Procrastinación y ansiedad rasgo en estudiantes universitarios / Procrastination and trait anxiety in college students / Procrastinação e ansiedade-traço em estudantes universitários

Muchos universitarios no logran completar sus tareas escolares en el tiempo designado y optan por aplazar su realización. Esta conducta puede producir ansiedad e influir en su desempeño y responsabilidad académica. Objetivo: Determinar si existe relación entre la procrastinación y la ansiedad rasgo en estudiantes de primer año de la carrera de psicología de la Universidad Privada Inca Garcilaso de la Vega, en Perú. Materiales y Métodos: La investigación se desarrolló bajo un enfoque cuantitativo, de tipo no experimental, transeccional y correlacional. La muestra estuvo conformada por los 47 educandos inscritos en este año académico de esta carrera. Se recolectó la información mediante el cuestionario sobre la escala de procrastinación académica de Solomon y Rothblum; así como el de Inventario de la Ansiedad Rasgo-Estado propuesto por Spielberger y Díaz. Resultados: El 63.8 % y el 48.9 % de los alumnos tienen nivel medio de procrastinación y ansiedad rasgo respectivamente. Además, se determinó una correlación positiva débil (r=,111) donde (p>0,05), lo cual no es estadísticamente significativa. Conclusiones: No existe relación entre la procrastinación y ansiedad rasgo en este grupo de alumnos.

Many university students are unable to complete their schoolwork in the designated time and choose to postpone doing it. This behavior can cause anxiety and influence their academic performance and responsibility. Objective: Determine if there is a relationship between procrastination and trait anxiety in first-year psychology students at the Inca Garcilaso de la Vega Private University, in Peru. Materials and Methods: The research was developed under a quantitative, non-experimental, transectional and correlational approach. The sample was made up of the 47 students enrolled in this academic year of this career. The information was collected using the Solomon and Rothblum academic procrastination scale questionnaire; as well as the State-Trait Anxiety Inventory proposed by Spielberger and Díaz. Results: 63.8% and 48.9% of the students have a medium level of procrastination and trait anxiety respectively. Furthermore, a weak positive correlation was determined (r=.111) where (p>0.05), which is not statistically significant. Conclusions: There is no relationship between procrastination and trait anxiety in this group of students.

Muitos estudantes universitários não conseguem concluir os trabalhos escolares no prazo designado e optam por adiá-los. Esse comportamento pode causar ansiedade e influenciar seu desempenho e responsabilidade acadêmica. Objetivo: Determinar se existe relação entre procrastinação e ansiedade-traço em estudantes do primeiro ano de psicologia da Universidade Privada Inca Garcilaso de la Vega, no Peru. Materiais e Métodos: A pesquisa foi desenvolvida sob abordagem quantitativa, não experimental, transecional e correlacional. A amostra foi constituída pelos 47 alunos matriculados neste ano letivo desta carreira. As informações foram coletadas por meio do questionário da escala de procrastinação acadêmica de Solomon e Rothblum; bem como o Inventário de Ansiedade Traço-Estado proposto por Spielberger e Díaz. Resultados: 63,8% e 48,9% dos estudantes apresentam nível médio de procrastinação e ansiedade-traço respectivamente. Além disso, foi determinada uma correlação positiva fraca (r=0,111) onde (p>0,05), o que não é estatisticamente significativo. Conclusões: Não existe relação entre procrastinação e ansiedade-traço neste grupo de estudantes.

Ansiedad frente a exámenes, un tipo de ansiedad fóbica que se presenta en el contexto académico / Test anxiety, a type of phobic anxiety that occurs in the academic context

Experimentar ansiedad frente a exámenes desencadena una respuesta emocional acompañada de cambios fisiológicos que el estudiante siente ante una situación percibida como amenazante, específicamente ante una evaluación, examen escrito u oral; actualmente, se la cataloga dentro de las fobias específicas. El individuo que busca evitar o eludir dicho escenario cae en la conducta de procrastinación. Esto afecta su rendimiento académico y acarrea consecuencias graves de salud mental, el estudiante comienza a percibirse afectado en su autovalia, autoestima y en su ambiente social, que muchas veces lo lleva a contraer trastorno depresivo e ideación suicida. El presente artículo es un estudio de revisión bibliográfica y su objetivo fue describir la experiencia de la. ansiedad frente a exámenes como fobia específica situacional, las consecuencias de dicho padecimiento, su comorbilidad con otros trastornos psicológicos y los tratamientos disponibles. Fueron analizados y comparados unos 26 artículos científicos, basados en ensayos controlados de manera aleatoria, otros son estudios controlados de caso único, publicados en importantes revistas electrónicas de impacto. La búsqueda se realizó utilizando las palabras clave. Como conclusión, se destacó la importancia del conocimiento de esta patología, a fin de realizar un diagnóstico precoz y prevención en psicoterapia, evitando así un mayor deterioro en la salud mental de los estudiantes. No obstante, es necesaria la realización de más investigación controlada al respecto.

