Volume 9, Issue 5 (2021)
Health Educ Health Promot 2021, 9(5): 455-459 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Vivar-Bravo J, La Madrid Rojas F, Fuster-Guillén D, Álvarez Silva V, Ocaña-Fernández Y. Academic Procrastination and Anxiety in University Students of Initial Education of Apurimac. Health Educ Health Promot 2021; 9 (5) :455-459
URL: http://hehp.modares.ac.ir/article-5-56404-en.html
URL: http://hehp.modares.ac.ir/article-5-56404-en.html
J. Vivar-Bravo *1, F.I. La Madrid Rojas2, D. Fuster-Guillén3, V.A. Álvarez Silva4, Y. Ocaña-Fernández3
1- Universidad César Vallejo, Lima, Perú , JavierVivarBravo99@gmail.com
2- Ministery of Educacion, Lima, Perú
3- National University of San Marcos, Lima, Perú
4- Catholic University Los Angeles of Chimbote, Chimbote, Perú
2- Ministery of Educacion, Lima, Perú
3- National University of San Marcos, Lima, Perú
4- Catholic University Los Angeles of Chimbote, Chimbote, Perú
Abstract: (1535 Views)
Aims: This study was performed to determine the relationship between academic procrastination and anxiety in students of a university in the department of Apurimac, Peru.
Instrument & Methods: In this non-experimental, basic, descriptive-correlational study, the sample consisted of 196 university students from the first four cycles of Initial Education in 2020. Data collection was through surveys for which two questionnaires were used: the Academic Procrastination Scale (EPA) and the State-Trait Anxiety Questionnaire (STAI). Both instruments were found to be highly reliable (Cronbach's alpha greater than 0.8 in both cases). The descriptive and inferential analyses were carried out with SPSS 25 software. Spearman's Rho was applied to corroborate the value of the relationships.
Findings: Most of the students exhibited high levels of academic procrastination and anxiety. Inferential analysis showed a statistically significant (p<0.05) but direct and weak relationship (r=0.171) between academic procrastination and anxiety. State and trait anxiety were also evaluated and it was found that their relationship with academic procrastination was positive and weak (Pearson's r close to 0.25 in both cases).
Conclusion: The constant practice of procrastinating behavior is a product of recurrent thoughts of postponing academic activities, which is part of the formation of the personality that the temperament and character of the individual.
Instrument & Methods: In this non-experimental, basic, descriptive-correlational study, the sample consisted of 196 university students from the first four cycles of Initial Education in 2020. Data collection was through surveys for which two questionnaires were used: the Academic Procrastination Scale (EPA) and the State-Trait Anxiety Questionnaire (STAI). Both instruments were found to be highly reliable (Cronbach's alpha greater than 0.8 in both cases). The descriptive and inferential analyses were carried out with SPSS 25 software. Spearman's Rho was applied to corroborate the value of the relationships.
Findings: Most of the students exhibited high levels of academic procrastination and anxiety. Inferential analysis showed a statistically significant (p<0.05) but direct and weak relationship (r=0.171) between academic procrastination and anxiety. State and trait anxiety were also evaluated and it was found that their relationship with academic procrastination was positive and weak (Pearson's r close to 0.25 in both cases).
Conclusion: The constant practice of procrastinating behavior is a product of recurrent thoughts of postponing academic activities, which is part of the formation of the personality that the temperament and character of the individual.
Keywords: Academic Procrastination , Anxiety , State Anxiety , Trait Anxiety , Early Childhood Education
Article Type: Descriptive & Survey |
Subject:
Health Care
Received: 2021/10/16 | Accepted: 2021/12/9 | Published: 2022/02/9
Received: 2021/10/16 | Accepted: 2021/12/9 | Published: 2022/02/9
References
1. Alonso J, Liu Z, Evans-Lacko S, Sadikova E, Sampson N, Chatterji S, et al. Treatment gap for anxiety disorders is global: results of the world mental health surveys in 21 countries. Depress Anxiety. 2018;35(3):195-208. [Link] [DOI:10.1002/da.22711] [PMID] [PMCID]
2. Wang Y, Gao H, Liu J, Fan XL. Academic procrastination in college students: The role of self-leadership. Person Individ Differ. 2021;178:110866. [Link] [DOI:10.1016/j.paid.2021.110866]
3. Marquina Luján RJ, Horna Calderón VE, Huaire Inacio EJ. Anxiety and procrastination in university students. Revista ConCiencia EPG. 2018;3(2):89-97. [Spanish] [Link] [DOI:10.32654/CONCIENCIAEPG.3-2.6]
4. Ruiz S. Academic procrastination and anxiety in university students in the context of virtual education in times of pandemic, Chiclayo [Dissertation]. Peru: Universidad Católica Santo Toribio de Mogrovejo; 2020. [Link]
5. Cubas Vilchez HD. Procrastinación académica y ansiedad rasgo en estudiantes de psicología. Universidad Privada de Trujillo; 2021. [Spanish] [Link]
6. Estrada Araoz EG, Mamani Uchasara HJ. Academic procrastination and anxiety in university students of Madre de Dios. Apuntes Universitarios. 2020;10(4):322-37. [Spanish] [Link] [DOI:10.17162/au.v10i4.517]
