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Título : Academic procrastination in Ecuadorian university students: An explanatory model based on academic motivation
Autor: Calle Torres, Katherine Paola
Reyes Trelles, Xavier Fabricio
Galarza Parra, Jhessenia Natalia
Alvarado Cevallos, Pedro Israel
Correspondencia: Reyes Trelles, Xavier Fabricio, fabricio.reyes@ucuenca.edu.ec
Palabras clave : Intrinsic motivation
Academic motivation
Academic procrastination
College studentsSelf-determination theory
Área de conocimiento FRASCATI amplio: 5. Ciencias Sociales
Área de conocimiento FRASCATI detallado: 5.3.1 Educación en general
Área de conocimiento FRASCATI específico: 5.3 Ciencias de la Educación
Área de conocimiento UNESCO amplio: 01 - Educación
ÁArea de conocimiento UNESCO detallado: 0111 - Ciencias de la Educación
Área de conocimiento UNESCO específico: 011 - Educación
Fecha de publicación : 2024
Volumen: Volumen 10, número 24
Fuente: Heliyon
metadata.dc.identifier.doi: 10.1016/j.heliyon.2024.e40787
Tipo: ARTÍCULO
Abstract: 
Academic procrastination is a multifaceted variable that encompasses different affective, cognitive, and behavioral factors, and has a high incidence in university students with important negative academic, personal, and social consequences. As such, this study aims to explain the levels of academic procrastination in relation to academic motivation and certain sociodemographic variables. The sample was composed of 117 students belonging to the University of Cuenca, Ecuador, they completed a questionnaire of sociodemographic variables, academic motivation scale and academic procrastination scale. Results showed high levels of intrinsic and extrinsic motivation, as well as low levels of amotivation, together with a medium level of total academic motivation and academic procrastination in the participants. The logistic regression model with ordinal response evidenced a 19 % reduction in fit when considering the dimensions of intrinsic motivation, extrinsic motivation, and amotivation, only intrinsic motivation was statistically significant in explaining academic procrastination, while total academic motivation and sociodemographic variables did not contribute significantly to the model. These findings confirm the importance of academic motivation, mainly intrinsic motivation, in the understanding of academic procrastination. The theoretical and practical implications of the results are discussed, highlighting their relevance in explaining this phenomenon and benefiting students.
URI : https://dspace.ucuenca.edu.ec/handle/123456789/45806
https://www.scopus.com/record/display.uri?eid=2-s2.0-85211021966&origin=resultslist&sort=plf-f&src=s&sot=b&sdt=b&s=TITLE-ABS-KEY%28Academic+procrastination+in+Ecuadorian+university+students%3A+An+explanatory+model+based+on+academic+motivation%29&sessionSearchId=b9a6c315b6fd64fe7fff95eb12106fd2&relpos=0
URI Fuente: https://www.sciencedirect.com/journal/heliyon
ISSN : 24058440
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