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

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.

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.

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 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.

Effect of the smartphone addiction on academic procrastination in medical undergraduate students during elementary course stage: the mediating role of the self-control / 中华医学教育探索杂志

Objective:To explore the mediating effect of self-control between smartphone addiction and academic procrastination in medical undergraduates.Methods:A total of 640 medical college undergraduates were selected by convenient sampling method. The self-designed general information questionnaire, smartphone addiction proneness scale (SAPS), brief self-control scale (BSCS) and procrastination assessment scale-students (PASS) were conducted among the students. SPSS 25.0 was used for descriptive statistical analysis, independent sample t test, one-way ANOVA and Pearson correlation analysis. Results:Correlation analysis showed that PASS scores were positively correlated with SAPS scores ( r=0.29, P<0.01), and negatively corrected with BSCS scores ( r=-0.26, P<0.01); the SAPS scores were negatively corrected with BSCS scores ( r=-0.33, P<0.01). Mediating effect analysis showed that the mediating role of self-control between smartphone addiction and academic procrastination were significant (effect size=0.13, 95%CI=0.03-0.26), and the mediating effect accounted for 38.24%. Conclusion:Self-control played partial mediating effect between smartphone addiction and academic procrastination in medical undergraduates. In order to improve the current situation of medical undergraduate's academic procrastination, medical college educators can intervene from the perspective of smartphone addiction and self-control.

Attitudes toward Learning English and Procrastination in Students from a Private Institution Specialized in Foreign Languages in the City of Lima-Peru / Actitudes hacia el Aprendizaje de Inglés y Procrastinación en Estudiantes de una Institución Privada Especializada en Idiomas Extranjeros en la Ciudad de Lima-Perú

Abstract The current study has as its objective to analyze the relationship between students' attitude towards learning English and the procrastinating behavior at the academic level. Attitudes strengthen people's motivation to learn a foreign language (Delfín, 2007), and procrastination, which involves unjustified delaying of activities, causes negative consequences in completing academic tasks postponement of responsibilities (Rodríguez & Clariana, 2017). The design was correlational, and the sample consisted of 55 students learning English. The instruments were the Attitudes towards English language learning questionnaire and the academic procrastination questionnaire. According to the results, evidence shows that there is a positive median relationship between the variables, leading us to conclude that despite having positive attitudes towards learning English, procrastinating behavior does not diminish. The results of this study could be utilized in bilingual programs, or those could also be utilized to implement curricula in language programs at schools or universities. The idea is that higher education institutions include, as mandatory, the instruction of English as a global language.

Resumen El objetivo del trabajo fue analizar la relación que existe entre la actitud de los estudiantes hacia el aprendizaje del inglés y la conducta de procrastinar. Las actitudes refuerzan la motivación de las personas para aprender un idioma extranjero (Delfín, 2007) y la procrastinación, la cual tiene que ver con el aplazo injustificado de actividades, y provoca repercusiones negativas en las tareas académicas (Rodríguez & Clariana, 2017). El diseño fue correlacional y la muestra fue de 55 estudiantes de inglés. Los instrumentos fueron el cuestionario de Actitudes hacia el aprendizaje del idioma inglés y el cuestionario de procrastinación académica. De acuerdo a los resultados se evidencia que existe relación positiva media entre las variables, con lo cual se concluye que, a pesar de tener actitudes positivas hacia el aprendizaje del inglés, la conducta de procrastinar no disminuye. Los resultados de este estudio podrían ser utilizados en programas bilingües o podrían también ser utilizados para implementar currículos de programas de idiomas en escuelas y universidades. La idea es que las instituciones de educación superior tengan como obligación la implementación del curso de inglés como idioma global.

Validação da estrutura fatorial da Escala de Procrastinação em estudantes universitários brasileiros

Resumo A procrastinação faz os estudantes universitários adiarem e atrasarem seus trabalhos acadêmicos, ignorando suas responsabilidades acadêmicas durante todo o período de estudos. No entanto, ainda há poucas pesquisas sobre este assunto e poucos instrumentos validados para os brasileiros, com o objetivo de medir os níveis de procrastinação. O objetivo deste estudo é confirmar a estrutura fatorial da Escala de Procrastinação Acadêmica (EPA). Contou-se com 360 estudantes de graduação, a maioria de universidade privada (56,9%) e do sexo feminino (71,4%). Os resultados mostraram que a EPA possui duas subescalas: adiamento de atividades e autorregulação acadêmica. Esse modelo apresentou melhores índices de bondade, o que significa que na cultura brasileira os fatores subjacentes aos itens são os mesmos de outras culturas (e.g., Peru e Canadá). A análise dos dados por meio da Teoria de Resposta ao Item mostrou níveis de calibração dos itens significativos, isto é, os itens conseguem discriminar as pessoas, assim como apresentam níveis de dificuldade diferenciados para cada categoria de resposta do item. Logo, a estrutura bidimensional segue parâmetros estruturais significativos para adequação aos estudantes universitários brasileiros.

