Publicado nov 14, 2017



PLUMX
Almetrics
 
Dimensions
 

Google Scholar
 
Search GoogleScholar


Angélica Garzón Umerenkova

Javier Gil Flores

##plugins.themes.bootstrap3.article.details##

Resumen

La procrastinación constituye un fallo de las conductas autorregulatorias que conlleva efectos negativos a nivel académico. Analizamos el valor de la gestión del tiempo como variable predictora de la procrastinación, estudiando una muestra de 494 estudiantes universitarios colombianos de primer año, que fueron clasificados en dos grupos en función de su grado de procrastinación académica. Hemos recogido información sobre sus conductas de gestión del tiempo, medidas a través de una versión española del Time Management Behavior Questionnaire (TMBQ). Tras construir un modelo de regresión logística, las puntuaciones en la sub-escala establecimiento de objetivos y prioridades junto con percepción sobre el control del tiempo, resultan ser buenas predictoras del nivel de procrastinación, a diferencia de herramientas para la gestión del tiempo o preferencias por la desorganización. Entre las características demográficas (sexo, edad y dedicación), juega un papel relevante la condición de estudiante con dedicación compartida entre estudio y trabajo.

Keywords

procrastination, time management, higher educationprocrastinación, gestión del tiempo, educación superior, alumnado no tradicional

References
Barber, L., Munz, D., Bagsby, P., & Grawitch, M. (2009). When does time perspective matter? Self-control as a moderator between time perspective and academic achievement. Personality and Individual Differences, 46, 250-253. http://dx.doi.org/10.1016/j.paid.2008.10.007

Bogg, T., & Roberts, B. W. (2004). Conscientiousness and health-related behaviors: A meta-analysis of the leading behavioral contributors to mortality. Psychological Bulletin, 130, 887-919. http://dx.doi.org/10.1037/0033-2909.130.6.887

Cardona, L. (2015). Relaciones entre procrastinación académica y estrés académico en estudiantes universitarios (Tesis de pregrado). Universidad de Antioquia, Medellín, Colombia. Recuperado de http://200.24.17.74:8080/jspui/handle/fcsh/242

Carranza, R., & Ramírez, A. (2013). Procrastinación y características demográficas asociados en estudiantes universitarios. Revista Apuntes Universitarios, 3(2), 95-108.

Chen, P. (2011). Guiding college students to develop academic self-regulatory skills. Journal of College Teaching and Learning, 8(9), 29-33.

Claessens, B., Van Eerde, V., Rutte, Ch., & Roe, R. (2007). A review of the time management literature. Personnel Review, 36(2), 255-276. http://dx.doi.org/10.1108/00483480710726136

Durán-Aponte, E., & Pujol, L. (junio, 2012). Estilos de aprendizaje, gestión del tiempo y rendimiento académico en estudiantes universitarios. Trabajo presentado en el V Congreso Mundial de Estilos de Aprendizaje Santander, España. Recuperado de https://dialnet.unirioja.es/descarga/articulo/4635078.pdf

Durán-Aponte, E. & Pujol, L. (2013). Manejo del tiempo académico en jóvenes que inician estudios en la Universidad Simón Bolívar. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 11(1), 93-108. http://dx.doi.org/10.11600/1692715x.1115080812

Ferrari, J. R. (1993). Christmas and procrastination: Explaining lack of diligence at a “real-world” task deadline. Personality and Individual Differences, 14, 25-33. http://dx.doi.org/10.1016/0191-8869(93)90171-X

Ferrari, J. R., Mason, C., & Hammer, C. (2006). Procrastination as a predictor of task perceptions: Examining delayed and non-delayed tasks across varied deadlines. Individual Differences Research, 4(1), 28-36.

Ferrari, J. R., O’Callaghan, J., & Newbegin, I. (2005). Prevalence of procrastination in the United States, United Kingdom, and Australia: Arousal and avoidance delays among adults. North American Journal of Psychology, 7(1), 1-6.

Forbus, P., Newbold, J., & Mehta, S. (2010). A study of non traditional and traditional students in terms of their time management behaviors, stress factors, and coping strategies. Proceedings of the Academy of Educational Leadership, 15(2), 67-71.

Garzón, A., & Gil, J. (2017a). El papel de la procrastinación académica como factor de la deserción universitaria. Revista Complutense de Educación, 28(1), 307-324. http://dx.doi.org/10.5209/rev_RCED.2017.v28.n1.49682

Garzón, A., & Gil, J. (2017b). Propiedades psicométricas de la versión en español de la prueba PASS. Revista Iberoamericana de Diagnóstico y Evaluación Psicológica, 1(43), 149-163. http://dx.doi.org/10.21865/RIDEP43_149

García-Ros, R., & Pérez-González, F. (2012). Spanish version of the Time Management Behavior Questionnaire for University Students. The Spanish Journal of Psychology, 15(3), 1485-1494. http://dx.doi.org/10.5209/rev_SJOP.2012.v15.n3.39432

George, D., Dixon, S., Stansal, E., Lund, S., & Pheri, T. (2008). Time diary and questionnaire assessment of factors associated with academic and personal success among university undergraduates. Journal of American College Health, 56(6), 706-715. http://dx.doi.org/10.3200/JACH.56.6.706-715

Gortner, A., & Zulauf, C. (2000). Factors associated with academic time use and academic performance of college students: A recursive approach. Journal of College Student Development, 41(5), 544-556.

