bachelorThesis
Procrastinación académica y autorregulación emocional en estudiantes de la Facultad de Psicología de la Universidad de Cuenca, periodo 2021
Fecha
2022-10-03Autor
Guapacasa Ortiz, José Cristóbal
Sarmiento Hidalgo, Arturo Fabricio
Institución
Resumen
Academic Procrastination (AP) is the tendency of students to voluntarily postpone the
development of academic activities. This behavior is associated with Emotional SelfRegulation (ES), since its failure would cause people to postpone the fulfillment of their
academic responsibilities. The AE is the process that evaluates, monitors and modifies the
emotional reactions, therefore, the purpose of this research was to determine the levels of
Academic Procrastination and Emotional Self-regulation of the students of the Faculty of
Psychology of the University of Cuenca. This research had a quantitative, non-experimental,
cross-sectional, descriptive and correlational approach. The sample consisted of 230
students. The Academic Procrastination Scale (EPA) and the Emotional Regulation
Questionnaire (ERQ) were achieved, which assess conformity and disagreement with the
abilities to change or eliminate the emotional experience. The results obtained determined
that most of the students present a moderate level in PA (55.7%), while the level of AE was
high in Cognitive Reappraisal (50%) and Emotional Suppression (38.3%). A significant low
positive relationship (Rho=0.334) was also found between PA and Cognitive Reappraisal
(PV=0.00) and a very low non-significant negative relationship between PA and Emotional
Suppression (PV=0.54); On the other hand, no significant differences were found in the
analysis of differences in PA and AE based on sociodemographic variables, with the
exception of PA and academic cycle, also between SE and socioeconomic level or SE and
academic cycle. According to the results obtained, it is concluded that the moderate level in
AP presented by the students of the Faculty of Psychology represents that there is a balanced
management of negative emotions through different EA strategies, in such a way that the
adequate development does not correspond student academics; On the other hand, there is no
evidence that sociodemographic variables are determinants of differences in PA or AE. And
finally, it was found that there is a relationship between the variables PA and AE.