Experiencing test anxiety triggers an emotional response accompanied by physiological changes that the student feels in a situation perceived as threatening, specifically in the face of an evaluation, written or oral exam; Currently, it is classified as a specific phobia. The individual who seeks to avoid or avoid this scenario falls into procrastination behavior. This affects their academic performance and has serious mental health consequences. The student begins to feel affected in his or her self-worth, self-esteem, and social environment, which often leads him or her to contract a depressive disorder and suicidal ideation. This article is a bibliographic review study regarding experiencing test anxiety as a situational specific phobia, the consequences of said condition, its comorbidity with other psychological disorders and the available treatments. Some 26 scientific articles were analyzed and compared, based on randomized controlled trials, others are controlled single case studies, published in important impact electronic journals. The search was carried out using keywords. In conclusion, the importance of knowledge of this pathology was highlighted, in order to make an early diagnosis and prevention in psychotherapy, thus avoiding further deterioration in the mental health of students. However, more controlled research is needed in this regard.

Relationship between insecure attachment and procrastination in college students： path analysis of mindfulness and self-control / 四川精神卫生

BackgroundPrevention and intervention of procrastination in college students are of great practical significance， and studies have illustrated a pairwise correlation among mindfulness， self-control， insecure attachment and procrastination， whereas the mechanism by which insecure attachment leads to procrastination remains unclear， and the related mediation path is quite understudied. ObjectiveTo investigate the effect of insecure attachment on procrastination among college students and the pathway of mindfulness and self-control， so as to inform the design of interventions for procrastination among college students. MethodsRandom and cluster sampling method were utilized to enroll 514 college students from 4 colleges in Guangdong Province From February to April 2023. Subjects were assessed using Irrational Procrastination Scale （IPS）， Adult Attachment Scale （AAS）， Mindful Attention Awareness Scale （MAAS） and Brief Self-Control Scale （BSCS）. Pearson correlation analysis were adopted to identify the correlation among above scales， and the mediation effect was examined via Bootstrap procedure. ResultsAAS score was positively correlated with IPS score （r=0.382， P<0.01）， and negatively correlated with MAAS and BSCS scores （r=-0.242， -0.353， P<0.01）. IPS score was negatively correlated with MAAS and BSCS scores （r=-0.314， -0.682， P<0.01）. MAAS score was positively correlated with BSCS score （r=0.439， P<0.01）. Insecure attachment positively predicted procrastination （β=0.377， P<0.01）， and the prediction of procrastination by insecure attachment was mediated by self-control， with an indirect effect value of 0.163 （95% CI： 0.105~0.223）， accounting for 43.24% of the total effect value. The mindfulness and self-control exerted a chained mediation effect on the relationship between insecure attachment and procrastination， and the indirect effect value was 0.056 （95% CI： 0.028~0.089）， accounting for 14.85% of the total effect value. ConclusionInsecure attachment can influence procrastination among college students both directly and indirectly through the single mediation of self-control or the chained mediation of mindfulness and self-control. ［Funded by 2023 National College Student Innovation and Entrepreneurship Training Program （number， 202310570023）］

Reliability and validity of general procrastination scale in the application of middle school students / 中华行为医学与脑科学杂志

Objective:To test the reliability and validity of the general procrastination scale (GPS) in the application of middle school students.Methods:The Chinese version of GPS, the irrational procrastination scale(IPS), and the Maslach burnout inventory(MBI) were utilized to survey 10 825 middle school students in Harbin City through stratified random sampling, and 4 498 students were retested after 4 weeks. Statistical analysis was performed using SPSS 27.0 and Mplus 8.0.Results:The entries were well differentiated.Exploratory and confirmatory factor analysis indicated that GPS was composed of two factors, including active avoidance and lack of planning.The model fit was good (CFI=0.914, TLI=0.901, RMSEA=0.069, SRMR=0.072). GPS was positively correlated with the total scores of IPS and MBI ( r=0.753, 0.677, both P<0.001). The Cronbach's α coefficient of GPS was 0.864, the folded half reliability was 0.870, and the retest reliability after 4 weeks was 0.756. Conclusion:The GPS has good reliability and validity among middle school students, which provides a standard for measuring the procrastination level of middle school students and carrying out related research.

Motivación Intrínseca y Perspectiva Temporal de Universitarios del Noroeste de México / Intrinsic Motivation and Temporal Perspective of University Students in Northwestern Mexico

Resumen Se buscó identificar el perfil de motivación intrínseca (MI) y su relación con la perspectiva temporal en estudiantes universitarios del noroeste de México. En una muestra no probabilística por conveniencia de 553 estudiantes, se puso a prueba un modelo de motivación intrínseca, autoeficacia, orientación al logro, percepción escolar, morosidad y orientaciones temporales (pasado, presente y futuro). Se conformó un modelo estructural de MI que posee bondad de ajuste práctica adecuada. El modelo explica 48% de la variabilidad de la motivación intrínseca; destaca el efecto positivo de la orientación al logro (peso estructural=.65*) y el efecto negativo e indirecto (a través de la autoeficacia) de la morosidad (peso estructural=-.53*) sobre la MI. Y un efecto positivo de las orientaciones temporales (pasado negativo, presente hedonista y presente fatalista) sobre la morosidad (peso estructural=.54*). El estudio ofrece información sobre los aspectos que deben ser desarrollados en los estudiantes universitarios en relación con la motivación intrínseca.

Abstract The purpose of this study was to identify the intrinsic motivation (IM) profile and its relationship with time perspective in a non-probabilistic convenience sample of 553 students university students from a northwestern region in Mexico. Structural equation models were fitted for intrinsic motivation, with self-efficacy, achievement orientation, school perception, procrastination and temporal orientations (past, present and future) as direct and indirect predictors. A structural model of IM was formed that has adequate practical goodness-of-fit. The overall model explained 48% of the variance for intrinsic motivation. Achievement orientation was positively associated (structural weight =.65*) with intrinsic motivation while procrastination was negatively and indirectly (through self-efficacy) related (structural weight =.53*) to IM. Temporal orientations (negative past, hedonistic present and fatalistic present) were positively related to procrastination (structural weight =.54*). This study provides information regarding important predictors of intrinsic motivation that can be targeted among university students.

