Influence of study satisfaction on academic procrastination in psychology students: a preliminary study
Keywords:
study satisfaction, academic procrastination, regression analysis, college studentsAbstract
The aim of this predictive study was to analyze the degree of influence of study satisfaction (SS) on academic procrastination (AP). One hundred forty- eight (148) psychology students (111 women) between 18 and 32 years old (M = 22.41) were evaluated using the Brief Scale of Study Satisfaction and the Academic Procrastination Scale. After preliminary analyses focused on the scores reliability (α > 0.70) and correlations between dimensions, a regression analysis was performed to determine how much of the variability in the AP dimensions’ scores is explained by the variations in the SS. For that purpose, a method that uses bivariate correlations corrected for attenuation and provides confidence intervals under a bootstrap approach of the associated statistics was applied. All analyses were assessed from an effect size approach. The results indicate that the influence of SS on AP was not significant. These findings provide new ways to implement studies in order to understand the procrastinating behavior in the university setting.
Downloads
Download data is not yet available.
References
Arnett, J. J., & Padilla-Walker, L. M. (2015). Brief report: Danish emerging adults’ conceptions of adulthood. Journal of Adolescence, 38, 39-44. doi: 10.1016/ j.adolescence.2014.10.011
Arrosa, M. L., & Gandelman, N. (2016). Happiness Decomposition: Female Optimism. Journal of Happiness Studies, 17(2), 731-756. doi: 10.1007/s10902- 015-9618-8
Ato, M., López, J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1038-1059. doi: 10.6018/analesps.29.3.178511
Balkis, M. (2013). Academic procrastination, academic life satisfaction and academic achievement: the mediation role of rational beliefs about studying. Journal of Cognitive and Behavioral Psychotherapies,13(1), 57- 74.
Blunt, A. (1998). Task aversiveness and procrastination: A multidimensional approach to task aversiveness across stages of personal projects. Tesis doctoral no publicada. Carleton University, Canadá.
Busko, D. (1998). Causes and consequences of perfectionism and procrastination: A structural equation model. Tesis de Maestría no publicada. The University of Guelph, Canadá.
Carbonaro, W., & Workman, J. (2016). Intermediate peer contexts and educational outcomes: Do the friends of students’ friends matter? Social Science Research, 58, 184-197. doi: 10.1016/j.ssresearch.2016.02.005
Chen, B. B., Shi, Z. Y., & Wang, Y. (2016). Do peers matter? resistance to peer influence as a mediator between Self-esteem and procrastination among undergraduates. Frontiers in Psychology, 7. doi: Artn1529 10.3389/Fpsyg.2016.01529
Chernick, M. R. (1999). Bootstrap methods: a practitioner’s guide. Nueva York: Wiley & Sons.
Chraif, M., & Dumitru, D. (2015). Gender differences on wellbeing and quality of life at young students at psychology. Procedia - Social and Behavioral Sciences, 180, 1579-1583. doi: 10.1016/ j.sbspro.2015.02.310
Clariana, M., Cladellas, R., Badía, M., & Gotzens, C. (2011). La influencia del género en variables de la personalidad que condicionan el aprendizaje: inteligencia emocional y procrastinación académica. Revista Electrónica Interuniversitaria de Formación del Profesorado, 14(3), 87-96.
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155 - 159. doi:10.1037/0033-2909.112.1.155
Corkin, D. M., Yu, S. L., Wolters, C. A., & Wiesner, M. (2014). The role of the college classroom climate on academic procrastination. Learning and Individual Differences, 32, 294-303. doi: 10.1016/j.lindif.2014.04.001
Demiroren, M., Turan, S., & Oztuna, D. (2016). Medical students’ self-efficacy in problem-based learning and its relationship with self-regulated learning. Medical Education Online, 21(1), 30049. doi: 10.3402/ meo.v21.30049
Deniz, M. E. (2006). The relationships among coping with stress, life satisfaction, decision making styles and decision self-esteem: An investigation with Turkish university students. Social Behavior & Personality, 34, 1161-1170.
