Research motivation and academic satisfaction in relation to procrastination: a perspective from self-determination theory in Peruvian university students

Acero-Zevallos D.d.C.; Cunza-Aranzábal D.F.; Villanueva-Quispe W. · Frontiers in Education (2026) · DOI: 10.3389/feduc.2026.1858876

Resumen

Background – Academic procrastination significantly hinders learning and professional development. Drawing on Self-Determination Theory, this study evaluated the extent to which research motivation and satisfaction with studies are associated with lower levels of academic procrastination among university students. Methods – A non-experimental and cross-sectional research based on surveys was employed. The sample consisted of 668 students (ages 18–40) from public and private Peruvian universities. Participants completed the Research Motivation Scale for Peruvian university students (MoINV-U), the Brief Satisfaction with Studies Scale, and the Academic Procrastination Scale. The sample size provided a post hoc statistical power of 1.00. Results – The multiple regression analysis indicated that the regression model was statistically significant (F = 66.6, p < .001). Both research motivation (β = −0.327, p < .001) and satisfaction with studies (β = −0.129, p < .01) were significant negative statistical contributors. The model explained 16.7% of the variance in procrastination with a medium effect size (f² = 0.20). Conclusion – The findings suggest that intrinsic motivation toward scientific inquiry and levels of academic well-being are significantly associated with academic procrastination patterns. These findings offer a valuable empirical foundation for future investigations into psychoeducational strategies that promote academic self-regulation within university contexts.

Instituciones: Universidad Peruana Unión