ACADEMIC PROCRASTINATION AMONG UNIVERSITY STUDENTS: A SIGNIFICANT ISSUE FOR CONSIDERATION

In our daily lives, we have to perform multiple tasks in different areas. This leads people to two paths: carrying out the task as soon as possible or postponing it; the latter being part of the tendency to delay the start or completion of a task. This act also known as procrastination. procrastination is the characteristic or behavioural propensity to put off or delay completing a task or making decisions. Procrastination behavior is very common and a serious problem in the era we live in. Academic procrastination appears to be common in academic environments as students frequently put off their obligations without good reason and submit their work right up until the deadline. All levels of kids are impacted, and it may lead to major problems including declining grades and decreased wellbeing. The notion of academic procrastination, reasons why it occurs, negative effects of academic procrastination and several methods for dealing with it are all discussed in this article. It is suggested that some programs should be devised and executed to teach task-oriented coping strategies to students. For this one should reflect on the reasons why you procrastinate, your habits and thoughts that lead to procrastinating

Las relaciones de la regulación de las emociones con la procastinación, la satisfacción con la vida y la resistencia al malestar

Introducción: La regulación de las emociones implica la modulación de las experiencias de las emociones para facilitar la consecución de los objetivos, por el contrario, las dificultades emocionales son un patrón de experiencias y/o expresiones emocionales que interfieren con el comportamiento dirigido a objetivos. Objetivos: Nuestro objetivo fue determinar la relación entre las dificultades en la regulación emocional con la postergación, la satisfacción con la vida y la resiliencia a la angustia. Método: La muestra consistió en 366 personas de la población general, con una media de edad de 33 años (DE=15) y un 62.1% de mujeres. Resultados: La postergación se relaciona positivamente con las seis estrategias de dificultades en la regulación de las emociones y el afecto negativo (AN), y negativamente con el afecto positivo (AP), la satisfacción con la vida y la resistencia a la angustia. La satisfacción con la vida y la resistencia a la angustia se relacionan negativamente con las estrategias de regulación identificadas y con el afecto negativo, y positivamente con el afecto positivo. La postergación, una vez controlado el AN y el AP se predice por la falta de claridad y la falta de objetivos. La satisfacción con la vida y la resistencia a la angustia son predichas por menos falta de estrategias. Conclusiones: Se concluye que de las variables sociodemográficas solo la edad es relevante en la postergación, dado que las personas menores de 21 años puntúan más elevado en este constructo. La postergación se relaciona positivamente con las seis dimensiones de las dificultades en la regulación de las emociones, en las que es predicha por la falta de objetivos y la falta de claridad, sin embargo, la satisfacción con la vida y la resistencia al malestar por menos falta de estrategias.

Background: Emotion regulation involves the modulation of emotional experiences to facilitate goal attainment. Conversely, emotional difficulties are a pattern of emotional experiences and expressions that interfere with goal-directed behavior. Objectives: Our aim was to determine the relationship between emotional regulation difficulties with procrastination, life satisfaction, and resilience to distress. Methods: The sample consisted of 366 individuals from the general population, with a mean age of 33 years (SD=15) and 62.1% female. Results: Procrastination was positively related to the six emotional distress regulation strategies and negative affect (NA), and negatively related to positive affect (PA). Life satisfaction and distress endurance are negatively related to the identified regulation strategies and NA, and positively related to PA. Procrastination, once NA and PA are controlled is predicted by lack of clarity and lack of goals. Satisfaction with life and resistance to distress are predicted by less lack of strategies. Conclusions: It is concluded that of the sociodemographic variables only age is relevant to procrastination, given that people younger than 21 years score higher on this construct. Procrastination is positively related to the six dimensions of difficulties in emotion regulation, where it is predicted by lack of goals and lack of clarity, however, satisfaction with life and resistance to discomfort by less lack of strategies.

Relationships of emotion regulation to procrastination, life satisfaction and resilience to discomfort / Las relaciones de la regulación de las emociones con la procastinación, la satisfacción con la vida y la resistencia al malestar

Background: Emotion regulation involves the modulation of emotional experiences to facilitate goal attainment. Conversely, emotional difficulties are a pattern of emotional experiences and expressions that interfere with goal-directed behavior. Objectives: Our aim was to determine the relationship between emotional regulation difficulties with procrastination, life satisfaction, and resilience to distress. Methods: The sample consisted of 366 individuals from the general population, with a mean age of 33 years (SD=15) and 62.1% female. Results: Procrastination was positively related to the six emotional distress regulation strategies and negative affect (NA), and negatively related to positive affect (PA). Life satisfaction and distress endurance are negatively related to the identified regulation strategies and NA, and positively related to PA. Procrastination, once NA and PA are controlled is predicted by lack of clarity and lack of goals. Satisfaction with life and resistance to distress are predicted by less lack of strategies. Conclusions: It is concluded that of the sociodemographic variables only age is relevant to procrastination, given that people younger than 21 years score higher on this construct. Procrastination is positively related to the six dimensions of difficulties in emotion regulation, where it is predicted by lack of goals and lack of clarity, however, satisfaction with life and resistance to discomfort by less lack of strategies.

