La procrastinación en la formación inicial del profesoradoel rol de las estrategias de aprendizaje y el rendimiento académico

  1. Luis Jorge Martín Antón 1
  2. Karina Pamela Aramayo Ruiz 2
  3. José Luis Rodríguez Sáez 1
  4. María Consuelo Sáiz Manzanares 3
  1. 1 Universidad de Valladolid

    Universidad de Valladolid

    Valladolid, España


  2. 2 Universidad privada de Santa Cruz, Bolivia
  3. 3 Universidad de Burgos

    Universidad de Burgos

    Burgos, España


Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X

Year of publication: 2022

Volume: 25

Issue: 2

Pages: 65-88

Type: Article

DOI: 10.5944/EDUCXX1.31553 DIALNET GOOGLE SCHOLAR lock_openOpen access editor


A high percentage of university students postpone their academic activities, which leads to academic and personal difficulties. The aim of this work is to identify and describe academic procrastination and its link to the use of metacognitive learning strategies, socio-affective strategies, and academic performance in pre-service teachers. The sample was made up of 794 bachelor’s and master’s degree students in teacher education who completed the Academic Procrastination Scale, the Procrastination Assessment Scale-Student (PASS), and the Metacognitive Strategies and Socio-affectiveStrategies scales of the ACRA scales. Descriptive, correlational, sample contrast, and hierarchical linear regression analysis shows there is a high percentage of students who habitually procrastinate, and who believe their behavior to be detrimental to them. Academic procrastination is negatively related to academic performance and the use of metacognitive and socio-affective strategies. Women evidence a lower level of academic procrastination than their male counterparts, although they believe it to be more detrimental to their academic activities. There are also differences in that women attribute the problem more to a lack of empathy and lack of self-confidence, whereas in men the problem is linked to the search for excitement. The variables which most predict procrastination are the low use of metacognitive strategies and the lack of energy and self-control. No differences were found between the years of the degree, age or regarding whether students are working or not, or the dedication this entails. We discuss the implications of the results in specific actions aimed at reducing procrastination behavior in university students.

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