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Volume 9, Issue 5 (2021)
Health Educ Health Promot 2021, 9(5): 455-459 |
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History
Received: 2021/10/16 | Accepted: 2021/12/9 | Published: 2022/02/9
Received: 2021/10/16 | Accepted: 2021/12/9 | Published: 2022/02/9
How to cite this article
Vivar-Bravo J, La Madrid Rojas F, Fuster-Guillén D, Ãlvarez Silva V, Ocaña-Fernández Y. Academic Procrastination and Anxiety in University Students of Initial Education of Apurimac. Health Educ Health Promot 2021; 9 (5) :455-459
URL: http://hehp.modares.ac.ir/article-4-56404-en.html
URL: http://hehp.modares.ac.ir/article-4-56404-en.html
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Authors
J. Vivar-Bravo *1 
, F.I. La Madrid Rojas2 , D. Fuster-Guillén3 , V.A. Ãlvarez Silva4 , Y. Ocaña-Fernández3
, F.I. La Madrid Rojas2 , D. Fuster-Guillén3 , V.A. Ãlvarez Silva4 , Y. Ocaña-Fernández3
1- Universidad César Vallejo, Lima, Perú
2- Ministery of Educacion, Lima, Perú
3- National University of San Marcos, Lima, Perú
4- Catholic University Los Angeles of Chimbote, Chimbote, Perú
2- Ministery of Educacion, Lima, Perú
3- National University of San Marcos, Lima, Perú
4- Catholic University Los Angeles of Chimbote, Chimbote, Perú
Abstract (3953 Views)
Aims: This study was performed to determine the relationship between academic procrastination and anxiety in students of a university in the department of Apurimac, Peru.
Instrument & Methods: In this non-experimental, basic, descriptive-correlational study, the sample consisted of 196 university students from the first four cycles of Initial Education in 2020. Data collection was through surveys for which two questionnaires were used: the Academic Procrastination Scale (EPA) and the State-Trait Anxiety Questionnaire (STAI). Both instruments were found to be highly reliable (Cronbach's alpha greater than 0.8 in both cases). The descriptive and inferential analyses were carried out with SPSS 25 software. Spearman's Rho was applied to corroborate the value of the relationships.
Findings: Most of the students exhibited high levels of academic procrastination and anxiety. Inferential analysis showed a statistically significant (p<0.05) but direct and weak relationship (r=0.171) between academic procrastination and anxiety. State and trait anxiety were also evaluated and it was found that their relationship with academic procrastination was positive and weak (Pearson's r close to 0.25 in both cases).
Conclusion: The constant practice of procrastinating behavior is a product of recurrent thoughts of postponing academic activities, which is part of the formation of the personality that the temperament and character of the individual.
Instrument & Methods: In this non-experimental, basic, descriptive-correlational study, the sample consisted of 196 university students from the first four cycles of Initial Education in 2020. Data collection was through surveys for which two questionnaires were used: the Academic Procrastination Scale (EPA) and the State-Trait Anxiety Questionnaire (STAI). Both instruments were found to be highly reliable (Cronbach's alpha greater than 0.8 in both cases). The descriptive and inferential analyses were carried out with SPSS 25 software. Spearman's Rho was applied to corroborate the value of the relationships.
Findings: Most of the students exhibited high levels of academic procrastination and anxiety. Inferential analysis showed a statistically significant (p<0.05) but direct and weak relationship (r=0.171) between academic procrastination and anxiety. State and trait anxiety were also evaluated and it was found that their relationship with academic procrastination was positive and weak (Pearson's r close to 0.25 in both cases).
Conclusion: The constant practice of procrastinating behavior is a product of recurrent thoughts of postponing academic activities, which is part of the formation of the personality that the temperament and character of the individual.
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