School of Education and Psychology, University of Navarra, 31009 Pamplona, Spain.
School of Psychology, University of Almería, 04120 Almería, Spain.
Int J Environ Res Public Health. 2021 Aug 25;18(17):8944. doi: 10.3390/ijerph18178944.
This investigation aimed to analyze the predictive differential value of personal (self-regulation, self-efficacy, procrastination) and contextual characteristics (parents' socio-educational level), regarding academic achievement, among Colombian adolescents. A total of 430 students (from 11 to 18 years old) from both genders filled out validated self-reports and informed their academic achievement. We performed an ex-post-facto design, simple regression analyses, structural equations predictions analyses (SEM), and variance analyses (ANOVAs). The results showed that self-regulation is the most potent personal variable predictive of procrastination and achievement, positively associated with self-efficacy; additionally, the parents' educational level was also a predictor, although to a lesser level. The female group and the elderly group negatively predicted academic achievement, behaving as modulatory variables of the above results.
本研究旨在分析个人（自我调节、自我效能感、拖延）和背景特征（父母的社会教育水平）对哥伦比亚青少年学业成就的预测差异值。共有 430 名来自不同性别的学生（年龄在 11 至 18 岁之间）填写了经过验证的自我报告，并告知了他们的学业成绩。我们进行了事后事实设计、简单回归分析、结构方程预测分析（SEM）和方差分析（ANOVAs）。结果表明，自我调节是预测拖延和成就的最有力的个人变量，与自我效能感呈正相关；此外，父母的教育水平也是一个预测因素，但程度较低。女生群体和老年群体对学业成就有负面影响，是上述结果的调节变量。