Introducción: La regulación de las emociones implica la modulación de las experiencias de las emociones para facilitar la consecución de los objetivos, por el contrario, las dificultades emocionales son un patrón de experiencias y/o expresiones emocionales que interfieren con el comportamiento dirigido a objetivos. Objetivos: Nuestro objetivo fue determinar la relación entre las dificultades en la regulación emocional con la postergación, la satisfacción con la vida y la resiliencia a la angustia. Método: La muestra consistió en 366 personas de la población general, con una media de edad de 33 años (DE=15) y un 62.1% de mujeres. Resultados: La postergación se relaciona positivamente con las seis estrategias de dificultades en la regulación de las emociones y el afecto negativo (AN), y negativamente con el afecto positivo (AP), la satisfacción con la vida y la resistencia a la angustia. La satisfacción con la vida y la resistencia a la angustia se relacionan negativamente con las estrategias de regulación identificadas y con el afecto negativo, y positivamente con el afecto positivo. La postergación, una vez controlado el AN y el AP se predice por la falta de claridad y la falta de objetivos. La satisfacción con la vida y la resistencia a la angustia son predichas por menos falta de estrategias. Conclusiones: Se concluye que de las variables sociodemográficas solo la edad es relevante en la postergación, dado que las personas menores de 21 años puntúan más elevado en este constructo. La postergación se relaciona positivamente con las seis dimensiones de las dificultades en la regulación de las emociones, en las que es predicha por la falta de objetivos y la falta de claridad, sin embargo, la satisfacción con la vida y la resistencia al malestar por menos falta de estrategias.

Relationship among daytime sleepiness,bedtime procrastination and sleep quality in college students / 中国心理卫生杂志

Objective:To investigate the relationship between bedtime procrastination and daytime sleepiness in college students,and to explore the mediating effect of sleep quality and the moderating effect of gender in the a-bove-mentioned relationship.Methods:A total of 2 823 college students(808 males,2 015 females)from two uni-versities were selected.They were assessed with the Bedtime Procrastination Scale(BPS),Epworth Sleeping Scale(ESS,ESS score≥11 indicated daytime sleepiness)and Pittsburgh Sleep Quality Index(PSQI).Process model 4 was used to test the mediating effect of sleep quality and model 14 was used to test the moderating effect of gender.Results:There were 1 214(43.0％)college students suffering from daytime sleepiness.The scores of ESS in college students were positively associated with the BPS scores(β=0.16).The total scores of PSQI partially mediated the effect of BPS scores on college students'ESS scores,and the value of mediating effect was 39.9％.The association between PSQI scores and ESS scores was moderated by gender(β=-0.13).Conclusion:Daytime sleepiness is associated with bedtime procrastination and sleep quality in college students,and the association be-tween sleep quality and daytime sleepiness is moderated by gender.

Relationship between workplace procrastination and illegitimate tasks in kindergarten teachers / 中国心理卫生杂志

Objective:To explore the relationship between workplace procrastination and illegitimate tasks in-kindergarten teachersand the role of work disengagement and coworker support in their relationship.Methods:A to-tal of 245 kindergarten teachers were selected from 3 cities in Zhejiang Province.They were assessed with the Workplace Procrastination Scale(WPS),Bern Illegitimate Tasks Scale(BITS),Work Disengagement Scale(WDS),Colleague Support Scale(CSS).The models were tested by using Process macro for SPSS,and non-para-metric percentile bootstrap method was used to analyze the mediating effect and moderating effect.Results:There were significant differences in the total scores of workplace procrastination among kindergarten teachers in different marital status,age,teaching age,education level,teaching gradeand kindergarten level(Ps＜0.05).Work disengage-ment played a significant mediating role between workplace procrastination and illegitimate tasks(indirect effect=0.26,95％CI:0.16-0.37).Coworker support played a significant moderating role in the impact of illegitimate tasks on work disengagement(simple slope=0.72,0.39;P＜0.001).Conclusion:It suggests that workplace pro-crastination is related to illegitimate tasksin kindergarten teachers.Work disengagement plays a mediating role in their relationship,and coworker support plays a moderating role in the first half of this mediating role.

Relationship between perceived teacher support and academic procrastination among high school students: a chain mediating effect of future orientation and academic engagement / 中华行为医学与脑科学杂志

Objective:To explore the chain mediating effect of future orientation and academic engagement between perceived teacher support and academic procrastination in high school students.Methods:From December 2021 to February 2022, a survey was conducted on 550 high school students by the perceived teacher support questionnaire, the adolescent future orientation scale, the academic engagement scale, and the general procrastination scale-for student populations (GPS). Data were entered by EpiData 3.1 software, and SPSS 26.0 software was used to process and analyze the data by one-way ANOVA, Pearson correlation analysis and Bootstrap method test.Results:The scores of perceived teacher support, future orientation, academic engagement and academic procrastination were (3.77±0.80), (3.22±0.48), (68.11±18.08) and (52.32±11.78) respectively.The results of correlation analysis showed that academic procrastination was negatively correlated with perceived teacher support, future orientation and academic engagement ( r=-0.32, -0.38, -0.49, all P<0.01), while perceived teacher support was positively correlated with future orientation and academic engagement ( r=0.40, 0.43, both P<0.01). Future orientation was positively correlated with academic engagement ( r=0.56, P<0.01). The mediating effect analysis showed that perceived teacher support had a significant direct effect on academic procrastination (effect value: -0.10, 95% CI =-0.19--0.02), accounting for 32.26% of the total effect.The mediating effect between perceived teacher support and academic procrastination was found between future orientation and academic engagement (effect value: -0.05, 95% CI =-0.09- -0.02; effect values: -0.09, 95% CI=-0.15--0.05), accounting for 16.13% and 29.03% of the total effect respectively.Future orientation and academic engagement had a chain mediating effect between perceived teacher support and academic procrastination (effect value: -0.07, 95% CI=-0.10--0.04), accounting for 22.58% of the total effect. Conclusion:Perceived teacher support can influence academic procrastination, not only through the direct path, but also through the indirect path of future orientation and academic engagement, as well as chain mediating path between these two variables.