Häfner, A., Oberst, V., & Stock, A. (2014). Avoiding procrastination through time management: An experimental intervention study. Educational Studies, 40(3), 352-360. http://dx.doi.org/10.1080/03055698.2014.899487

Harriott, J. S., & Ferrari, J. R. (1996). Prevalence of procrastination among samples of adults. Psychological Reports, 78, 611-616. http://dx.doi.org/10.2466/pr0.1996.78.2.611

Kaya, H., Kaya, N., Ozturk, A., & Kucuk, L. (2012). Assessing time-management skills in terms of age, gender, and anxiety levels: A study on nursing and midwifery students in Turkey. Nurse Education in Practice, 12, 284-288. http://dx.doi.org/10.1016/j.nepr.2012.06.002

Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26-33. http://dx.doi.org/10.1016/j.paid.2015.02.038

Kitsantas, A., Winsler, A., & Huie, F. (2008). Self-regulation and ability predictors of academic success during college: A predictive validity study. Journal of Advanced Academics, 20(1), 42-68.

Klingsieck, K. B. (2013). Procrastination: When good things don’t come to those who wait. European Psychologist, 18, 24-34. http://dx.doi.org/10.1027/1016-9040/a000138

Krumrei, M., Elizabeth, J., Newton, F., Kim, E., & Wilcox, D. (2013). Psychosocial factors predicting first-year college student success. Journal of College Student Development, 54(3), 247-266.

Lay, C. H. (1990). Working to schedule on personal projects: An assessment of person-project characteristics and trait procrastination. Journal of Social Behavior and Personality, 5, 91-103.

Lay, C. H., & Burns, P. (1991). Intentions and behavior in studying for an examination: The role of trait procrastination and its interaction with optimism. Journal of Social Behavior and Personality, 6, 605-617.

Lay, C., & Schouwenburg, H. (1993). Trait procrastination, time management, and academic behavior. Journal of Social Behavior & Personality, 8(4), 647-662.

Liu, L., Rijmen, F., MacCann, C., & Roberts, R. (2009). The assessment of time management in middle-school students. Personality and Individual Differences, 47, 174-179. http://dx.doi.org/1016/j.paid.2009.02.018

Macan, T., Shahani, C., Dipboye, R. L., & Phillips, A. P. (1990). College students’ time management: Correlations with academic performance and stress. Journal of Educational Psychology, 82(4), 760-768.

Olowookere, E., Alao, A., Odukoya, J., Adekeye, O., & Ade’ Agbude, G. (2015). Time management practices, character development and academic performance among university undergraduates. Creative Education, 6, 79-86. http://dx.doi.org/10.4236/ce.2015.61007

Pehlivan, A. (2013). The effect of the time management skills of students taking financial accounting course on their course grades and grade point averages. International Journal of Business and Social Science, 4(5), 196-199.

Pintrich, P. R., Smith, D., García, T., & McKeachie, W. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813. http://dx.doi.org/10.1177/0013164493053003024

Pychyl, T. A., & Flett, G. L. (2012). Procrastination and self-regulatory failure: An introduction to the special issue. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 30, 203-212. http://dx.doi.org/10.1007/s10942-012-0149-5

Robbins, S., Oh, I., Le, H., & Button, C. (2009). Intervention effects on college performance and retention as mediated by motivational, emotional, and social control factors: Integrated meta-analytic path analyses. Journal of Applied Psychology, 94(5), 1163-1184. http://dx.doi.org/10.1037/a0015738

Robotham, D. (2012). Student part-time employment: Characteristics and consequences. Education + Training, 54(1), 65-75. http://dx.doi.org/10.1108/00400911211198904

Rosário, P., Mourão, R., Núñez, J. C., González-Pienda, J., Solano, P., & Valle, A. (2007). Eficacia de un programa instruccional para la mejora de procesos y estrategias de aprendizaje en la enseñanza superior. Psicothema, 19(3), 422-427.

Rothblum, E., Solomon, L., & Murakami, J. (1986). Affective, cognitive, and behavioral differences between high and low procrastinators. Journal of Counseling Psychology, 33(4), 387-394.

Rozental, A., & Carlbring, P. (2014). Understanding and treating procrastination: A review of a common self-regulatory failure. Psychology, 5, 1488-1502. http://dx.doi.org/10.4236/psych.2014.513160

Schraw, G., Crippen, K., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111-139. http://dx.doi.org/10.1007/s11165-005-3917-8

Solomon, L., & Rothblum, E. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503-509.

Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65-94. http://dx.doi.org/10.1037/0033-2909.133.1.65

Tuckman, B.W. (2003). The effect of learning and motivation strategies training on college students' achievement. Journal of College Student Development, 44(3), 430-437. http://dx.doi.org/10.1353/csd.2003.0034

Van Eerde, W. (2003). A meta-analytically derived nomological network of procrastination. Personality and Individual Differences, 35, 1401-1418. http://dx.doi.org/10.1016/S0191-8869(02)00358-6

Vovides, Y., Sanchez-Alonso, S., Mitropoulou, V., & Nickmans, G. (2007). The use of e-learning course management systems to support learning strategies and to improve self-regulated learning. Educational Research Review, 2, 64-74. http://dx.doi.org/10.1016/j.edurev.2007.02.004

Zimmerman, B. (1996). Enhancing student academic and health functioning: A self regulatory perspective. School Psychology Quarterly, 11(1), 47-66. http://dx.doi.org/10.1037/h0088920
Cómo citar
Garzón Umerenkova, A., & Gil Flores, J. (2017). Gestión del tiempo y procrastinación en la educación superior. Universitas Psychologica, 16(3), 1–13. https://doi.org/10.11144/Javeriana.upsy16-3.gtpe
Sección
Artículos