SciELO - Scientific Electronic Library Online

 
vol.10 número1Caso clínico: ¿qué puede existir tras una funcionalidad aparente?Orientaciones religiosas y bienestar psicológico de los estudiantes universitarios españoles índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Revista

Articulo

Indicadores

Links relacionados

  • En proceso de indezaciónCitado por Google
  • No hay articulos similaresSimilares en SciELO
  • En proceso de indezaciónSimilares en Google

Compartir


Acción Psicológica

versión On-line ISSN 2255-1271versión impresa ISSN 1578-908X

Resumen

GONZALEZ-BRIGNARDELLO, Marcela Paz  y  SANCHEZ-ELVIRA-PANIAGUA, Ángeles. Can Engagement buffer the harmful effects of Academic Procrastination?. Acción psicol. [online]. 2013, vol.10, n.1, pp.115-134. ISSN 2255-1271.  http://dx.doi.org/10.5944/ap.10.1.7039.

The purpose of this study is to explore the relationship between Academic Procrastination and Engagement, as well as the pattern of academic functioning of both variables, regarding the use of self-regulated learning strategies, both efficient and inefficient, as well as students´ state previous to the exams. All variables were measured through self-report questionnaires, in a population of distance learning / online university students. Also, a possible buffering effect of Engagement on the harmful effects of academic procrastination is postulated. This differential pattern is more accurately analyzed by considering three profiles of students, those characterized by Pure Engagement, those characterized by pure Academic Procrastination and a mixed profile of procrastinators with medium-high Engagement levels. The results corroborate, on the one hand, the large differences that exist in how engaged and procrastinator students cope with their studies and, on the other hand, the clear buffering effect of engagement on academic procrastination that can be observed in the significant and positive improvement showed by the mixed profile both, in the type of self-regulated learning strategies used, and in its prior state to the exams.

Palabras clave : Academic Procrastination; Engagement; self-regulated learning strategies.

        · resumen en Español     · texto en Español     · Español ( pdf )

 

Creative Commons License Todo el contenido de esta revista, excepto dónde está identificado, está bajo una Licencia Creative Commons