Resumen La dilación hace que los estudiantes universitarios pospongan y retrasen su trabajo académico, ignorando sus responsabilidades académicas durante su período de estudio. Sin embargo, todavía hay poca investigación sobre este tema y pocos instrumentos validados para brasileños, con el objetivo de medir los niveles de procrastinación. El propósito de este estudio es confirmar la estructura factorial de la Escala de Procrastinación Académica (EPA). Había 360 estudiantes de pregrado, la mayoría de universidades privadas (56,9%) y mujeres (71,4%). Los resultados mostraron que la EPA tiene dos subescalas: aplazamiento de actividades y autorregulación académica. Este modelo mostró mejores tasas de bondad, lo que significa que, en la cultura brasileña, los factores subyacentes a los ítems son los mismos que en otras culturas (por ejemplo, Perú y Canadá). El análisis de los datos a través de la Teoría de la Respuesta al Item, mostró niveles de calibración de los ítems significativos, es decir, los ítems son capaces de discriminar a las personas, además de tener diferentes niveles de dificultad para cada categoría de respuesta del ítem. Por lo tanto, la estructura bidimensional sigue parámetros estructurales significativos para adaptarse a los estudiantes universitarios brasileños.

Abstract Procrastination causes college students to postpone and delay their academic work, ignoring their academic responsibilities throughout their study period. However, there is still little research on this subject and few instruments validated for Brazilians, with the aim of measuring levels of procrastination. The purpose of this study is to confirm the factorial structure of the Academic Procrastination Scale (APS). There were 360 undergraduate students, most from private universities (56.9%) and women (71.4%). The results showed that the APS has two subscales: postponement of activities and academic self-regulation. This model showed better rates of goodness, which means that in Brazilian culture, the factors underlying the items are the same as in other cultures (e.g., Peru and Canada). The analysis of the data through the Item Response Theory, showed levels of calibration of the significant items, that is, the items they are able to discriminate people, as well as have different levels of difficulty for each item's response category. Therefore, the two-dimensional structure follows significant structural parameters to suit Brazilian university students.

Psychometric properties of the UWES-9S in Peruvian college students / Propiedades psicométricas de la UWES-9S en estudiantes universitarios peruanos

Abstract The objective of this study was to evaluate the internal structure dimensionality of the Utrech Work Engagement Scale -Student (UWES-9S) and its association with the academic procrastination reported by 321 psychology students from a private university in Cajamarca (Peru) ranging between 17 and 41 years old (79% women; M age = 22.50 years; 84% between 17 and 25 years old). The UWES-9S and the Academic Procrastination Scale (APS) were used and both a confirmatory and a bifactor analysis were conducted on the UWES-9S, as well as a structural regression analysis that specified the influence of the general and specific dimensions of engagement on the dimensions of academic procrastination. Regarding the results, the bifactor model is the one that best defines the construct, whereas the general dimension of engagement has a greater influence on the dimensions of academic procrastination than the specific ones. The theoretical and practical implications of the findings are discussed, as well as the need to focus on the students' positive resources in order to achieve greater involvement in their academic work.

Resumen El objetivo del presente estudio fue evaluar la dimensionalidad de la estructura interna de la versión para estudiantes de la Utrech Work Engagement Scale (UWES-9S), así como su asociación con la procrastinación académica en 321 estudiantes de psicología de una universidad privada de Cajamarca, Perú, con edades entre los 17 y los 41 años (79 % mujeres; M edad = 22.50 años; 84 % entre 17 y 25 años). Para esto, se administró la UWES-9S y la Escala de Procrastinación Académica (EPA), y se realizó un análisis factorial confirmatorio y bifactor para la UWES-9S, así como un análisis de regresión estructural para identificar la influencia de las dimensiones general y específicas del engagement sobre las dimensiones de la procrastinación académica. Como resultados, el modelo bifactor muestra una mejor definición del constructo, y la dimensión general del engagement presenta mayor influencia sobre las dimensiones de la procrastinación académica que las específicas. Al final se discuten las implicaciones teóricas y prácticas de los hallazgos, así como la necesidad de enfocarse en los recursos positivos de los estudiantes con el fin de que logren un mayor involucramiento en sus labores académicas.

Gender differences in the influence of personality on academic procrastination in Peruvian college students / Diferenças de gênero na inluência da personalidade sobre a procrastinação acadêmica em estudantes universitários peruanos / Diferencias de género en la influencia de la personalidad sobre la procrastinación académica en estudiantes universitarios peruanos

Abstract The objective of the present study was to analyze whether there are differences between men and women in terms of the influence of personality dimensions on academic procrastination. Participants were 986 students aged between 16 and 40 years (69.8 % women, Mage = 20.81 years), students of different professional careers from two universities located in Lima. The Academic Procrastination Scale (APS) and the Big Five Inventory-15P (BFI-15P) were the instruments administered. An invariance analysis of a structural regression model that indicates the influence of personality on academic procrastination was implemented. The results show that personality explains a significant percentage of the variability of the dimensions of academic procrastination. However, the influence of two dimensions, consciousness and neuroticism, is greater in women. The theoretical and practical implications of the findings are discussed, as well as the need to strengthen curricular plans aimed at enhancing resources and reducing those aspects that could negatively affect the academic behavior of the student.

Resumo O objetivo do presente estudo foi determinar a existência de diferenças entre homens e mulheres com respeito à influência das dimensões de personalidade sobre a procrastinação acadêmica em 986 alunos de 16 a 40 anos (69,8 % mulheres; Midade = 20,81 anos) de diferentes carreiras profissionais de duas universidades localizadas em Lima. Para isso, administrou-se a Escala de Procrastinação Acadêmica (EPA) e o Big Five Inventory-15P (BFI-15P) e implementou-se uma análise de invariância de um modelo de regressão estrutural. Os resultados mostraram que a personalidade explica uma porcentagem significativa da variabilidade das dimensões da procrastinação acadêmica e que a influência das dimensões responsabilidade e neuroticismo foi maior nas mulheres. São discutidas as implicâncias teóricas e práticas das descobertas, bem como a necessidade de fortalecer planos curriculares orientados para potencializar recursos e reduzir os aspectos que poderiam afetar negativamente a conduta acadêmica do estudante.

Resumen El objetivo del presente estudio fue determinar la existencia de diferencias entre hombres y mujeres en cuanto a la influencia de las dimensiones de personalidad sobre la procrastinación académica en 986 alumnos de entre 16 y 40 años (69.8 % mujeres; Medad = 20.81 años) de distintas carreras profesionales de dos universidades ubicadas en Lima. Para esto, se administró la Escala de Procrastinación Académica (EPA) y el Big Five Inventory-15P (BFI-15P), y se implementó un análisis de invarianza de un modelo regresión estructural. Los resultados mostraron que la personalidad explica un porcentaje significativo de la variabilidad de las dimensiones de la procrastinación académica, y que la influencia de las dimensiones responsabilidad y neuroticismo fue mayor en las mujeres. Se discuten las implicancias teóricas y prácticas de los hallazgos, así como la necesidad de fortalecer planes curriculares orientados a potenciar recursos y reducir los aspectos que podrían afectar negativamente la conducta académica del estudiante.

Procrastinación en universitarios: evidencia preliminar del efecto de contextualización en asignaturas específicas / Procrastinação em universitários: evidências preliminares do efeito da contextualização em cursos específicos / Procrastination in college students: preliminary evidence of effect of the frameworking in specific subjects

La contextualización de tests psicológicos en cursos específicos es necesaria para obtener informaciones relevantes, y sustentar las intervenciones individuales o grupales, a diferencia de los instrumentos de evaluación general, que se concentran en la vida académica global. La procrastinación académica es relevante, y su evaluación es necesaria debido a sus consecuencias a mediano y corto plazo. Por lo tanto, el objetivo del presente informe metodológico fue comparar el resultado del análisis estructural, relación entre las dimensiones, la confiabilidad y las especificaciones erróneas de la Escala de Procrastinación Académica, evaluada en su forma general (muestra 1: 717 estudiantes, 74,3% mujeres), y demarcada en asignaturas específicas (muestra 2: 142 estudiantes; 72,5% mujeres). Los resultados indican que la forma específica tiene mayor respaldo psicométrico en el ajuste global, relación entre factores, y menor frecuencia de especificaciones erróneas. Sin embargo, los coeficientes de confiabilidad no difieren entre las versiones. Se discuten las implicancias de los resultados. (AU)

