Self-efficacy and academic procrastination in a sample of university students: A correlational study

Abstract

Introduction: in the university context, self-efficacy extends beyond mere confidence in a student's academic abilities; it is considered a fundamental pillar that impacts their academic performance, intrinsic motivation, ability to face challenges, and psychological well-being. However, its absence could trigger a series of negative effects on the student and their educational experience.
Objective: to determine if self-efficacy is significantly related to academic procrastination in a sample of students from a public university in Peru.
Methods: quantitative research, non-experimental design, and cross-sectional correlational type. The sample consisted of 185 students, estimated through probabilistic sampling. The instruments used for data collection were the General Self-Efficacy Scale and the Academic Procrastination Scale, both with adequate psychometric properties.
Results: the students were characterized by moderate levels of self-efficacy and low levels of academic procrastination. Additionally, it was determined that the Spearman's rho correlation coefficient for the variables of self-efficacy and academic procrastination was -0.687 (p <0.05). This means that as the belief in one's own ability to succeed academically increases, the tendency to postpone academic tasks decreases.
Conclusions: self-efficacy is significantly related to academic procrastination in a sample of students from a public university in Peru. This finding underscores the importance of implementing interventions to strengthen students' self-efficacy while strategically addressing academic procrastination.

Objective: to determine if self-efficacy is significantly related to academic procrastination in a sample of students from a public university in Peru.

Methods: quantitative research, non-experimental design, and cross-sectional correlational type. The sample consisted of 185 students, estimated through probabilistic sampling. The instruments used for data collection were the General Self-Efficacy Scale and the Academic Procrastination Scale, both with adequate psychometric properties.

Results: the students were characterized by moderate levels of self-efficacy and low levels of academic procrastination. Additionally, it was determined that the Spearman's rho correlation coefficient for the variables of self-efficacy and academic procrastination was -0.687 (p <0.05). This means that as the belief in one's own ability to succeed academically increases, the tendency to postpone academic tasks decreases.

Conclusions: self-efficacy is significantly related to academic procrastination in a sample of students from a public university in Peru. This finding underscores the importance of implementing interventions to strengthen students' self-efficacy while strategically addressing academic procrastination.

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