Diener, E. (1994). Assessing subjective well-being: Progress and opportunities. Social Indicators Research, 31, 103- 157. doi:10.1007/BF01207052
Dimitrov, D. M. (2010). Testing for factorial invariance in the context of construct validation. Measurement and Evaluation in Counseling and Development, 43(2), 121–149. doi: 10.1177/0748175610373459
Dominguez-Lara, S. (2016a). Datos normativos de la Escala de Procrastinación Académica en estudiantes de psicología de Lima. Evaluar, 16, 20-30.
Dominguez-Lara, S. (2016b). Intervalos de confianza en el reporte de la fiabilidad: un análisis necesario. Anales del Sistema Sanitario de Navarra, 39(1), 169-170. doi: 10.4321/S1137-6627/2016000100024
Dominguez-Lara, S. (2016c). Secretos del coeficiente alfa. Actas Urológicas Españolas, 40(7), 471. doi: 10.1016/ j.acuro.2016.04.002
Dominguez-Lara, S. (2016d). Sobre el uso de la prueba de significación de la hipótesis nula en la investigación psicológica. Cultura, 30, 141-150.
Dominguez-Lara, S. (2017). Magnitud del efecto en análisis de regresión. Interacciones, 3(1), 3 - 5. doi: 10.24016/ 2017.v3n1.46
Dominguez-Lara, S. (en prensa). Prevalencia de procrastinación académica en estudiantes universitarios de Lima Metropolitana y su relación con variables demográficas. Revista de Psicología-UCSP.
Dominguez-Lara, S., & Merino-Soto, C. (2015). ¿Por qué es importante reportar los intervalos de confianza del coeficiente alfa de Cronbach? Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 13(2), 1326-1328.
Dominguez-Lara, S., Calderón-De la Cruz, G., Alarcón-Parco, D., & Navarro-Loli, J. (en prensa). Relación entre Ansiedad ante exámenes y rendimiento en exámenes en universitarios: análisis preliminar de la diferencia según asignatura. Revista Digital de Investigación en Docencia Universitaria.
Dominguez-Lara, S., Villegas, G. & Centeno, S. (2014). Procrastinación académica: Validación de una escala en una muestra de estudiantes de una universidad privada. Liberabit, 20(2), 293-304.
Efron, B., & Tsibirani, R. J. (1993). An introduction to the Bootstrap. New York: Chapman & Hall.
Ellis, P. (2010). The essential guide to effect sizes: Statistical power, meta-analysis, and the interpretation of research results. Cambridge, UK: Cambridge University Press.
Feldt, L. S., & Kim, S. (2006). Testing the difference between two alpha coefficients with small samples of subjects and raters. Educational and Psychological Measurement, 66(4), 589-600. doi: 10.1177/ 0013164405282488
Ferguson, C. J. (2009). An effect size primer: a guide for clinicians and researchers. Professional Psychology: Research and Practice, 40(5), 532–538. doi: 10.1037/ a0015808
Ghasemi, A., & Zahediasl, S. (2012). Normality tests for statistical analysis: a guide for non-statisticians. International Journal of Endocrinology and Metabolism, 10(2), 486-489. doi: 10.5812/ijem.3505
Gil, J. (2005). Aplicación del método bootstrap al contraste de hipótesis en la investigación educativa. Revista de Educación, 336, 251-265.
Howell, A., & Watson, D. (2007). Procrastination: Associations with achievement goal orientation and learning strategies. Personality and Individual Differences, 43, 167-178. doi: 10.1016/j.paid.2006.11.017
Khan, M. J., Arif, H., Noor, S. S., & Muneer, S. (2014). Academic procrastination among male and female university and college students. FWU Journal of Social Sciences, 8(2), 65-70.