A contextualização de testes psicológicos em cursos específicos é necessária para obter informações relevantes para sustentar intervenções individuais ou grupais, diferente dos instrumentos de avaliação geral, concentrados na vida acadêmica global. A procrastinação acadêmica é relevante, e a sua avaliação é necessária por suas consequências a curto e médio prazo. Então, o objetivo do presente reporte metodológico foi comparar o resultado da análise estrutural, relação entre as dimensões, a confiabilidade e as especificações erradas da Escala de Procrastinação Acadêmica, avaliada em sua forma geral (amostra 1: 717 estudantes, 74.3% mulheres) e demarcada em assinaturas específicas (amostra 2: 142 estudantes, 72.5% mulheres). Os resultados indicam que a forma específica tem maior respaldo psicométrico, tanto no ajuste global, relação entre fatores, e menor frequência de especificações erradas. No entanto, os coeficientes de confiabilidade não diferem entre as versões. As implicâncias dos resultados são discutidas. (AU)

Contextualization of psychological tests in specific courses is necessary to obtain relevant information to sustain individual or group interventions, unlike general assessment instruments, concentrated in overall academic life. Academic procrastination is relevant, and its evaluation is necessary, due to its short- and medium-term consequences. The objective of the present methodological report was to compare the results of the structural analysis, relationship between dimensions, reliability and incorrect specifications of the Academic Procrastination Scale, evaluated in its general form (sample 1: 717 students, 74.3% women), and demarcated in specific signatures (sample 2: 142 students, 72.5% women). Results indicate that the specific form has greater psychometric backing, both in the overall fit, relationship between factors, and lower frequency of erroneous specifications. However, reliability coefficients do not differ between versions. Implications of the results are discussed. (AU)

Academic procrastination status and related factors of undergraduates from a university in Guangzhou / 中国心理卫生杂志

Objective:To explore the academic procrastination (AP) status and related factors in college students. Methods: Totally 828 undergraduates (277 male, 551 female, age 18-25 years) from Sun Yat-Sen University were investigated with a self-made questionnaire for basic information and Undergraduate Academic Procrastination Questionnaire (UAPQ) for AP status. UAPQ included overall learning procrastination (OLP), homework procrastination (HP), exam preparing procrastination (EPP) and self-learning procrastination (SLP). Students who scored more than 3 in OLP, HP, EPP, SLP were regarded as procrastinator. Result: The procrastination rates of OLP, HP, EPP, SLP were 40.7％, 29.7％, 41.5％, and 47.6％. Multiple linear regression analysis results showed that bigger (β = 0.32) and normal (β =0.15) influence for academic by mobile-phone, higher level of computer dependence (β =0.15) were positively related with academic procrastination. Higher (β =-0.27) and normal (β =-0.17) levels of grade satisfaction were negatively correlated with academic procrastination. The seniors' academic procrastination levels were lower than those in other grade (β =-0.12). Conclusion: It suggests that undergraduates procrastinate widely in many academic activities. Bigger and normal influence for academic by mobile-phone, higher level of computer dependence may be risk factors of procrastination, while being satisfied with grades and seniors may be protective factors.

Procrastinación en Estudiantes Universitarios: su Relación con la Edad y el Curso Académico / Procrastination in University Students: The Relationship to Age and Academic Year / Procrastinação em Estudantes Universitários: Sua Relação com a Idade e o Curso de Graduação

Resumen El propósito de esta investigación es descubrir si la procrastinación académica disminuye a lo largo del tiempo, y si esta disminución se explica por el factor edad, por el factor curso, o por una combinación de ambas variables. Se administró la Procrastination Assessment Scale Students (PASS) a una muestra de 105 alumnos universitarios, que se dividieron en cuatro grupos independientes en función de si eran menores o mayores de 25 años y del curso académico que hacían. Los resultados indican que el nivel de procrastinación solo depende de la edad y no del curso de los alumnos, y amplían el conocimiento empírico sobre procrastinación académica en la universidad.

Abstract The purpose of this research is to find out whether academic procrastination decreases over time, and if the diminution is explained by the age factor, the academic year factor, or the combination of both of them. The Procrastination Assessment Scale (PASS) was administrated to a total sample of 105 university students. The sample was divided into four independent groups according both the age of the student's -under or over 25- and the academic year in which they were enrolled. Results indicate that procrastination only depends on the age, and it decreases as students grow older. This work extends empirical knowledge about the role of age in procrastination.

Resumo O propósito desta pesquisa é descobrir se a procrastinação acadêmica diminui ao longo do tempo e se essa diminuição é explicada pelo fator idade, pelo fator curso ou por uma combinação de ambas as variáveis. Aplicou-se o Procrastination Assessment Scale Students (PASS) a uma amostra de 105 estudantes universitários que foram divididos em quatro gru pos independentes em função de se eram menores ou maiores de 25 anos e do curso de graduação em que estavam. Os resultados indicam que o nível de procrastinação somente depende da idade, e não do curso dos estudantes, e ampliam o conhecimento empírico sobre procrastinação acadêmica.

