Self-efficacy and academic procrastination in a sample of university students: A correlational study
DOI:
https://doi.org/10.56294/saludcyt20241057Keywords:
Procrastination, Self-Efficacy, Students, Emotional Regulation, Self-ControlAbstract
Introduction: in the university context, self-efficacy extends beyond mere confidence in a student's academic abilities; it is considered a fundamental pillar that impacts their academic performance, intrinsic motivation, ability to face challenges, and psychological well-being. However, its absence could trigger a series of negative effects on the student and their educational experience.
Objective: to determine if self-efficacy is significantly related to academic procrastination in a sample of students from a public university in Peru.
Methods: quantitative research, non-experimental design, and cross-sectional correlational type. The sample consisted of 185 students, estimated through probabilistic sampling. The instruments used for data collection were the General Self-Efficacy Scale and the Academic Procrastination Scale, both with adequate psychometric properties.
Results: the students were characterized by moderate levels of self-efficacy and low levels of academic procrastination. Additionally, it was determined that the Spearman's rho correlation coefficient for the variables of self-efficacy and academic procrastination was -0,687 (p <0,05). This means that as the belief in one's own ability to succeed academically increases, the tendency to postpone academic tasks decreases.
Conclusions: self-efficacy is significantly related to academic procrastination in a sample of students from a public university in Peru. This finding underscores the importance of implementing interventions to strengthen students' self-efficacy while strategically addressing academic procrastination
References
1. Farfán M, Estrada E, Lavilla W, Ulloa N, Calcina D, Meza L, et al. Mental health in the post-pandemic period: Depression, anxiety, and stress in Peruvian university students upon return to face-to-face classes. Sustainability. 2023;15(15):11924. http://dx.doi.org/10.3390/su151511924
2. Paricahua J, Estrada E, León L, Avilés B, Roque C, Zevallos P, et al. Assessment the mental health of university students in the Peruvian Amazon: A cross-sectional study. Salud Ciencia y Tecnología. 2024;4:879. https://doi.org/10.56294/saludcyt2024879
3. Fan L, Cui F. Mindfulness, self-efficacy, and self-regulation as predictors of psychological well-being in EFL learners. Front Psychol. 2024;15:1332002. https://doi.org/10.3389/fpsyg.2024.1332002
4. Bandura A. Self-efficacy: The exercise of control. New York: W. H. Freeman and Company; 1997.
5. McGeown S, Putwain D, Simpson E, Boffey E, Markham J, Vince A. Predictors of adolescents' academic motivation: Personality, self-efficacy and adolescents' characteristics. Learn Individ Differ. 2014;32:278-286. https://doi.org/10.1016/j.lindif.2014.03.022
6. Greco A, Annovazzi C, Palena N, Camussi E, Rossi G, Steca P. Self-efficacy beliefs of university students: Examining factor validity and measurement invariance of the New Academic Self-Efficacy Scale. Front Psychol. 2022;12:498824. https://doi.org/10.3389%2Ffpsyg.2021.498824
7. Wigfield A. Expectancy-value theory of achievement motivation: a developmental perspective. Educ. Psychol. Rev. 1994;6:49-78. https://doi.org/10.1007/BF02209024
8. Wigfield A, Eccles J. Expectancy-value theory of achievement motivation. Contemp Educ Psychol. 2000;25(1):68-81. https://doi.org/10.1006/ceps.1999.1015
9. Gan Z, Liu F, Nang H. The role of self-efficacy, task value, and intrinsic and extrinsic motivations in students' feedback engagement in English learning. Behav Sci (Basel). 2023;13(5):428. https://doi.org/10.3390/bs13050428
10. Schöber C, Schütte K, Köller O, McElvany N, Gebauer M. Reciprocal effects between self-efficacy and achievement in mathematics and reading. Learn Individ Differ. 2018;63:1-11. https://doi.org/10.1016/j.lindif.2018.01.008
11. Sadi O, Uyar M. The relationship between self-efficacy, self-regulated learning strategies and achievement: A path model. J Baltic Sci Educ. 2013;12(1):21-33. http://dx.doi.org/10.33225/jbse/13.12.21
12. Schunk D, Ertmer P. Self-regulation and academic learning: Self-efficacy enhancing interventions. Handbook Self-Regul. 2000:631-649. https://doi.org/10.1016/B978-012109890-2/50048-2
13. Burgos K, Salas, E. Procrastinación y autoeficacia académica en estudiantes universitarios limeños. Propós Represent. 2020;8(3):e790. http://dx.doi.org/10.20511/pyr2020.v8n3.790
14. Quant D, Sánchez A. Procrastinación, procrastinación académica: Concepto e implicaciones. Rev Vang Psicol. 2012;3(1):45-59.
15. Bautista J, Velazco B, Estrada E, Córdova L, Ascona P. Adicción a las redes sociales y procrastinación académica en adolescentes de educación básica regular. Univ Soc. 2023;15(3):509-517.
