| Título: | Can Engagement buffer the harmful effects of Academic Procrastination? : ¿Puede amortiguar el Engagement los efectos nocivos de la Procrastinación Académica? |
| Autores: | González-Brignardello, Marcela Paz ; Sánchez-Elvira-Paniagua, Ángeles |
| Tipo de documento: | texto impreso |
| Editorial: | Universidad Nacional de Educacion a Distancia, 2013-05-22 |
| Dimensiones: | application/pdf |
| Nota general: |
Acción Psicológica; Vol 10, No 1 (2013): Therapeutic Approaches in Personality Disorders; 117-134 Acción Psicológica; Vol 10, No 1 (2013): Therapeutic Approaches in Personality Disorders; 117-134 2255-1271 1578-908X 10.5944/ap.10.1 Copyright (c) 2015 Facultad de Psicología. Servicio de Psicología Aplicada. http://creativecommons.org/licenses/by-nc-nd/4.0 |
| Idiomas: | Español |
| Palabras clave: | accionpsicologica:ARTL , driver |
| Resumen: |
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. ResumenEl propósito de este estudio es explorar la relación existente entre la Procrastinación Académica y el Engagement, así como el patrón de funcionamiento de ambas variables en entornos académicos, en relación al uso de estrategias de aprendizaje autorregulado, eficientes y deficientes, y el estado de los estudiantes previo a la realización de los exámenes. Todas las variables han sido medidas a través de cuestionarios de autoinforme, en una población de universitarios en modalidad a distancia/en línea. Asimismo, se postula un posible efecto de amortiguación o buffering del Engagement sobre los efectos nocivos de la Procrastinación Académica. Este patrón diferencial se analiza con mayor precisión mediante la consideración de tres perfiles de estudiantes, los caracterizados por Engagement puro, los caracterizados por Procrastinación Académica pura, y un perfil mixto de procrastinadores con niveles de Engagement medio-alto. Los resultados obtenidos corroboran, por un lado, las grandes diferencias existentes en la forma de afrontar los estudios entre los estudiantes engaged y los procrastinadores y, por otro, el claro efecto amortiguador del engagement sobre la procrastinación académica, observándose en el perfil mixto una mejora significativa de carácter positivo, tanto en el tipo de estrategias de aprendizaje autorregulado utilizadas, como en su estado previo a los exámenes.AbstractThe 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. |
| En línea: | http://revistas.uned.es/index.php/accionpsicologica/article/view/7039 |
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