Lai, C. S., Badayai, A. R. b. A., Chandrasekaran, K., Lee, S. Y., & Kulasingam, R. (2015). An exploratory study on personality traits and procrastination among university students. American Journal of Applied Psychology, 4(3-1), 21-26. doi: 10.11648/j.ajap.s.2015040301.14
Lent, R., & Brown, S. (2008). Social cognitive career theory and subjective well-being in the context of work. Journal of Career Assessment, 16; 6-21. doi: 10.1177/ 1069072707305769
Lent, R. W., Singley, D., Sheu, H., Janet B., Schmidt, A., & Schmidt, C. L. (2007). Relation of social-cognitive factors to academic satisfaction in engineering student. Journal of Career Assessment; 15; 87-97. doi: 10.1177/1069072706294518
Lorenzo-Seva, U., Ferrando, P. J., & Chico, E. (2010). Two SPSS programs for interpreting multiple regression results. Behavioral Research Methods, 41(1), 29-35. doi: 10.3758/BRM.42.1.29
Lounsbury, J., Park, S., Sundstrom, E., Williamson, J., & Pemberton, E. (2004). Personality, career satisfaction and life satisfaction: Test of a directional model. Journal of Career Assessment, 12, 395-406. doi: 10.1177/ 1069072704266658
Lu, F. W. (2014). Testing peer effects among college students: evidence from an unusual admission policy change in China. Asia Pacific Education Review, 15(2), 257-270. doi: 10.1007/s12564-014-9319-8
Mahasneh, A. M., Bataineh, O. T., & Al-Zoubi, Z. H. (2016). The relationship between academic procrastination and parenting styles among jordanian undergraduate university students. The Open Psychology Journal, 9, 25-34.
Meisenberg, G., & Woodley, M. A. (2015). Gender differences in subjective well-being and their relationships with gender equality. Journal of Happiness Studies, 16(6), 1539-1555. doi: 10.1007/ s10902-014-9577-5
Merino, C., & Lautenschlager, G. (2003). Comparación estadística de la confiabilidad alfa de Cronbach: Aplicaciones en la medición educacional. Revista de Psicología – Universidad de Chile, 12, 129–139.
Merino-Soto, C. (2016). Diferencias entre coeficientes alfa de Cronbach, con muestras y partes pequeñas: Un programa VB. Anales de Psicología, 32(2), 587-588. doi: 10.6018/analesps.32.2.203841
Merino-Soto, C., Dominguez-Lara, S., & Fernandez-Arata, M. (2017). Validación inicial de una Escala Breve de Satisfacción con los Estudios (EBSE) en estudiantes universitarios de Lima. Educación Médica ̧18(1), 74- 77. doi: 10.1016/j.edumed.2016.06.016
Merino-Soto, C., Navarro-Loli, J., & García, W. (2014). Revisión de la consistencia interna del Inventario de Inteligencia Emocional de Bar-On, EQ-I: YV. Revista Peruana de Psicología y Trabajo Social, 3(1), 141-154.
Navarro-Alberto, J. A. (2016). The bootstrap: a 35 years old young very useful for analyzing biological data. Cuban Journal of Agricultural Science, 50(1), 11- 23.
Olea, M. T., & Olea, A. N. (2015). Perceptiveness and sense impression of procrastination across correlates. International Research Journal of Social Sciences, 4(1), 37-43.
Ozer, B. U., Demir, A., & Ferrari, J. R. (2009). Exploring academic procrastination among Turkish students: possible gender differences in prevalence and reasons. Journal of Social Psychology, 149(2), 241-257. doi: 10.3200/SOCP.149.2.241-257
Quant, D. & Sánchez, A. (2012). Procrastinación, procrastinación académica: concepto e implicaciones. Revista Vanguardia Psicológica, 3(1), 45-59.
Salehi, A. M. M. P., Marzban, M. M., Sourosh, M. P., Sharif, F. P., Nejabat, M. M., & Imanieh, M. H. M. (2017). Social well-being and related factors in students of school of nursing and midwifery. International Journal Community Based Nursing Midwifery, 5(1), 82-90.
