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
Revue:
Revista iberoamericana de psicología y salud

ISSN: 2171-2069

Année de publication: 2024

Volumen: 15

Número: 2

Pages: 46-55

Type: Article

DOI: 10.23923/J.RIPS.2024.02.075 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Revista iberoamericana de psicología y salud

Résumé

Background/Objective: In the fusion of university 4.0 and Society 5.0, higher education institutions are innovating in teaching and research to integrate advanced technologies and foster key skills such as critical thinking and creativity, using augmented reality, virtual labs, and adaptive learning. This pedagogical redesign is complemented by a focus on the psychological dimensions of learning, particularly, the study of how personality (Conscientiousness) influences academic performance through multidimensional procrastination. Method: The sample for this study, purposively selected from freshmen at UNED (Spanish National Distance Education University), comprised 327 students. Results: The partial mediation of academic procrastination in the relationship between Conscientiousness and performance shows that students with high Conscientiousness can achieve good results, and that procrastination presents a multifaceted mediational relationship: The Poor Time Management factor does not affect performance, while Core Procrastination has a negative impact and Work Disconnection has a positive one. Conclusions: This study reveals that, while procrastination is generally seen as an obstacle, certain manifestations can have a positive impact on academic performance. This understanding of the relationship between Conscientiousness, procrastination, and performance underscores the importance of addressing student behaviors in university 4.0. By incorporating these perspectives into the development of their programs and teaching methods, universities can better prepare students for the demands of a technologically advanced and socially responsible society. This comprehensive approach, which balances technological innovations with emotional well-being and personal effectiveness, is crucial for forming professionals capable of leading in the promotion of a sustainable and technologically enriched future.

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