Dimensiones de la Procrastinación y su Impacto Combinado en el Rendimiento Académico en la Educación a Distancia

  1. Marcela Paz González-Brignardello
  2. Ángeles Sánchez-Elvira-Paniagua
  3. Angeles López-González
Revista:
Revista iberoamericana de psicología y salud

ISSN: 2171-2069

Año de publicación: 2024

Volumen: 15

Número: 2

Páginas: 46-55

Tipo: Artículo

DOI: 10.23923/J.RIPS.2024.02.075 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista iberoamericana de psicología y salud

Resumen

Antecedentes/Objetivo: En la fusión de la universidad 4.0 y la Sociedad 5.0, las instituciones de educación superior están innovando en la enseñanza e investigación para integrar tecnologías avanzadas y fomentar habilidades clave como el pensamiento crítico y la creatividad, utilizando realidad aumentada, laboratorios virtuales y aprendizaje adaptativo. Este rediseño pedagógico se complementa con un enfoque en las dimensiones psicológicas del aprendizaje, particularmente, el estudio de cómo la personalidad (Responsabilidad) influye en el rendimiento académico a través de la procrastinación multidimensional. Método: La muestra para este estudio, seleccionada intencionalmente de estudiantes de primer año de la UNED (Universidad Nacional de Educación a Distancia de España), comprendió 327 estudiantes. Resultados: La mediación parcial de la procrastinación académica en la relación entre la Responsabilidad y el rendimiento académico muestra que los estudiantes con alta Responsabilidad pueden lograr buenos resultados, y que la procrastinación académica presenta una relación mediacional multifacética: el factor de Pobre Manejo del Tiempo no afecta al rendimiento, mientras que la Procrastinación Central tiene un impacto negativo y la Desconexión del Trabajo uno positivo. Conclusiones: Aunque generalmente se ve la procrastinación como un obstáculo, ciertas manifestaciones pueden tener un impacto positivo en el rendimiento académico. Esta comprensión de la relación entre la Responsabilidad, la procrastinación y el rendimiento subraya la importancia de abordar los comportamientos estudiantiles en la universidad 4.0. Al incorporar estas perspectivas en el desarrollo de sus programas y métodos de enseñanza, las universidades pueden preparar mejor a los estudiantes para las demandas de una sociedad tecnológicamente avanzada y socialmente responsable. Este enfoque integral, que equilibra las innovaciones tecnológicas con el bienestar emocional y la efectividad personal, es crucial para formar profesionales capaces de liderar en la promoción de un futuro sostenible y tecnológicamente enriquecido.

