Publication: Procrastinación y rendimiento académico en estudiantes universitarios
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Date
2026
Authors
García-Prieto, Francisco J. ; Delgado-García, Manuel ; Ceinos-Sanz, Cristina ; López-Aguilar, David
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/rie.680631
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info:eu-repo/semantics/article
Description
Abstract
La procrastinación académica alcanza especial relevancia en la Educación Superior, caracterizándose su tratamiento por la gran complejidad que presenta, consecuencia del carácter multifactorial de los motivos o las causas que originan dicho fenómeno. Entre las relaciones que la procrastinación establece o puede establecer con otras variables, destaca, en el presente trabajo, la referida al rendimiento académico, por lo que la toma en consideración de ambas variables resulta de interés y relevancia en lo que respecta a la mejora de la Educación Superior. En este sentido, el objetivo principal del estudio se centra en determinar si los y las estudiantes universitarias con bajos niveles de procrastinación lograban un mayor rendimiento académico en su formación. De este modo, la hipótesis se focalizó en comprobar la incidencia existente entre las variables procrastinación-rendimiento académico, entendiendo que aquellos estudiantes universitarios con baja procrastinación alcanzarían un rendimiento académico alto, frente al alumnado con altos niveles de procrastinación, quienes lograrían un bajo desempeño formativo. Para ello, a través de una metodología cuantitativa y de un muestreo no aleatorio accidental, se hace uso de una escala validada para medir estos factores, la cual se aplica a 1001 estudiantes universitarios/as, procedentes de dos universidades españolas. Del estudio realizado, se deriva que el alumnado con menor rendimiento académico es el que más pospone el proceso de estudio, relacionando positivamente y siendo un predictor de cara a su formación. Como principal conclusión destaca la asociación entre el nivel de procrastinación y rendimiento académico. En consecuencia, se precisa el desarrollo de intervenciones orientadoras con el propósito de reducir la influencia de factores como la procrastinación en lo que al rendimiento académico se refiere en Educación Superior.
Academic procrastination is especially relevant in Higher Education. Its treatment is notable for its complexity due to the multifactorial nature of the reasons or causes that give rise to it. Among the relationships that procrastination establishes with other variables, the present study highlights the one relatedto academic performance; therefore, consideringboth variables is interestingregarding the improvement of Higher Education. In thissense, the main aimof thisstudyis to determine whether university students with low levels of procrastination achieve higher academic performance during their education. Thus, the hypothesis focusedon examining the relationship between the variables of procrastination and academic performance, assuming that university students with low levels of procrastination would achieve high academic performance, whereas students with high levels of procrastination would demonstrate lower academic achievement. Through a quantitative methodology and accidental non-probability sampling, a validated scale is used to measure these factors, which is applied to 1001 Spanish university students. The results show that students with lower academic performance are the ones who mostly postpone the study process,apositively correlated factor and a predictor of their education. The main conclusion highlights the association between the level of procrastination and academic performance. Consequently, guidance interventions are needed in order to reduce the influence of factors such as procrastination on academic performance.
Academic procrastination is especially relevant in Higher Education. Its treatment is notable for its complexity due to the multifactorial nature of the reasons or causes that give rise to it. Among the relationships that procrastination establishes with other variables, the present study highlights the one relatedto academic performance; therefore, consideringboth variables is interestingregarding the improvement of Higher Education. In thissense, the main aimof thisstudyis to determine whether university students with low levels of procrastination achieve higher academic performance during their education. Thus, the hypothesis focusedon examining the relationship between the variables of procrastination and academic performance, assuming that university students with low levels of procrastination would achieve high academic performance, whereas students with high levels of procrastination would demonstrate lower academic achievement. Through a quantitative methodology and accidental non-probability sampling, a validated scale is used to measure these factors, which is applied to 1001 Spanish university students. The results show that students with lower academic performance are the ones who mostly postpone the study process,apositively correlated factor and a predictor of their education. The main conclusion highlights the association between the level of procrastination and academic performance. Consequently, guidance interventions are needed in order to reduce the influence of factors such as procrastination on academic performance.
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Citation
Revista de Investigación Educativa, RIE, Nº. 44, 2026, pp. 241-263
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