Self-efficacy and academic procrastination in university students of a private university in the district of Villa El Salvador, Lima, 2021

Abstract

The objective of the research was to determine the relationship between self-efficacy and academic procrastination in a sample of students from a private university in the Villa El Salvador district, Lima, 2021. This was a quantitative, basic research with a descriptive-correlational level, non-experimental cross-sectional design. The sample consisted of 79 university students from the professional program of Communication Sciences at the Faculty of Human Sciences of a private university in Villa El Salvador. The instruments used were the General Self-Efficacy Scale (EAG) by Baessler and Schwarzer (1996), adapted by Grimaldo (2005), and the Academic Procrastination Scale (EPA) by Busko, adapted by Domínguez-Lara (2016). The results confirmed that self-efficacy had a statistically significant negative medium correlation (r = -.345; p = .002 < .05) with academic procrastination. Moreover, correlation was found among male students (r = -.414; p = .006), ages between 18 and 20 (r = -.521; p = .004), and those in their first cycle (r = -.476; p = .003).

La investigación tuvo como objetivo de determinar la relación entre autoeficacia y procrastinación académica en una muestra de estudiantes de una universidad privada del distrito de Villa El Salvador, Lima 2021. Para tal fin, se optó por una investigación de enfoque cuantitativo, tipo básico, nivel descriptivo – correlacional y diseño transversal y no experimental. La muestra se conformó con 79 estudiantes universitarios de la carrera profesional de Ciencias de la Comunicación que pertenece a la Facultad de Ciencias Humanas de una universidad privada del distrito de Villa El Salvador. Los instrumentos fueron la Escala de Autoeficacia General (EAG) de Baessler y Schwarzer (1996), adaptado por Grimaldo (2005) y la Escala de Procrastinación Académica (EPA) de Busko, adaptado por Domínguez-Lara (2016). Los resultados confirmaron que la autoeficacia guardó una correlación estadísticamente muy significativa, de tipo negativa y de grado medio (r = -.345; p = .002 < .05) con la procrastinación académica. Asimismo, se halló correlación en los estudiantes varones, (r = -.414; p = .006); con edades entre 18 y 20 años (r = -.521; p = .004) y que cursan el primer ciclo (r = -.476; p = .003).