Reyes Trelles Xavier Fabricio, Alvarado Cevallos Pedro Israel, Calle Torres Katherine Paola, Galarza Parra Jhessenia Natalia
Facultad de Psicología, Universidad de Cuenca, Cuenca, Ecuador.
Cruz Roja Ecuatoriana del Cañar, Azogues, Ecuador.
Heliyon. 2024 Nov 29;10(24):e40787. doi: 10.1016/j.heliyon.2024.e40787. eCollection 2024 Dec 30.
Academic procrastination is a multifaceted variable that encompasses different affective, cognitive, and behavioral factors, and has a high incidence in university students with important negative academic, personal, and social consequences. As such, this study aims to explain the levels of academic procrastination in relation to academic motivation and certain sociodemographic variables. The sample was composed of 117 students belonging to the University of Cuenca, Ecuador, they completed a questionnaire of sociodemographic variables, academic motivation scale and academic procrastination scale. Results showed high levels of intrinsic and extrinsic motivation, as well as low levels of amotivation, together with a medium level of total academic motivation and academic procrastination in the participants. The logistic regression model with ordinal response evidenced a 19 % reduction in fit when considering the dimensions of intrinsic motivation, extrinsic motivation, and amotivation, only intrinsic motivation was statistically significant in explaining academic procrastination, while total academic motivation and sociodemographic variables did not contribute significantly to the model. These findings confirm the importance of academic motivation, mainly intrinsic motivation, in the understanding of academic procrastination. The theoretical and practical implications of the results are discussed, highlighting their relevance in explaining this phenomenon and benefiting students.
学业拖延是一个多方面的变量，包含不同的情感、认知和行为因素，在大学生中发生率很高，会产生重大的负面学业、个人和社会后果。因此，本研究旨在解释与学业动机和某些社会人口统计学变量相关的学业拖延水平。样本由厄瓜多尔昆卡大学的117名学生组成，他们完成了一份社会人口统计学变量问卷、学业动机量表和学业拖延量表。结果显示，参与者的内在动机和外在动机水平较高，无动机水平较低，总体学业动机和学业拖延处于中等水平。有序响应逻辑回归模型表明，在考虑内在动机、外在动机和无动机维度时，拟合度降低了19%，只有内在动机在解释学业拖延方面具有统计学意义，而总体学业动机和社会人口统计学变量对模型没有显著贡献。这些发现证实了学业动机，主要是内在动机，在理解学业拖延方面的重要性。讨论了结果的理论和实践意义，强调了它们在解释这一现象和使学生受益方面的相关性。