Relationship between future time insight and academic procrastination among secondary vocational students： the mediating role of self-control / 四川精神卫生

ObjectiveTo explore the influence of future time insight on academic procrastination and the role of self-control among secondary vocational students， and to provide references for mental health education of them. MethodsA total of 1 419 secondary vocational students from 2 secondary vocational schools in Huangshan City Anhui Province were selected as the research objects in June 2022. The future time insight questionnaire for adolescents， the academic procrastination questionnaire for middle school students and the Self-Control Scale （SCS） were used to assess the future time insight， academic procrastination and self-control ability of secondary vocational students. The mediating effect test of PROCESS was used to analyze the mediating role of self-control between future time insight and academic procrastination. Results①There was a positive correlation between the future time insight questionnaire for adolescents score， the SCS score and the academic procrastination questionnaire of middle school students score （r=0.558， 0.470， P<0.01）. ②Both future time insight and self-control could positively predict academic procrastination （β=0.463， 0.218， P<0.01）， while future time insight could positively predict self-control （β=0.348， P<0.01）. ③Self-control partially mediated the relationship between future time insight and academic procrastination ［indirect effect=0.076 （95% CI： 0.052~0.101， P<0.01）， and the indirect effect accounted for 16.41% of the total effect］. ConclusionThe future time insight of secondary vocational students can affect academic procrastination directly or indirectly through self-control， which partially mediates the relationship between future time insight and academic procrastination.

The relationship between self-control and obsessive-compulsive symptoms: the chain mediating effect of procrastination and anxiety / 中华行为医学与脑科学杂志

Objective:To investigate the relationship between self-control and obsessive-compulsive symptoms(OCS), and the mediating role of procrastination and anxiety in this relation.Methods:Totally 6 367 Chinese college students were recruited to complete the Chinese version of the self-control scale, the Aitken procrastination inventory, and the symptom checklist-90.Descriptive analysis and Pearson correlation were carried out using SPSS 23.0.Mplus 7.4 was used to test the model fit.The mediating effects were tested using the Bootstrap method.Results:Pearson correlation analysis showed that there were significant correlations among self-control, procrastination, anxiety, and obsessive-compulsive symptoms ( r=-0.71-0.78, P<0.01). Mediation modeling analysis showed that the total indirect effect of self-control on OCS was -0.303, accounting for 63.13% of the total effect.The mediating effect of procrastination between self-control and OCS was -0.045, accounting for 9.38% of the total effect.The mediating effect of anxiety between self-control and OCS was -0.239, accounting for 49.79% of the total effect.Moreover, the chain mediating effect of procrastination and anxiety between self-control and OCS was also significant, with an effect value of -0.019, accounting for 3.96% of the total effect. Conclusion:Self-control can negatively predict OCS, procrastination and anxiety play a chain mediating role in the effect of self-control on OCS.

Analyzing the impact of emotional intelligence and psychological resilience on academic procrastination among undergraduate nursing students in Hebei Province / 中国职业医学

{L-End}Objective To investigate the current status of academic procrastination, psychological resilience, and emotional intelligence among undergraduate nursing students in Hebei Province. {L-End}Methods A total of 2 121 undergraduate nursing students from seven medical universities in Hebei Province were selected as the research subjects using a convenient sampling method. The Academic Procrastination Scale, Psychological Resilience Scale, and Emotional Intelligence Scale were used to investigate their academic procrastination, psychological resilience, and emotional intelligence. {L-End}Results The median score for academic procrastination among undergraduate nursing students was 62.5 points. The scores for psychological resilience and emotional intelligence were (79.9±10.1) and (100.7±11.6) points, respectively. The results of the multiple logistic regression analysis showed that students from urban areas experienced more severe academic procrastination than those from rural areas (P<0.05). Students with indifferent family relationships experienced more severe academic procrastination than those with close family relationships (P<0.05). Higher grade levels, lower scores in psychological resilience, and lower scores in emotional intelligence were associated with more severe academic procrastination among these nursing students (all P<0.05). {L-End}Conclusion The overall degree of academic procrastination among undergraduate nursing students in Hebei Province is at a moderate level. The level of psychological resilience and emotional intelligence can negatively affect the degree of academic procrastination among these undergraduate nursing students.