7. Albújar-Moreno W, Castro-portillas L. Academic procrastination and anxiety levels in high school students of an educational institution of Lambayeque, 2019 [dissertation]. Perú: Universidad Nacional Pedro Ruiz Gallo; 2020. [Link]
8. Núñez-Guzmán R, Cisneros-Chávez B. Social network addiction and academic procrastination in university students. New Ideas Educ Inform. 2019;15(1):114-20. [Link]
9. Gil-Tapia L, Botello-Principe V. Academic procrastination and anxiety in Health Sciences students from a University of North Lima. J Resd Cases Health. 2018;3(2):89-96. [Link] [DOI:10.35626/casus.2.2018.75]
10. Marquina, R, Gómez L, Salas C, Santibañez S, Rumiche R. Procrastination in university students in Metropolitan Lima. Revista peruana de obstetricia y enfermería. 2016;12(1):1-7. [Link]
11. Fiestas F, Piazza M. Lifetime prevalence and age of onset of mental disorders in urban Peru: Results from the global mental health survey, 2005. Peruvian J Exp Med Public Health. 2014;31(1):39-47. [Spanish] [Link]
12. World Health Organization. World Mental Health Day 2017- Mental health in the workplace [Internet]. Geneva: World Health Organization; 2017 [Cited Year Month Day]. Available from: https://www.euro.who.int/en/media-centre/events/events/2017/10/mental-health-at-the-workplace-world-mental-health-day-2017 [Link]
13. Busko DA. Causes and consequences of perfectionism and procrastination: A structural equation model [Dissertation]. University of Guelph; 1998. [Link]
14. Mann L. Procrastination revisited: a commentary. Australian Psychol. 2016;51(1):47-51. [Link] [DOI:10.1111/ap.12208]
15. Van Erde W, Klingsieck KB. Overcoming procrastination? A meta-analysis of intervention studies. Educ Res Rev. 2018;25(1):73-85. [Link] [DOI:10.1016/j.edurev.2018.09.002]
16. Hu Y, Liu P, Guo Y, Feng T. The neural substrates of procrastination: A voxel-based morphometry study. Brain Cognit. 2018;121(1):11-6. [Link] [DOI:10.1016/j.bandc.2018.01.001] [PMID]
17. Zhang W, Wang X, Feng T. Identifying the neural substrates of procrastination: A resting-state fMRI study. Sci Rep. 2016;6:33203. [Link] [DOI:10.1038/srep33203] [PMID] [PMCID]
18. Calvet M, Acosta A, Díaz L, Chocano A, Iparraguirre C, Villalba O, et al. Procrastination and addiction to social networks in undergraduate and postgraduate university students in Lima. Horizonte de la Ciencia. 2017;7(13):63-81. [Spanish] [Link]
19. Matalinares M, Díaz A, Rivas L, Dioses A, Arenas C, Raymundo O, et al. Procrastination and addiction to social networks in undergraduate and postgraduate university students in Lima. Horizonte de la Ciencia. 2017;7(13):63-81. [Link] [DOI:10.26490/uncp.horizonteciencia.2017.13.355]
20. Balkis M, Duru E. Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: under-regulation or misregulation form. Eur J Psychol Educ. 2016;31(2):439-59. [Link] [DOI:10.1007/s10212-015-0266-5]
21. Garzón-Umerenkova A, Gil-Flores J. The role of academic procrastination as a factor in university dropout. Complutense J Educ. 2017;28(1):307-24. [Link] [DOI:10.5209/rev_RCED.2017.v28.n1.49682]
22. Trujillo-Chumán K, Noé-Grijalva M. The academic procrastination scale (EPA): validity and reliability in a sample of peruvian students. Revista de Psicología y Educación. 2020;15:98-107. [Spanish] [Link] [DOI:10.23923/rpye2020.01.189]
23. Ayala A, Rodríguez R, Villanueva W, Hernández M, Campos M. Academic procrastination: theories, elements and models. Muro de la Investigación. 2020;20(2):40-52. [Spanish] [Link] [DOI:10.17162/rmi.v5i2.1324]
24. Spielberger C. Test anxiety inventory. Palo Alto: Consulting Psychologists Press; 1980. [Link]
25. Ariani DW, Susilo YS. Why do it later? Goal orientation, self-efficacy, test anxiety, on procrastination. J Educ Cult Psychol Stud. 2018;(17):45-73. [Link] [DOI:10.7358/ecps-2018-017-wahy]
26. Ko CYA, Chang Y. Investigating the relationships among resilience, social anxiety, and procrastination in a sample of college students. Psychol Rep. 2019;122(1):231-45. [Link] [DOI:10.1177/0033294118755111] [PMID]
27. Yang Z, Asbury K, Griffiths MD. An exploration of problematic smartphone use among Chinese university students: Associations with academic anxiety, academic procrastination, self-regulation and subjective wellbeing. Int J Ment Health Addict. 2019;17:596-614. [Link] [DOI:10.1007/s11469-018-9961-1]
28. Atalaya-Laureano C, García-Ampudia L. Procrastination: A theoretical review. J Res Psychol. 2019;22(2):363-78. [Link] [DOI:10.15381/rinvp.v22i2.17435]
29. Weinberg RS, Gould D. Fundamentals of Sport and Exercise Psychology. Ed. Médica Panamericana, Barcelona. 2010. [Link]
30. Constantin K, English MM, Mazmanian D. Anxiety, depression, and procrastination among students: Rumination plays a larger mediating role than worry. J Rational-Emotive Cognit Behav Ther. 2018;36(1):15-27. [Link] [DOI:10.1007/s10942-017-0271-5]
31. Eysenck H, Eysenck M. Personality and individual differences. New York: Plenum; 1985. [Link] [DOI:10.1007/978-1-4613-2413-3]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |