Academic procrastination of Spanish pre-service teachers during the Covid-19 pandemic

  1. Luis J. Martín-Antón 1
  2. María C. Saiz-Manzanares 2
  3. Paula Molinero-González 1
  4. Wendy L. Arteaga-Cedeño 1
  5. Alberto Soto-Sánchez 1
  6. Miguel A. Carbonero 1
  1. 1 Universidad de Valladolid
    info

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

  2. 2 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

Revista:
Psicología educativa

ISSN: 1135-755X

Año de publicación: 2024

Volumen: 30

Número: 1

Páginas: 57-66

Tipo: Artículo

DOI: 10.5093/PSED2023A17 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicología educativa

Resumen

El objetivo de este trabajo es conocer si la procrastinación académica de los estudiantes universitarios de formación del profesorado varió durante la pandemia de COVID-19 en comparación con datos recogidos de otra muestra (n = 794) antes de la pandemia y los motivos que lo justifican. Han participado 910 estudiantes, que respondieron a la escala PASS, la Escala de Procrastinación Académica, la Escala de Procrastinación Involuntaria, la Escala de Procrastinación Activa y la Nueva Escala de Autoeficacia General durante la pandemia. Los resultados indican una mayor procrastinación que la muestra prepandemia. Un 37.8% cree haber aumentado su procrastinación por la pandemia, sobre todo las mujeres, mientras el 8.7% afirman procrastinar menos, siendo los que mayor autoeficacia tienen. En ambos casos, los motivos más frecuentes han sido el disponer de más tiempo, junto a cambios en sus hábitos de estudio. Se comentan las implicaciones para la organización docente en caso de repetirse una situación similar.

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