Academic procrastination and self-regulation of learning in Health Sciences students at the Universidad Andina del Cusco
DOI:
https://doi.org/10.36881/yachay.v15i1.1294Keywords:
Academic procrastination, self-regulated learning, university students, health sciences, academic performanceAbstract
This study addresses a relevant problem in higher education: academic procrastination. Its impact affects study organization, timely task completion, and overall learning quality. The objective was to establish the relationship between academic procrastination and self-regulated learning among Health Sciences students at the Andean University of Cusco during 2024. The study was quantitative approach and a non-experimental, correlational, cross-sectional design. Data was collected using a survey, with the Academic Procrastination Scale (EPA) and a self-regulated learning questionnaire as instruments. Both instruments demonstrated adequate reliability (0.893 and 0.922). The population consisted of 278 students, from which a probabilistic sample of 162 participants was selected. Results: 42% of students were found to be at a low level of academic procrastination, while 28.4% were at a high level. For self-regulated learning, a predominantly deficient level was found, reaching 27.0%, followed by a good level at 35.2%. A high and statistically significant inverse correlation was also found between the study variables (Spearman's rho = -0.884; p = 0.000), a pattern similar to that observed for the correlation between the dimensions of the variables. Conclusion: The results indicate that the greater the academic procrastination, the lower the level of selfregulated learning.
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