Academic procrastination and psychological well-being in college students during virtual classes; [Procrastinação acadêmica e bem-estar psicológico em universitários durante aulas virtuais]

Tapullima-Mori C.; García G.R. · Sapienza (2022) · DOI: 10.51798/sijis.v3i1.210

Resumen

The postponement of academic activities has been for years a characteristic in the educational field, even more so in university students, these attitudes and behavior have an impact on different scenarios such as performance, symptoms of anxiety, depression, stress or others, which translates into the decline in well-being, in that sense the study proposed as an objective to determine the relationship between academic procrastination and psychological well-being in students. university students during virtual classes. The study was of a basic type, of descriptive, correlational and cross-sectional design, consisting of a sample of 144 university students, 58.3% women and 41.7% men, with an average of 24.15 years and a SD = 5.15 years, applying the Academic Procrastination Scale of 12 items and the Psychological Well-being Scale of 13 items. Academic procrastination independent of sex, age, type of university and degree of education has been shown to be predominantly medium (50%), while psychological well-being was also medium (51.4%) with a low trend; in this way the inferential analysis demonstrates a negative correlation at the general level (p<,000; rho=-.302) and by dimensions in academic self-regulation (p<,001; rho=-.322) and the postponement of activities (p=.047; rho=-.166) however, these are not highly significant. Procrastination is inversely proportional to the medium level in the regulation of virtual classes.

Instituciones: Universidad César Vallejo