Impacto sanitario económico de dos modelos de provisión de prótesis desde un sistema público de salud / Financial and health impact of two models of providing prostheses in a public health system / Impacto econômico e sanitário de dois modelos de fornecimento de próteses em um sistema público de saúde

RESUMEN Objetivo. Comparar los resultados sanitarios y económicos de dos sistemas de adquisición de prótesis: un sistema tradicional en el cual la compra se inicia al solicitar el insumo versus un modelo de insumos en existencia denominado Banco de Prótesis. Métodos. Estudio descriptivo-analítico, en usuarios del Ministerio de Salud de la provincia de Buenos Aires, Argentina. Los pacientes pertenecían a dos grupos de estudio 1) prótesis provistas por vía tradicional del Sistema Informático para Adquisición y Contrataciones Hospitalarias (SIPACH); 2) prótesis provistas por Banco de Prótesis (BDP). Se limitó el análisis a prótesis endovasculares del tipo stent coronario y prótesis de cadera. Se utilizaron bases de datos oficiales gubernamentales. El periodo de estudio comprendió del 01/01/2018 hasta el 31/10/2022. Las variables analizadas fueron: edad, sexo, diagnóstico, hospital, tipo de implante o prótesis; fecha solicitud; fecha adquisición; precio unitario, costos directos e indirectos; costos promedio de la internación diaria, costo-efectividad e impacto presupuestario. Resultados. Se analizaron 4 106 solicitudes. En el sistema tradicional, 13,5% de los pacientes no consiguieron sus prótesis, hubo 50 días más de demora que con BDP, y los costos totales fueron superiores en SIPACH (stent coronarios +463%, prótesis de cadera +133%). El BDP ahorró US$ 3,2 millones anuales y evitó 22 muertes con la provisión temprana de prótesis endovasculares. Conclusiones. El BDP demostró superioridad al modelo tradicional de provisión de prótesis tanto en términos sanitarios, por lograr mayor acceso, acortar tiempos de espera y evitar muertes; como económicos, por reducir significativamente los precios unitarios y globales, logrando un notable ahorro en los presupuestos asignados.

ABSTRACT Objective. Compare the health outcomes and financial outcomes of two systems for the procurement of prostheses: the traditional system, in which procurement is initiated when a product is requested; and the "Prosthesis Bank" model, based on a current inventory of supplies. Methods. Descriptive-analytical study of users of Ministry of Health services in the province of Buenos Aires, Argentina. The patients belonged to two study groups: 1) prostheses were provided through the traditional computerized system for hospital procurement and contracting, known as SIPACH; and 2) prostheses were provided by the Prosthesis Bank. The study was limited to endovascular prostheses (coronary stents) and hip prostheses. Official government databases were used. The study period was from 01/01/2018 to 31/10/2022. The variables analyzed were: age, sex, diagnosis, hospital, type of implant or prosthesis, date of request, date received, unit price, direct and indirect costs, average cost of daily hospitalization, cost-effectiveness, and budgetary impact. Results. A total of 4 106 applications were analyzed. In the traditional system: 13.5% of patients did not get their prostheses; it took 50 days longer than with the Prosthesis Bank; and total costs were higher in SIPACH (coronary stent, +463%; hip prosthesis, +133%). The Prosthesis Bank saved USD 3.2 million annually and prevented 22 deaths through early provision of endovascular prostheses. Conclusions. The Prosthesis Bank proved to be superior to the traditional model for providing prostheses, both in terms of health—by achieving better access, shortening waiting times, and avoiding deaths—and financially—by significantly reducing unit and overall prices, achieving significant savings in allocated budgets.

RESUMO Objetivo. Comparar os resultados econômicos e sanitários de dois sistemas de aquisição de próteses: um sistema tradicional, no qual a compra é iniciada mediante solicitação, e um modelo em estoque chamado Banco de Próteses (BDP). Métodos. Estudo descritivo-analítico com usuários do Ministério da Saúde da província de Buenos Aires, Argentina. Os pacientes pertenciam a dois grupos de estudo: 1) próteses fornecidas pelo método tradicional do Sistema Informatizado de Aquisição e Contratações Hospitalares (SIPACH); e 2) próteses fornecidas pelo BDP. A análise se restringiu a próteses endovasculares do tipo stent coronariano e próteses de quadril. Foram utilizados bases de dados oficiais do governo. O período do estudo foi de 01/01/2018 a 31/10/2022. As variáveis analisadas foram: idade, sexo, diagnóstico, hospital, tipo de implante ou prótese; data de solicitação; data de aquisição; preço unitário, custos diretos e indiretos; custo médio diário de internação, relação custo-efetividade e impacto orçamentário. Resultados. Foram analisadas 4 106 solicitações. No sistema tradicional, 13,5% dos pacientes não receberam as próteses e houve 50 dias a mais de espera do que pelo BDP. Além disso, os custos totais foram maiores no SIPACH (+463% no caso dos stents coronários e +133% para as próteses de quadril). O BDP economizou US$ 3,2 milhões ao ano e evitou 22 mortes com o fornecimento precoce de próteses endovasculares. Conclusões. O BDP demonstrou superioridade em relação ao modelo tradicional de fornecimento de próteses, tanto em termos sanitários, ao oferecer maior acesso, diminuir o tempo de espera e evitar mortes, quanto em termos econômicos, ao reduzir significativamente os preços unitários e totais, gerando economias significativas nos orçamentos alocados.

