Rendimiento académico en universitarios españolesel papel de la personalidad y la procrastinación académica

  1. Sergio Hidalgo-Fuentes
  2. Isabel Martínez-Álvarez
  3. María Josefa Sospedra-Baeza
Revista:
European journal of education and psychology

ISSN: 1888-8992,  1989-2209

Año de publicación: 2021

Volumen: 14

Número: 1

Tipo: Artículo

DOI: 10.32457/EJEP.V14I1.1533 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: European journal of education and psychology

Resumen

La procrastinación académica es un comportamiento común en la educación superior con una variedad de consecuencias negativas. El objetivo del presente estudio es investigar las relaciones entre los factores de personalidad del modelo de los Cinco Grandes (extraversión, neuroticismo, afabilidad, responsabilidad y apertura a la experiencia), la procrastinación académica y el rendimiento académico. Los participantes fueron 195 estudiantes universitarios españoles (77.4% mujeres y 22.6% hombres), con edades comprendidas entre los 18 y 51 años (M = 21.39; DT = 4.58). El Ten-Item Personality Inventory se utilizó para evaluar los factores de personalidad del modelo de los Cinco Grandes y la Academic Procrastination Scale-Short Form se usó para medir la procrastinación académica. Los análisis de correlación mostraron que el rendimiento académico estaba positivamente relacionado con la responsabilidad y negativamente relacionado con la procrastinación académica. Realizando análisis de regresión jerárquica, controlando la edad y el sexo, se encontró que tanto los Cinco Grandes como la procrastinación académica predijeron parte de la varianza del rendimiento académico. Este estudio contribuye a la literatura que ha examinado la relación entre factores de personalidad, procrastinación académica y rendimiento académico.

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Fuente de los datos: Dialnet