Academic procrastinationassociations with personal, school, and family variables

  1. Rosário, Pedro 2
  2. Silva Costa, Marta Daniela 2
  3. Núñez Pérez, José Carlos 1
  4. González-Pienda García, Julio Antonio 1
  5. Solano Pizarro, Paula 1
  6. Valle Arias, Antonio 3
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Universidade do Minho
    info

    Universidade do Minho

    Braga, Portugal

    ROR https://ror.org/037wpkx04

  3. 3 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

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Revista:
The Spanish Journal of Psychology

ISSN: 1138-7416

Año de publicación: 2009

Volumen: 12

Número: 1

Páginas: 118-127

Tipo: Artículo

DOI: 10.1017/S1138741600001530 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: The Spanish Journal of Psychology

Objetivos de desarrollo sostenible

Resumen

Procrastination is a common behavior, mainly in school settings. Only a few studies have analyzed the associations of academic procrastination with students' personal and family variables. In the present work, we analyzed the impact of socio-personal variables (e.g., parents' education, number of siblings, school grade level, and underachievement) on students' academic procrastination profiles. Two independent samples of 580 and 809 seventh to ninth graders, students attending the last three years of Portuguese Compulsory Education, have been taken. The findings, similar in both studies, reveal that procrastination decreases when the parents' education is higher, but it increases along with the number of siblings, the grade level, and the underachievement. The results are discussed in view of the findings of previous research. The implications for educational practice are also analyzed.

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Fuente de los datos: Dialnet