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

Aldizkaria:
Psicología educativa

ISSN: 1135-755X

Argitalpen urtea: 2024

Alea: 30

Zenbakia: 1

Orrialdeak: 57-66

Mota: Artikulua

DOI: 10.5093/PSED2023A17 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Psicología educativa

Laburpena

The present study seeks to ascertain whether the academic procrastination of university pre-service teachers varied during the COVID-19 pandemic when compared to data collected from another sample (n = 794) taken before the pandemic, and the reasons that might explain this. 910 pre-service teachers responded to the PASS scale, Academic Procrastination Scale, Unintentional Procrastination Scale, Active Procrastination Scale, and the New General Self-Efficacy Scale during the pandemic. The results reflect greater procrastination than for the pre-pandemic sample; 37.8% felt that their procrastination had increased due to the pandemic, which was more evident amongst women, whereas 8.7% reported having procrastinated less, displaying the highest level of self-efficacy. In both instances, the most commonly alleged reasons were greater time management, together with changes they were forced to make in their study habits. We discuss the implications that might need to be considered when planning and organizing teaching, should a similar situation occur again.

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