Influencia del autoconcepto y autoeficacia académica sobre la procrastinación académica en universitarios peruanos

Influence of Academic Self-Concept and Self-Efficacy on Academic Procrastination in Peruvian University Students

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Juan Alberto Pichen-Fernandez
Josue Turpo Chaparro
Resumen

El objetivo de esta investigación fue determinar si el autoconcepto académico y autoeficacia académica predicen la procrastinación académica en estudiantes universitarios de la región de La Libertad. Se analizaron los datos de 386 estudiantes universitarios de ambos a través de una estrategia asociativa con un diseño predictivo transversal. Los cuestionarios usados fueron la Escala de autoconcepto AF5 (ECT), la escala EAPESA para autoeficacia y la escala de Procrastinación EPA. Se encontró que existe relación estadísticamente significativa y práctica entre las variables de estudio (p < .01) y que el coeficiente de determinación R2 = ,273 indica que el autoconcepto académico y autoeficacia académica explican el 27,3 % de la varianza total de la variable criterio procrastinación académica. Se concluye que los coeficientes β (-,382, -,201) indican que el autoconcepto académico y la autoeficacia académica (variables predictoras) predicen significativamente la procrastinación académica (variable criterio).

Palabras clave

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Biografía del autor/a / Ver

Juan Alberto Pichen-Fernandez, Universidad Peruana Union, Lima, Perú

Maestrando en Educacion por la Universidad Peruana Union

Josue Turpo Chaparro, Universidad Peruana Union, Lima, Perú

Doctor en Educacion. Director de Investigacion, Escuela de Posgrado, Universidad Peruana Union

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