Neuro-psicopatología y procrastinación

Introducción: La procrastinación es un fenómeno omnipresente, polifacético y problemático. Abordaremos el mejor conocimiento científico publicado al respecto, que es limitado y de calidad más bien reducida. Método: Para este estudio original de revisión, se han examinado de forma no sistemática varias importantes bases de datos bibliométricas, sin pretensiones de exhaustividad. La metodología en muchas de las investigaciones consultadas es deficiente. Se ha pretendido que el resultado obtenido de las fuentes primarias fuera sintético, y se han evitado las más especulativas. Resultados: En relación con la clínica neuro-psicopatológica, internalizar la conducta se relaciona con el neuroticismo, y externalizarla con la impulsividad. La procrastinación aumenta con la afectividad negativa y, a menudo, ocurre en ciertos trastornos mentales en los que suele constituir una forma permanente de comportamiento. Pocos estudios han investigado los correlatos neurales de la procrastinación. Esta puede ser, además de voluntaria, consecuencia indirecta de rasgos perfeccionistas de la personalidad, entre otros. En general, la mejora de las habilidades para regular las emociones probablemente sea muy eficaz para reducir el comportamiento procrastinador. En relación con el sueño nocturno, su postergación habitual parece relacionada también con las características de la personalidad. Conclusiones: Se plantea por el autor la hipótesis de que cualquier intervención específica, sea o no sanitaria, que mejore la concienciación de la propia tendencia pasiva procrastinadora propiciará su reducción. Pero si se buscara influir específicamente sobre la salud mental del sujeto, la intervención tendrá que practicarse exclusiva o preferentemente por facultativos clínicos adecuados.

Introduction: Procrastination is a ubiquitous, multifaceted and problematic phenomenon. This paper will address the best scientific understanding published on this subject, although it is limited and of poor quality. Method: For this original revision study, we have examined various relevant bibliometric databases in a non-systematic way and with no claim to being comprehensive. The methodology used in much of the research consulted is quite deficient. Our objective has been to provide synthetic results from primary sources and have therefore avoided the most speculative ones. Results: With regard to the neuropsychopathological clinical features of procrastination, internalizing this behaviour is related to neuroticism, and externalizing it is linked to impulsivity. Procrastination increases with negative affectivity, and it often occurs in certain mental disorders, where it tends to constitute a permanent behaviour. Few studies have researched the neural correlations of procrastination. It can be can be voluntary and also an indirect consequence of perfectionist traits of personality, among others. In general, improving one's ability to regulate emotions might be very effective in reducing procrastinating behaviour. In relation to bedtime, its continued postponement seems to also be tied to personality traits. Conclusions: The author proposes the hypothesis that any specific intervention, whether medical or not, that improves awareness of one's own passive tendency to procrastinate will favour its reduction. However, if the intention is to influence somebody's mental health specifically, then the intervention should be conducted exclusively or preferably by properly qualified physicians.

Study Of Relationship Between Impulsiveness And Academic Procrastination Of School Students

The study was conducted to explore the relationship between impulsiveness and academic procrastination of school students.The study was conducted on 100 school students. Impulsiveness Scale adapted by the investigator (Ray and Sharma, 1988) and Academic Procrastination Scale adapted by the investigator (Kalia and Yadav, 2013) was used for data collection. Results indicated that significant variance in impulsiveness was not found among school students belonging to different categories. The school students having more academic procrastination were more impulsiveness as compared to school students who have low level of academic procrastination. There was significant relationship between impulsiveness and academic-procrastination of school students.

Estrés académico, procrastinación y usos del Internet en universitarios durante la pandemia por covid-19 / Academic Stress, Procrastination, and Internet Uses Among College Students During the covid-19 Pandemic / Estresse acadêmico, procrastinação e uso da Internet em estudantes universitários durante a pandemia de covid-19

La pandemia por covid-19 repercutió en las prácticas educativas y convirtió a las tecnologías de la información y la comunicación ­sobre todo Internet­ en medios indispensables para continuar con las actividades académicas; pero a la par incrementaron el riesgo de que los estudiantes usen mal estas herramientas y con ello aparezcan fenómenos como la procrastinación. Por tanto, el objetivo fue analizar la relación entre el estrés académico, el uso problemático de Internet, la adicción a las redes sociales y la procrastinación académica. Materiales y métodos: estudio cuantitativo, no experimental, de corte transversal. Se utilizó el inventario sisco de estrés académico, el cupo para uso problemático de Internet, la smas-sf de adicción a redes sociales y la Escala de Procrastinación Académica. La muestra la conformaron 448 estudiantes universitarios mexicanos entre los 17 y los 34 años. Resultados: se hallaron diferencias significativas por sexo, en cuanto a las reacciones ante el estrés académico, y en la categoría de la autorregulación, donde los hombres indicaron una baja autorregulación. Por su parte, en la sub-muestra de mujeres se encontró una relación positiva y significativa entre el uso de las redes sociales y la procrastinación académica; mientras que, en los hombres, entre los problemas por el uso de las redes sociales y las reacciones psicológicas ante el estrés. Conclusión: el cambio de modalidad de estudio (de presencial a virtual) ha generado consecuencias en los universitarios, como estrés académico, procras-tinación y usos inadecuados de Internet.