Sánchez-Rosas, J., Takaya, P. B., & Molinari, A. V. (2016). The role of teacher behavior, motivation and emotion in predicting academic social participation in class. Pensando Psicología, 12(19), 39-53. doi: http:// dx.doi.org/10.16925/pe.v12i19.1327
San-Martin, M., Delgado-Bolton, R., & Vivanco, L. (2017). Professionalism and occupational well-being: similarities and differences among Latin American health professionals. Frontiers in Psychology, 8, 63. doi: 10.3389/fpsyg.2017.00063
Shapiro, S. S., & Wilk, M. B. (1965). An analysis of variance test for normality (complete samples). Biometrika, 52(3/4), 591-611. doi : 10.1093/ biomet/52.3-4.591
Sirois, F. M., & Kitner, R. (2015). Less adaptive or more maladaptive? a meta-analytic investigation of procrastination and coping. European Journal of Personality, 29(4), 433-444. doi: 10.1002/per.1985
Spearman C. (1910) Correlation calculated from faulty data. British Journal of Psychology, 3, 271-295. doi: 10.1111/ j.2044-8295.1910.tb00206.x
Steel, P. (2007). The nature of procrastination: a meta- analytic and theoretical review of quintessential self- regulatory failure. Psychological Bulletin, 133(1), 65- 94.
Steel, P., & Klingsieck, K. B. (2016). Academic procrastination: psychological antecedents revisited. Australian Psychologist, 51(1), 36-46. doi: 10.1111/ ap.12173
Tárraga-López, P. J., & Rodríguez-Montes, J. A. (2016). ¿Se deben publicar los resultados negativos o no positivos? Journal of Negative & No Positive Results, 1(2), 43-44.
Trafimow, D., & Marks, M. (2015). Editorial. Basic and Applied Social Psychology, 37(7487), 1-2.
van Eerde, W. (2003). A meta-analytically derived nomological network of procrastination. Personality and Invididual Differences, 35, 1401-1418.
Wäschle, K., Allgaier, A., Lachner, A., Fink, S., & Nückles, M. (2014). Procrastination and self-efficacy: tracing vicious and virtuous circles in self-regulated learning. Learning and Instruction, 29, 103-114. doi: 10.1016/ j.learninstruc.2013.09.005
Winter, J. C. F. de, Gosling, S. D., & Potter, J. (2016). Comparing the Pearson and Spearman correlation coefficients across distributions and sample sizes: a tutorial using simulations and empirical data. Psychological Methods, 21(3), 273-290. doi: 10.1037/ met0000Sergio Alexis Dominguez-Lara
Arrosa, M. L., & Gandelman, N. (2016). Happiness Decomposition: Female Optimism. Journal of Happiness Studies, 17(2), 731-756. doi: 10.1007/s10902- 015-9618-8
Ato, M., López, J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1038-1059. doi: 10.6018/analesps.29.3.178511
Balkis, M. (2013). Academic procrastination, academic life satisfaction and academic achievement: the mediation role of rational beliefs about studying. Journal of Cognitive and Behavioral Psychotherapies,13(1), 57- 74.
Blunt, A. (1998). Task aversiveness and procrastination: A multidimensional approach to task aversiveness across stages of personal projects. Tesis doctoral no publicada. Carleton University, Canadá.
Busko, D. (1998). Causes and consequences of perfectionism and procrastination: A structural equation model. Tesis de Maestría no publicada. The University of Guelph, Canadá.
Carbonaro, W., & Workman, J. (2016). Intermediate peer contexts and educational outcomes: Do the friends of students’ friends matter? Social Science Research, 58, 184-197. doi: 10.1016/j.ssresearch.2016.02.005
Chen, B. B., Shi, Z. Y., & Wang, Y. (2016). Do peers matter? resistance to peer influence as a mediator between Self-esteem and procrastination among undergraduates. Frontiers in Psychology, 7. doi: Artn1529 10.3389/Fpsyg.2016.01529
Chernick, M. R. (1999). Bootstrap methods: a practitioner’s guide. Nueva York: Wiley & Sons.
Chraif, M., & Dumitru, D. (2015). Gender differences on wellbeing and quality of life at young students at psychology. Procedia - Social and Behavioral Sciences, 180, 1579-1583. doi: 10.1016/ j.sbspro.2015.02.310
Clariana, M., Cladellas, R., Badía, M., & Gotzens, C. (2011). La influencia del género en variables de la personalidad que condicionan el aprendizaje: inteligencia emocional y procrastinación académica. Revista Electrónica Interuniversitaria de Formación del Profesorado, 14(3), 87-96.