16. Araya L, Burgos M, González P, Rivera Y, Barrientos N, Yáñez V, et al. Procrastination in university students: A proposal of a theoretical model. Behav Sci (Basel). 2023;13(2):128. https://doi.org/10.3390%2Fbs13020128
17. Uma E, Lee C, Shapiai S, Binti A, Soe H, Varghese E. Academic procrastination and self-efficacy among a group of dental undergraduate students in Malaysia. J Educ Health Promot. 2020;9:326. https://doi.org/10.4103/jehp.jehp_195_20
18. Visser L, Korthagen F, Schoonenboom J. Differences in learning characteristics between students with high, average, and low levels of academic procrastination: Students' views on factors influencing their learning. Front Psychol. 2018;9:808. https://doi.org/10.3389%2Ffpsyg.2018.00808
19. Trujillo K, Noé M. La escala de Procrastinación Académica (EPA): Validez y confiabilidad en una muestra de estudiantes peruanos. Rev Psicol Educ. 2020;15(1):98-107. https://doi.org/10.23923/rpye2020.01.189
20. Domínguez S, Sánchez A, Fernández M. Propiedades psicométricas de la UWES-9S en estudiantes universitarios peruanos. Acta Colomb Psicol. 2020;23(2):7-39. https://doi.org/10.14718/ACP.2020.23.2.2
21. Baessler J, Schwarzer R. Evaluación de la autoeficacia: adaptación española de la Escala de Autoeficacia general. Ansiedad estrés. 1996;2(1):1-8.
22. Estrada E, Farfán M, Lavilla W, Paricahua J, Quispe J. Burnout académico y autoeficacia en estudiantes de Enfermería en el contexto de la pospandemia. Rev Cubana Enfermer. 2023;39(1):e5831.
23. Busko D. Causes and consequences of perfectionism and procrastination: A structural equation model. University of Guelph; 1998.
24. Estrada E, Gallegos N, Farfán M, Lavilla W, Quispe J, Paredes Y, Quispe R. Academic procrastination in students at a private university in the Peruvian Amazon: A cross-sectional study. Gac Med Caracas. 2023;131(3):509-517. https://doi.org/10.47307/GMC.2023.131.3.4
25. Moposita E, Vásquez F. Autoeficacia y estrés académico en estudiantes universitarios. Ciencia Latina. 2022;6(6):10365-10380. https://doi.org/10.37811/cl_rcm.v6i6.4139
26. Arpasi D, Acuña S, Mayorga J. Autoeficacia y competencia digital universitaria en tiempos de Covid-19. PsiqueMag. 2022;11(2):50–59. https://doi.org/10.18050/psiquemag.v11i2.2110
27. Estrada E, Quispe J, Mamani B, Jara F, Pachacutec R, Yampi P. Internet addiction and academic procrastination in Peruvian nursing students: A cross-sectional study. J Law Sustain Dev. 2023;11(3):e479. https://doi.org/10.55908/sdgs.v11i3.479
28. Estremadoiro B, Schulmeyer M. Procrastinación académica en estudiantes universitarios. Rev. aportes de la comunicación. 2021;1(30):51-66.
29. Zumárraga M, Cevallos G. Autoeficacia, procrastinación y rendimiento académico en estudiantes universitarios de Ecuador. Alteridad. 2022;17(2):277-290. https://doi.org/10.17163/alt.v17n2.2022.08
30. Nemtcan E, Sæle R, Gamst T, Svartdal F. Academic self-efficacy, procrastination, and attrition intentions. Front Educ. 2022;7:768959. https://doi.org/10.3389/feduc.2022.768959
31. Bandura A. Social foundations of thought and action: A social cognitive theory. New Jersey: Prentice-Hall; 1986.
32. Shengyao Y, Salarzadeh H, Mengshi Y, Minqin C, Xuefen L, Mustafa Z. Academic resilience, self-efficacy, and motivation: the role of parenting style. Sci Rep. 2024;14(1):5571. https://doi.org/10.1038%2Fs41598-024-55530-7
33. Estrada E, Larico G, Roman N, Ticona E. Coping with stress and self-efficacy as predictors of academic satisfaction in a sample of university students. Salud, Ciencia y Tecnología. 2024;4:840. https://doi.org/10.56294/saludcyt2024840
34. Hayat A, Shateri K, Amini M, Shokrpour N. Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: A structural equation model. BMC Med Educ. 2020;20(1):76. https://doi.org/10.1186/s12909-020-01995-9
35. Pelikan E, Lüftenegger M, Holzer J, Korlat S, Spiel C, Schober B. Learning during COVID-19: The role of self-regulated learning, motivation, and procrastination for perceived competence. Z Erziehwiss. 2021;24(2):393-418. https://doi.org/10.1007%2Fs11618-021-01002-x
Published
Issue
Section
License
Copyright (c) 2024 Giovanna Rocio Pizarro-Osorio , Marleni Mendoza-Zuñiga , Betsabe Lilia Pizarro-Osorio , Guido Raúl Larico-Uchamaco, Maribel Mamani-Roque, Milton Raul Mamani-Roque, Roberto Anacleto Aguilar-Velasquez, Tatiana Carmen Huamani-Calloapaza, Ronald Pachacutec-Quispicho (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.