The covid-19 pandemic has affected educational practices, turning the information and communication technologies and the Internet into essential means to continue academic activities while increasing the risk of students misusing these tools, favoring phenomena such as procrastination. This study aimed to analyze the relationship between academic stress, problematic Internet use, social media addiction, and academic procrastination. Materials and methods: In this quantitative, non-experimen-tal, and cross-sectional study, the sisco inventory for academic stress, cupi for problematic Internet use, smas-sf for addiction to social networks, and academic procrastination scale were used. The sample was made up of 448 Mexican university students aged 17­34 years. Results: Significant differences were found by sex in terms of reactions to academic stress and in the category of self-regulation, where men indicated low self-regulation. Moreover, a positive and significant relationship was found between the use of social networks and academic procrastination in women and the problems due to the use of social networks and psychological reactions to stress in men. Conclusion: The change from face-to-face to virtual modality has led to consequences such as academic stress, procrastination, and inappropriate use of the Internet among university students.

a pandemia do covid-19 impactou as práticas educacionais, tornando as Tecnologias da Informação e Comunicação (tic) e principalmente a Internet meios indispensáveis para a continuidade das atividades acadêmicas; mas ao mesmo tempo aumenta o risco de que os alunos façam mau uso dessas ferramentas e com isso apareçam fenômenos como a procrastinação. Portanto, o objetivo do presente estudo foi analisar a relação entre estresse acadêmico, uso problemático da Internet, vício em redes sociais e procrastinação acadêmica. Materiais e métodos: estudo quantitativo, não experimental e transversal. Foram utilizados o Inventário sisco de estresse acadêmico, o cupi para uso problemático da Internet, o smas-sf para vício em redes sociais e a escala de procrastinação acadêmica (epa). A amostra foi composta por 448 estudantes universitários mexicanos com idades entre 17 e 34 anos. Resultados: foram encontradas diferenças significativas em função do sexo nas reações ao estresse acadêmico e na catego-ria de auto-regulamentação, onde os homens indicaram baixa auto-regulamentação. Por outro lado, foi encontrada uma relação positiva e significativa, na subamostra de mulheres, entre o uso de redes sociais e procrastinação acadêmica, enquanto que para os homens houve relação positiva e significativa entre problemas devido ao uso de redes sociais e reações psicológicas ao estresse. Conclusão: a mudança da modalidade presencial para a virtual gerou consequências em universitários como estresse acadêmico, procrastinação e uso inadequado da Internet.

Study the Impact of Cramming in Medical Students

Aim:To reveal pre-exam cramming among pre-clinical medical students, what drives this practice, failure due to cramming and the problems and difficulties related to the act of cramming.Discussion:Cramming is common practice among struggling medical students. The prevalence of cramming is like an iceberg phenomenon. The act of stacking too many information just the night before an exam probably authorize the perpetrator to remember some information in the short term period and enable them to take in enough information for the exam. Along with this practice also comes sleep deprivation, mental and emotional disturbances and even substance abuse in order to achieve good marks and passing the exam. Unfortunately for some experts, cramming is not considered as learning. Procrastination and some other reason are believed to be the reason the culprit commits cramming. Conclusion:Cramming not only changes the behavior of the perpetrator, but also has an impact on his family, classmates, environment and future.

Adicción a redes sociales y procrastinación académica en universitarios de la selva peruana / Addiction to social networks and academic procrastination in university students in the Peruvian jungle

El abuso del uso de las redes sociales genera dificultades en los individuos para las relaciones interpersonales, laborales y académicas. Se desarrolló una investigación con el objetivo de determinar la relación entre adicción a redes sociales y la procrastinación académica en estudiantes de una universidad privada de la selva peruana, durante el segundo período académico de 2021. El diseño metodológico fue no experimental con alcance correlacional y corte transversal. La población estuvo compuesta por universitarios matriculados en el período académico 2021-II, a partir de la cual se seleccionaron 304 alumnos mediante muestreo no probabilístico por sujetos voluntarios. Los instrumentos aplicados fueron: el Cuestionario de Adicción a Redes Sociales y la Escala de Procrastinación Académica. El 78,6% de la muestra tenía edades entre 18 y 26 años y el 62,2% correspondió al sexo femenino. La mayoría estaba matriculada en la Facultad de Ciencias de la Salud (50%) y el 27,6% cursaban el cuarto año. La distribución de los datos no resultó normal (p<0,05). Los valores globales de adicción a redes sociales y procrastinación académica no se correlacionaron estadísticamente (p>0,05). En las dos variables: adicción a las redes sociales y procrastinación, además de sus correspondientes dimensiones, la mayoría de los estudiantes involucrados se catalogaron en el nivel medio. No existió correlación estadística entre las dos variables principales del estudio; sin embargo, sí existió en lo referente a la adicción a las redes sociales en relación con la autorregulación académica y la postergación de actividades

The abuse of the use of social networks generates difficulties in people for interpersonal, work, and academic relationships. This research aimed to determine the relationship between addiction to social networks and academic procrastination in students at a private university from the Peruvian jungle, during the second academic period of 2021. The methodological design was non-experimental with a correlational scope, and cross-sectional. The population was constitu-ted by university students enrolled in the academic period 2021-II. 304 students were selected through non-probabilistic sampling by volunteer subjects. The instruments applied were the Social Network Addiction Questionnaire and the Academic Procrastination Scale. 78.6% of the sample were between 18 and 26 years of age and 62.2% were female. Most of them were enro-lled in the Faculty of Health Sciences (50%) and 27.6% were in their fourth year. The data distri-bution was not normal (p<0.05). The global values of addiction to social networks and academic procrastination were not statistically correlated (p>0.05). In the two variables (addiction to social networks and procrastination), most of the students involved were classified in the medium level. There was no statistical correlation between the two main variables of the study; however, it did exist in relation to addiction to social networks in relation to academic self-regu-lation and the postponement of activities.