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155 - 159. doi:10.1037/0033-2909.112.1.155
Corkin, D. M., Yu, S. L., Wolters, C. A., & Wiesner, M. (2014). The role of the college classroom climate on academic procrastination. Learning and Individual Differences, 32, 294-303. doi: 10.1016/j.lindif.2014.04.001
Demiroren, M., Turan, S., & Oztuna, D. (2016). Medical students’ self-efficacy in problem-based learning and its relationship with self-regulated learning. Medical Education Online, 21(1), 30049. doi: 10.3402/ meo.v21.30049
Deniz, M. E. (2006). The relationships among coping with stress, life satisfaction, decision making styles and decision self-esteem: An investigation with Turkish university students. Social Behavior & Personality, 34, 1161-1170.
Diener, E. (1994). Assessing subjective well-being: Progress and opportunities. Social Indicators Research, 31, 103- 157. doi:10.1007/BF01207052
Dimitrov, D. M. (2010). Testing for factorial invariance in the context of construct validation. Measurement and Evaluation in Counseling and Development, 43(2), 121–149. doi: 10.1177/0748175610373459
Dominguez-Lara, S. (2016a). Datos normativos de la Escala de Procrastinación Académica en estudiantes de psicología de Lima. Evaluar, 16, 20-30.
Dominguez-Lara, S. (2016b). Intervalos de confianza en el reporte de la fiabilidad: un análisis necesario. Anales del Sistema Sanitario de Navarra, 39(1), 169-170. doi: 10.4321/S1137-6627/2016000100024
Dominguez-Lara, S. (2016c). Secretos del coeficiente alfa. Actas Urológicas Españolas, 40(7), 471. doi: 10.1016/ j.acuro.2016.04.002
Dominguez-Lara, S. (2016d). Sobre el uso de la prueba de significación de la hipótesis nula en la investigación psicológica. Cultura, 30, 141-150.
Dominguez-Lara, S. (2017). Magnitud del efecto en análisis de regresión. Interacciones, 3(1), 3 - 5. doi: 10.24016/ 2017.v3n1.46
Dominguez-Lara, S. (en prensa). Prevalencia de procrastinación académica en estudiantes universitarios de Lima Metropolitana y su relación con variables demográficas. Revista de Psicología-UCSP.
Dominguez-Lara, S., & Merino-Soto, C. (2015). ¿Por qué es importante reportar los intervalos de confianza del coeficiente alfa de Cronbach? Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 13(2), 1326-1328.
Dominguez-Lara, S., Calderón-De la Cruz, G., Alarcón-Parco, D., & Navarro-Loli, J. (en prensa). Relación entre Ansiedad ante exámenes y rendimiento en exámenes en universitarios: análisis preliminar de la diferencia según asignatura. Revista Digital de Investigación en Docencia Universitaria.
Dominguez-Lara, S., Villegas, G. & Centeno, S. (2014). Procrastinación académica: Validación de una escala en una muestra de estudiantes de una universidad privada. Liberabit, 20(2), 293-304.
Efron, B., & Tsibirani, R. J. (1993). An introduction to the Bootstrap. New York: Chapman & Hall.
Ellis, P. (2010). The essential guide to effect sizes: Statistical power, meta-analysis, and the interpretation of research results. Cambridge, UK: Cambridge University Press.
Feldt, L. S., & Kim, S. (2006). Testing the difference between two alpha coefficients with small samples of subjects and raters. Educational and Psychological Measurement, 66(4), 589-600. doi: 10.1177/ 0013164405282488
Ferguson, C. J. (2009). An effect size primer: a guide for clinicians and researchers. Professional Psychology: Research and Practice, 40(5), 532–538. doi: 10.1037/ a0015808
Ghasemi, A., & Zahediasl, S. (2012). Normality tests for statistical analysis: a guide for non-statisticians. International Journal of Endocrinology and Metabolism, 10(2), 486-489. doi: 10.5812/ijem.3505
Gil, J. (2005). Aplicación del método bootstrap al contraste de hipótesis en la investigación educativa. Revista de Educación, 336, 251-265.