Referencias bibliográficas

  • Abramowski, A. (2018). Is procrastination all that “bad”? A qualitative study of academic procrastination and self-worth in postgraduate university students. Journal of Prevention & Intervention in the Community, 46(2), 158-170. https://doi.org/10.1080/10852352.2016.1198168
  • Akpur, U. (2020). The effect of procrastination on academic achievement: A meta-analysis study. International Journal of Educatonal Methodology, 6(4), 481-690. https://doi.org/10.12973/ijem.6.4.681
  • Andrade, M. S., & Bunker, E. L. (2009). A model for self-regulated distance language learning. Distance Education, 30(1), 47-61. https://doi. org/10.1080/01587910902845956
  • Bäulke, L., Eckerlein, N., & Dresel, M. (2018). Interrelations between motivational regulation, procrastination and college dropout intentions. Unterrichtswissenschaft, 46(4), 461-479. https://doi.org/10.1007/ s42010-018-0029-5
  • Benet-Martínez, V., & John, O. P. (1998). Los Cinco Grandes across cultures and ethnic groups: Multitrait multimethod analyses of the Big Five in Spanish and English. Journal of Personality and Social Psychology, 75, 729-750. https://doi.org/10.1037//0022-3514.75.3.729
  • Brinthaupt, T. M., & Shin, C. M. (2001). The relationship of academic cramming to flow experience. College Student Journal, 35(3), 457–471.
  • Bu, X., Wu, L., & Wang, H. (2021). Impact of college students’ academic procrastination on subjective well-being. Social Behavior and Personality, 49(7), 1-13. http://dx.doi.org/10.2224/sbp.9858
  • Chu, A. H. C., & Choi, J. N. (2005). Rethinking procrastination: Positive effects of «Active» procrastination behavior on attitudes and performance. Journal of Social Psychology, 145(3), 245-264. https://doi. org/10.3200/SOCP.145.3.245-264
  • Costa, P. T., & McCrae, R. R. (1992). Normal personality assessment in clinical practice: The NEO Personality Inventory. Psychological Assessment, 4(1), 5-13. https://doi.org/10.1037/1040-3590.4.1.5
  • Díaz-Morales, J. F. (2019). Procrastinación: Una revisión de su medida y sus correlatos. Revista Iberoamericana de Diagnóstico y Evaluación - e Avaliação Psicológica, 51(2), 43-60. https://doi.org/10.21865/ RIDEP51.2.04
  • Donahue, E. G., Forest, J., Vallerand, R. J., Lemyre, P., Crevier-Braud, L., & Bergeron, É. (2012). Passion for work and emotional exhaustion: The mediating role of rumination and recovery. Applied Psychology: Health and Well-Being, 4(3), 341-368. https://doi.org/10.1111/j.1758- 0854.2012.01078.x
  • Edisherashvili, N., Saks, K., Pedaste, M., & Leijen, Ä. (2021). Supporting self-regulated learning in distance learning contexts at higher education level: Systematic literature review. Frontiers in Psychology, 12. Article 792422. https://doi.org/10.3389/fpsyg.2021.792422
  • Ferrari, J., Uzun Ozer, B., & Demir, A. (2009). Chronic procrastination among Turkish adults: Exploring decisional, avoidant, and arousal styles. Journal of Social Psychology, 149, 402-408. https://doi.org/10.3200/ SOCP.149.3.402-408
  • Franke, G.R. (2010). Multicollinearity. In Wiley International Encyclopedia of Marketing (eds J. Sheth and N. Malhotra). https://doi. org/10.1002/9781444316568.wiem02066
  • Garzón A., & Gil, J. (2016). 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
  • González-Brignardello, M. P., & Sánchez-Elvira, Á. (2023). Dimensional structure of MAPS-15: Validation of the Multidimensional Academic Procrastination Scale. International Journal of Environmental Research and Public Health, 20(4), Article 3201. https://doi.org/10.3390/ ijerph20043201
  • González-Brignardello, M. P., Sánchez-Elvira, A., & López-González, M. Á. (2023). Academic procrastination in children and adolescents: A scoping review. Children, 10(6), Article 6. https://doi.org/10.3390/ children10061016
  • Grau, J., & Minguillon, J. (2013). When procrastination leads to dropping out: Analysing students at risk. eLearn Center Research Paper Series, 63-74.
  • Hayes, A. F. (2022). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford Publications.
  • Hogan, R., Johnson, J., & Briggs, S. (1997). Handbook of personality psychology. Academic Press.
  • Johansson, F., Rozental, A., Edlund, K., Côté, P., Sundberg, T., Onell, C., Rudman, A., & Skillgate, E. (2023). Associations between procrastination and subsequent health outcomes among university students in Sweden. JAMA Network Open, 6(1), e2249346. https://doi. org/10.1001/jamanetworkopen.2022.49346
  • Johnson, J. L., & Bloom, A. M. (1995). An analysis of the contribution of the five factors of personality to variance in academic procrastination. Personality and Individual Differences, 18(1), 127-133. https://doi. org/10.1016/0191-8869(94)00109-6
  • Kaya, M., & Erdem, C. (2021). Students’ well-being and academic achievement: A meta-analysis study. Child Indicators Research, 14(5), 1743-1767. https://doi.org/10.1007/s12187-021-09821-4
  • Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26-33. https://doi.org/10.1016/j.paid.2015.02.038
  • Klingsieck, K. B. (2013). Procrastination: When good things don’t come to those who wait. European Psychologist, 18(1), 24-34. https://doi. org/10.1027/1016-9040/a000138
  • Michinov, N., Brunot, S., Le Bohec, O., Juhel, J., & Delaval, M. (2011). Procrastination, participation, and performance in online learning environments. Computers & Education, 56(1), 243-252. https://doi. org/10.1016/j.compedu.2010.07.025
  • Molero, M. M., Pérez-Fuentes, M. C., Martos, Á., Pino, R. M., & Gázquez, J. J. (2023). Network analysis of emotional symptoms and their relationship with different types of cybervictimization. European Journal of Psychology Applied to Legal Context, 15(1), 23-32. https:// doi.org/10.5093/ejpalc2023a3
  • Noftle, E. E., & Robins, R. W. (2007). Personality predictors of academic outcomes: Big five correlates of GPA and SAT scores. Journal of Personality and Social Psychology, 93(1), 116-130. https://doi. org/10.1037/0022-3514.93.1.116
  • Pychyl, T. A., & Flett, G. L. (2012). Procrastination and self-regulatory failure: An introduction to the special issue. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 30(4), 203-212. https://doi.org/10.1007/ s10942-012-0149-5
  • Scheunemann, A., Schnettler, T., Bobe, J., Fries, S., & Grunschel, C. (2021). A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education. European Journal of Psychology of Education, 37, 1141- 1164. https://doi.org/10.1007/s10212-021-00571-z
  • Sirois, F. M. (2015). Is procrastination a vulnerability factor for hypertension and cardiovascular disease? Testing an extension of the procrastination– health model. Journal of Behavioral Medicine, 38(3), 578-589. https:// doi.org/10.1007/s10865-015-9629-2
  • Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503-509. https://doi.org/10.1037/0022-0167.31.4.503
  • Sommer, L., & Haug, M. (2012). What influences implementation intentions in an academic learning context—The roles of goal intentions, procrastination, and experience. International Journal of Higher Education, 1(1), 32-61. eric.
  • Sonnentag, S., Cheng, B. H., & Parker, S. L. (2022). Recovery from work: Advancing the field toward the future. Annual Review of Organizational Psychology and Organizational Behavior, 9(1), 33-60. https://doi. org/10.1146/annurev-orgpsych-012420-091355
  • Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65-94. https://doi.org/10.1037/0033-2909.133.1.65
  • Steel, P. (2010). Arousal, avoidant and decisional procrastinators: Do they exist? Personality and Individual Differences, 48(8), 926-934. https:// doi.org/10.1016/j.paid.2010.02.025 Steel, P., Brothen, T., & Wambach, C. (2001). Procrastination and personality, performance, and mood. Personality and Individual Differences, 30(1), 95-106. https://doi.org/10.1016/S0191-8869(00)00013-1
  • Steel, P., & Ferrari, J. R. (2013). Sex, education and procrastination: An epidemiological study of procrastinators’ characteristics from a global sample: Sex, education and procrastination. European Journal of Personality, 27(1), 51-58. https://doi.org/10.1002/per.1851
  • Steel, P., & Klingsieck, K. B. (2016). Academic procrastination: Psychological antecedents revisited. Australian Psychologist, 51(1), 36-46. https://doi.org/10.1111/ap.12173
  • Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454-458. https://doi. org/10.1111/j.1467-9280.1997.tb00460.x
  • van Eerde, W. (2004). Procrastination in academic settings and the Big Five Model of personality: A meta-analysis. En H. C. Schouwenburg, C. H. Lay, T. A. Pychyl, & J. R. Ferrari (Eds.), Counseling the procrastinator in academic settings (pp. 29-40). American Psychological Association. https://doi.org/10.1037/10808-003
  • Vedel, A. (2014). The Big Five and tertiary academic performance: A systematic review and meta-analysis. Personality and Individual Differences, 71, 66-76. https://doi.org/10.1016/j.paid.2014.07.011
  • Vedel, A., Poropat, A.E. (2017). Personality and Academic Performance. In: Zeigler-Hill, V., Shackelford, T. (eds) Encyclopedia of Personality and Individual Differences. Springer, Cham. https://doi.org/10.1007/978-3- 319-28099-8_989-1
  • Vedel, A., Thomsen, D. K., & Larsen, L. (2015). Personality, academic majors and performance: Revealing complex patterns. Personality and Individual Differences, 85, 69-76. https://doi.org/10.1016/j. paid.2015.04.030
  • Watson, D. C. (2001a). Procrastination and the five-factor model: A facet level analysis. Personality and Individual Differences, 30(1), 149-158. https://doi.org/10.1016/S0191-8869(00)00019-2
  • Watson, D. C. (2001b). Procrastination and the five-factor model: A facet level analysis. Personality and Individual Differences, 30(1), 149-158. https://doi.org/10.1016/S0191-8869(00)00019-2
Fuente de los datos: Dialnet