Influencia de la satisfacción con los estudios sobre la procrastinación académica en estudiantes de psicología: un estudio preliminar / Influence of study satisfaction on academic procrastination in psychology students: a preliminary study

El objetivo del presente estudio predictivo fue analizar el grado de influencia de la satisfacción con los estudios (SE) sobre la procrastinación académica (PA). Fueron evaluados 148 estudiantes de Psicología (111 mujeres) entre 18 y 32 años (M = 22.41) con la Escala Breve de Satisfacción con los Estudios y la Escala de Procrastinación Académica. Luego de análisis preliminares enfocados en la confiabilidad de las puntuaciones (± > .70) y las correlaciones entre dimensiones, fue realizado un análisis de regresión para determinar cuánta variabilidad en los puntajes de las dimensiones de la PA es explicada a partir de las variaciones en la SE. Para ello, fue empleado un método que utiliza las correlaciones bivariadas corregidas por atenuación y brinda intervalos de confianza bajo un enfoque bootstrap de los estadísticos asociados. Todos los análisis fueron valorados desde un enfoque de magnitud del efecto. Los resultados indican que la influencia de la SE sobre la PA no fue significativa. Estos hallazgos brindan nuevas rutas para implementar estudios a fin de comprender la conducta procrastinadora en el ámbito universitario.

The aim of this predictive study was to analyze the degree of influence of study satisfaction (SS) on academic procrastination (AP). One hundred forty-eight (148) psychology students (111 women) between 18 and 32 years old (M = 22.41) were evaluated using the Brief Scale of Study Satisfaction and the Academic Procrastination Scale. After preliminary analyses focused on the scores reliability (± > .70) and correlations between dimensions, a regression analysis was performed to determine how much of the variability in the AP dimensions scores is explained by the variations in the SS. For that purpose, a method that uses bivariate correlations corrected for attenuation and provides confidence intervals under a bootstrap approach of the associated statistics was applied. All analyses were assessed from an effect size approach. The results indicate that the influence of SS on AP was not significant. These findings provide new ways to implement studies in order to understand the procrastinating behavior in the university setting.

An analysis of the academic procrastination condition and its influential factors among the nursing students / 重庆医学

Objective To explore the nursing students′academic procrastination situation and its influence factors .Methods Two hundred and twenty‐four nursing students were chosen as the test subjects by using questionnaires of the locus of control scale (LCS) and the procrastination Scale .Results (1)Nursing students survey showed academic procrastination .(2)The procrastination condition in the others‐decided tasks was obviously lower than that of the self‐decided tasks(P<0 .05) ,which was considered by himself as a serious issue(P<0 .01) .While the expectation for procrastination decrease was significantly higher in the self‐decided tasks(P<0 .05) .(3)A large number of students highly recognized the factors which meant very complex .(4)The external control type students were more serious than the internal control type(P<0 .01) .(5)Maximal predictions were based on the parents′edu‐cational background as well as mothers influence ,and internal and external locus of control on students′academic procrastination behaviors .Conclusion Procrastination situation exists among the nursing students .The external control type students are more se‐rious than the internal control type .The factors are very complex ,among which parents′educational background and their influence are greatly evident .

Group counseling to improve the empirical research of middle school students in academic procrastination / 中国实用护理杂志

Objective To discuss the effect of group counseling for medical students in reducing academic procrastination,and explore effective means to improve learning efficiency.Methods 24 students identified as voluntary research subjects were divided into the experimental group and the control group,male and female ratio was 1:1.The experimental group received counseling activities for eight times,the control group members did not receive any intervention.This thesis took use of Procrastination Assessment Scale-Students (PASS) as an evaluation tool in before and after test and tracing test,and did the significance test,as a quantitative analysis of this study.Results The quantitative study showed that the difference between the experimental group and the control group in pre-test was insignificant,indicating these research subjects belong to homogeneous research subjects; differences in pre-test and post-test of the experimental group were significantly greater than the differences of pre-test and post-test in the control group,indicating the group counseling producing an effect on learning procrastination.In order to verify the effect's continuity of the group psychological counseling,a tracking test was conducted on the members three months later.After three months,the tracking test scores of the experimental group and the control group were not significantly lower than the pre-test score.In tracking tests,the experimental group's scores were lower than before-test,indicating the effect of group psychological counseling was sustainable.Conclusions Group psychological counseling activities can reduce academic procrastination of medical school students and the group psychological counseling scheme has effectiveness and feasibility.