Howell, A., & Watson, D. (2007). Procrastination: Associations with achievement goal orientation and learning strategies. Personality and Individual Differences, 43, 167-178. doi: 10.1016/j.paid.2006.11.017
Khan, M. J., Arif, H., Noor, S. S., & Muneer, S. (2014). Academic procrastination among male and female university and college students. FWU Journal of Social Sciences, 8(2), 65-70.
Lai, C. S., Badayai, A. R. b. A., Chandrasekaran, K., Lee, S. Y., & Kulasingam, R. (2015). An exploratory study on personality traits and procrastination among university students. American Journal of Applied Psychology, 4(3-1), 21-26. doi: 10.11648/j.ajap.s.2015040301.14
Lent, R., & Brown, S. (2008). Social cognitive career theory and subjective well-being in the context of work. Journal of Career Assessment, 16; 6-21. doi: 10.1177/ 1069072707305769
Lent, R. W., Singley, D., Sheu, H., Janet B., Schmidt, A., & Schmidt, C. L. (2007). Relation of social-cognitive factors to academic satisfaction in engineering student. Journal of Career Assessment; 15; 87-97. doi: 10.1177/1069072706294518
Lorenzo-Seva, U., Ferrando, P. J., & Chico, E. (2010). Two SPSS programs for interpreting multiple regression results. Behavioral Research Methods, 41(1), 29-35. doi: 10.3758/BRM.42.1.29
Lounsbury, J., Park, S., Sundstrom, E., Williamson, J., & Pemberton, E. (2004). Personality, career satisfaction and life satisfaction: Test of a directional model. Journal of Career Assessment, 12, 395-406. doi: 10.1177/ 1069072704266658
Lu, F. W. (2014). Testing peer effects among college students: evidence from an unusual admission policy change in China. Asia Pacific Education Review, 15(2), 257-270. doi: 10.1007/s12564-014-9319-8
Mahasneh, A. M., Bataineh, O. T., & Al-Zoubi, Z. H. (2016). The relationship between academic procrastination and parenting styles among jordanian undergraduate university students. The Open Psychology Journal, 9, 25-34.
Meisenberg, G., & Woodley, M. A. (2015). Gender differences in subjective well-being and their relationships with gender equality. Journal of Happiness Studies, 16(6), 1539-1555. doi: 10.1007/ s10902-014-9577-5
Merino, C., & Lautenschlager, G. (2003). Comparación estadística de la confiabilidad alfa de Cronbach: Aplicaciones en la medición educacional. Revista de Psicología – Universidad de Chile, 12, 129–139.
Merino-Soto, C. (2016). Diferencias entre coeficientes alfa de Cronbach, con muestras y partes pequeñas: Un programa VB. Anales de Psicología, 32(2), 587-588. doi: 10.6018/analesps.32.2.203841
Merino-Soto, C., Dominguez-Lara, S., & Fernandez-Arata, M. (2017). Validación inicial de una Escala Breve de Satisfacción con los Estudios (EBSE) en estudiantes universitarios de Lima. Educación Médica ̧18(1), 74- 77. doi: 10.1016/j.edumed.2016.06.016
Merino-Soto, C., Navarro-Loli, J., & García, W. (2014). Revisión de la consistencia interna del Inventario de Inteligencia Emocional de Bar-On, EQ-I: YV. Revista Peruana de Psicología y Trabajo Social, 3(1), 141-154.
Navarro-Alberto, J. A. (2016). The bootstrap: a 35 years old young very useful for analyzing biological data. Cuban Journal of Agricultural Science, 50(1), 11- 23.
Olea, M. T., & Olea, A. N. (2015). Perceptiveness and sense impression of procrastination across correlates. International Research Journal of Social Sciences, 4(1), 37-43.
Ozer, B. U., Demir, A., & Ferrari, J. R. (2009). Exploring academic procrastination among Turkish students: possible gender differences in prevalence and reasons. Journal of Social Psychology, 149(2), 241-257. doi: 10.3200/SOCP.149.2.241-257
Quant, D. & Sánchez, A. (2012). Procrastinación, procrastinación académica: concepto e implicaciones. Revista Vanguardia Psicológica, 3(1), 45-59.
