury, S. F. y Pychyl, T. A. (2018). A critique of the construct validity of active procrastination. Personality and Individual Differences, 120, 7-12. https://doi.org/10.1016/j.paid.2017.08.016
  • Chu, A. H. y Choi, J. N. (2005). Rethinking procrastination: positive effects of “active” procrastination behavior on attitudes and performance. The Journal of Social Psychology, 145(3), 245-264. https://doi.org/10.3200/SOCP.145.3.245-264
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, Nueva Jersey: Erlbaum.
  • Corkin, D. M., Yu, L. y Lindt, S. F. (2011). Comparing active delay and procrastination from a self-regulated learning perspective. Learning and Individual Differences, 21(5), 602-606. https://doi.org/10.1016/j.lindif.2011.07.005
  • Ferrari, J. R. y Díaz-Morales, J. F. (2007). Perceptions of self-concept and self-presentation by procrastinators: further evidence. The Spanish Journal of Psychology, 10(1), 91-96. https://doi.org/10.1017/S113874160000634X
  • Ferrari, J. R., Johnson, J. L. y McCown, W. G. (1995). Procrastination research. En Procrastination and task avoidance (pp. 21-46). Boston, Massachusetts: Springer.
  • Garzón, A. y Gil, J. (2017). El papel de la procrastinación académica como factor de la deserción universitaria. Revista Complutense de Educación, 28(1), 307-324. https://doi.org/10.5209/rev_RCED.2017.v28.n1.49682
  • Grunschel, C., Patrzek, J. y Fries, S. (2013). Exploring reasons and consequences of academic procrastination: an interview study. European Journal of Psychology of Education, 28(3), 841-861. https://doi.org/10.1007/s10212-012-0143-4
  • Hensley, L. C. (2016). The draws and drawbacks of college students’ active procrastination. Journal of College Student Development, 57(4), 465-471. https://doi.org/10.1353/csd.2016.0045
  • Hicks, R. E. y Wu, F. M. Y. (2018). Psychological capital as mediator between adaptive perfectionism and academic procrastination. GSTF Journal of Psychology (JPsych), 2(1). https://doi.org/10.7603/s40-790-015-0006-y
  • International Test Commission (2010). International Test Commission guidelines for translating and adapting tests. http://www.intestcom.org
  • Khan, M. J., Arif, H., Noor, S. S. y Muneer, S. (2014). Academic procrastination among male and female university and college students. FWU Journal of Social Sciences, 8(2), 65. https://search.proquest.com/openview/130aa6e17a639fd57ec21adee0c9d13d/1?pq-origsite=gscholar&cbl=55194
  • Kim, S., Fernández, S. y Terrier, L. (2017). Procrastination, personality traits, and academic performance: when active and passive procrastination tell a different story. Personality and Individual Differences, 108, 154-157. https://doi.org/10.1016/j.paid.2016.12.021
  • Kono, Y., Uji, M. y Matsushima, E. (2015). Presenteeism among Japanese IT employees: personality, temperament and character, job strain and workplace support, and mental disturbance. Psychology, 6(15), 1971-1983. http://dx.doi.org/10.4236/psych.2015.615195
  • Liu, W., Pan, Y., Luo, X., Wang, L. y Pang, W. (2017). Active procrastination and creative ideation: the mediating role of creative self-efficacy. Personality and Individual Differences, 119, 227-229. http://doi.org/10.1016/j.paid.2017.07.033
  • Mandap, C. M. (2016). Examining the differences in procrastination tendencies among university students. International Journal of Education and Research, 4(4), 431-436. https://www.ijern.com/April-2016.php
  • Morris, P. E. y Fritz, C. O. (2015). Conscientiousness and procrastination predict academic coursework marks rather than examination performance. Learning and Individual Differences, 39, 193-198. http://nectar.northampton.ac.uk/9302/5/Morris20159302.pdf
  • Özer, B. U. (2011). A cross sectional study on procrastination: who procrastinates more? En International Conference on Education Research and Innovation, 18, 34-37. https://library.iated.org/publications/ICERI2011
  • Özer B. U., Demir, R. y 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
  • Park, S. W. y Sperling, R. A. (2012). Academic procrastinators and their self-regulation. Psychology, 3(1), 12-23. https://doi.org/10.4236/psych.2012.31003
  • Pychyl, T. A. y Sirois, F. M. (2016). Procrastination, emotion regulation, and well-being. En F. M. Sirois y T. A. Pychyl (eds.), Procrastination, health, and well-being (pp. 163-188). Nueva York: Elsevier.
  • Rachlin, H. (2000) Self-control as an abstraction of environmental feedback. The Science of Self-Control. Cambridge: Harvard University Press.
  • Rodarte-Luna, B. y Sherry, A. (2008). Sex differences in the relation between statistics anxiety and cognitive/learning strategies. Contemporary Educational Psychology, 33(2), 327-344. https://doi.org/10.1016/j.cedpsych.2007.03.002
  • Rothblum, E. D., Solomon, L. J. y Murakami, J. (1986). Affective, cognitive, and behavioral differences between high and low procrastinators. Journal of Counseling Psychology, 33(4), 387. http://doi.org/10.1037/0022-0167.33.4.387
  • Seo, E. H. (2013). A comparison of active and passive procrastination in relation to academic motivation. Social Behavior and Personality: An International Journal, 41(5), 777-786. https://doi.org/10.2224/sbp.2013.41.5.777
  • Solomon, L. J. y Rothblum, E. D. (1984). Academic procrastination: frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503.
  • Spada, M. M., Hiou, K. y Nikcevic, A. V. (2006). Metacognitions, emotions, and procrastination. Journal of Cognitive Psychotherapy, 20(3), 319. https://search.proquest.com/openview/2b0a5945bd9f95970fe3a7610cd088af/1?pq-origsite=gscholar&cbl=28723
  • Stainton, M., Lay, C. H. y Flett, G. L. (2000). Trait procrastinators and behavior/trait-specific cognitions. Journal of Social Behavior and Personality, 15(5), 297-312. https://search.proquest.com/openview/e2cfcf5014a0f92f97f37d2cbe5e7c7b/1?pq-origsite=gscholar&cbl=1819046
  • Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65. https://psycnet.apa.org/doiLanding?doi=10.1037%2F0033-2909.133.1.65
  • Steel, P. y Klingsieck, K. B. (2016). Academic procrastination: psychological antecedents revisited. Australian Psychologist, 51(1), 36-46. https://doi.org/10.1111/ap.1217
  • Visser, L., Korthagen, F. A. y 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 Psychology, 9, 808. http://doi.org/10.3389/fpsyg.2018.00808
  • Ward Jr, J. H. (1963). Hierarchical grouping to optimize an objective function. Journal of the American Statistical Association, 58(301), 236-244.
  • Wessel, J., Bradley, G. L. y Hood, M. (2019). Comparing effects of active and passive procrastination: a field study of behavioral delay. Personality and Individual Differences, 139, 152-157. https://doi.org/10.1016/j.paid.2018.11.020
  • Wolters, C. A., Won, S. y 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/10.2224/sbp.2013.41.5.777
  • Zhou, M. (2018). Gender differences in procrastination: the role of personality traits. Current Psychology, 1-9. https://link.springer.com/article/10.1007/s12144-018-9851-5
  • Zohar, A. H., Shimone, L. P. y Hen, M. (2019). Active and passive procrastination in terms of temperament and character. PeerJ, 7. http://doi.org/10.7717/peerj.6988