ABSTRACT
Academic procrastination is a persistent behavior in students' academic development consisting of postponing or delaying the completion of necessary tasks and having a deadline for completion, which is associated with detriment in performance, school dropout, and loss of student well-being. The largest body of existing knowledge on this behavior comes from studies conducted with university students, although it is necessary to deepen the findings obtained at lower educational levels. The aim of this work has been to carry out a scoping review of the empirical publications focused on academic procrastination in children and adolescents. The inclusion and exclusion criteria are detailed following the general guidelines of the Joanna Briggs Institute. However, some modifications are incorporated in the flowchart to guide the review sequence. The search was conducted in eleven thematic (ERIC, MedLine, Psychology and Behavioral Sciences Collection, PsycINFO, PubPsych, and Teacher Reference Center) and multidisciplinary databases (Academic Search Ultimate, E-Journals, ProQuest, Scopus, and Web of Science) to identify relevant publications up to 2022, including grey literature. Out of the initial 1185 records screened, a total of 79 records were selected. The search results included a total of 79 records. The most used assessment instruments, the most studied variables, and the type of design and sources of information used in the selected studies are detailed. Cultural aspects that open new lines of future research are identified.
ABSTRACT
Academic procrastination is a complex behavior that hampers the cyclical process of self-regulation in learning, impeding the flow of actions necessary to achieve the goals and sub-goals that students have set out to attain. It has a high frequency of occurrence and has been linked to lessened student performance and a decrease in psychological and physical well-being. The objective of this study is to analyze the psychometric characteristics of a new academic procrastination scale MAPS-15 (Multidimensional Academic Procrastination Scale) applicable in self-regulated learning environments through a cross-validation study (exploratory factor analysis and confirmatory factor analysis). The sample consisted of 1289 students from a distance/online university, with a wide age range and sociocultural variability. The students completed self-reported online questionnaires on two dates: during the university access and adaptation phase and before the first period of compulsory exams. One-, two- and three-factor structures were tested as well as a second-order structure. The results support a three-dimensional structure of MAPS-15: core procrastination, a pure dimension of procrastinating behavior and difficulty in carrying out the action; poor time management, a dimension related to time organization and perceived control over time; and work disconnection, a dimension conceptually related to lack of persistence, and work interruptions.