Salehi, A. M. M. P., Marzban, M. M., Sourosh, M. P., Sharif, F. P., Nejabat, M. M., & Imanieh, M. H. M. (2017). Social well-being and related factors in students of school of nursing and midwifery. International Journal Community Based Nursing Midwifery, 5(1), 82-90.
Sánchez-Rosas, J., Takaya, P. B., & Molinari, A. V. (2016). The role of teacher behavior, motivation and emotion in predicting academic social participation in class. Pensando Psicología, 12(19), 39-53. doi: http:// dx.doi.org/10.16925/pe.v12i19.1327
San-Martin, M., Delgado-Bolton, R., & Vivanco, L. (2017). Professionalism and occupational well-being: similarities and differences among Latin American health professionals. Frontiers in Psychology, 8, 63. doi: 10.3389/fpsyg.2017.00063
Shapiro, S. S., & Wilk, M. B. (1965). An analysis of variance test for normality (complete samples). Biometrika, 52(3/4), 591-611. doi : 10.1093/ biomet/52.3-4.591
Sirois, F. M., & Kitner, R. (2015). Less adaptive or more maladaptive? a meta-analytic investigation of procrastination and coping. European Journal of Personality, 29(4), 433-444. doi: 10.1002/per.1985
Spearman C. (1910) Correlation calculated from faulty data. British Journal of Psychology, 3, 271-295. doi: 10.1111/ j.2044-8295.1910.tb00206.x
Steel, P. (2007). The nature of procrastination: a meta- analytic and theoretical review of quintessential self- regulatory failure. Psychological Bulletin, 133(1), 65- 94.
Steel, P., & Klingsieck, K. B. (2016). Academic procrastination: psychological antecedents revisited. Australian Psychologist, 51(1), 36-46. doi: 10.1111/ ap.12173
Tárraga-López, P. J., & Rodríguez-Montes, J. A. (2016). ¿Se deben publicar los resultados negativos o no positivos? Journal of Negative & No Positive Results, 1(2), 43-44.
Trafimow, D., & Marks, M. (2015). Editorial. Basic and Applied Social Psychology, 37(7487), 1-2.
van Eerde, W. (2003). A meta-analytically derived nomological network of procrastination. Personality and Invididual Differences, 35, 1401-1418.
Wäschle, K., Allgaier, A., Lachner, A., Fink, S., & Nückles, M. (2014). Procrastination and self-efficacy: tracing vicious and virtuous circles in self-regulated learning. Learning and Instruction, 29, 103-114. doi: 10.1016/ j.learninstruc.2013.09.005
Winter, J. C. F. de, Gosling, S. D., & Potter, J. (2016). Comparing the Pearson and Spearman correlation coefficients across distributions and sample sizes: a tutorial using simulations and empirical data. Psychological Methods, 21(3), 273-290. doi: 10.1037/ met0000Sergio Alexis Dominguez-Lara
Downloads
Published
2017-06-12
Issue
Section
Brief Original
License
Copyright: In the event that the manuscript is approved for future publication, the authors retain the copyright and assign to the journal the rights to publish, edit, reproduce, distribute, exhibit, and communicate nationally and internationally in the various databases, repositories and portals.
Self-archiving policy: The author can share, disseminate, and publicize his research published by the media (e.g., academic social networks, repositories, and portals) available on the web. During the editorial review process, the journal will provide the author with the previous versions (post-print) which should NOT be disclosed by any media, only for personal use and for final approval. Liberabit will send the author the final version of the article (published version) in PDF and HTML to be shared, disseminated and disclosed by the media available on the web. After the publication of the articles, the authors can make other independent or additional agreements for the non-exclusive dissemination of the version of the article published in this journal (publication in books or institutional repositories), provided that it is indicated with the respective reference that the work has been published for the first time in this journal.
How to Cite
Influence of study satisfaction on academic procrastination in psychology students: a preliminary study. (2017). LIBERABIT. Revista Peruana De Psicología, 23(1), 123-135. https://ojs3lib.epu.edu.pe/index.php/Liberabit/article/view/50
