Academic procrastination of Spanish pre-service teachers during the Covid-19 pandemic
- Luis J. Martín-Antón 1
- María C. Saiz-Manzanares 2
- Paula Molinero-González 1
- Wendy L. Arteaga-Cedeño 1
- Alberto Soto-Sánchez 1
- Miguel A. Carbonero 1
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1
Universidad de Valladolid
info
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2
Universidad de Burgos
info
ISSN: 1135-755X
Año de publicación: 2024
Volumen: 30
Número: 1
Páginas: 57-66
Tipo: Artículo
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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