Influência da inteligência emocional, satisfação com os estudos, autoeficácia ansiedade acadêmica e traço sobre procrastinação acadêmica em estudantes psicologia: uma análise de regressão múltipla.
DOI:
https://doi.org/10.35588/8y821m43Palavras-chave:
procrastinação acadêmica, regressão múltipla, estudantes universitários, educação superior, análise multivariadaResumo
Este estudo explora a relação entre a procrastinação acadêmica e diversos fatores psicológicos (inteligência emocional, autoeficácia acadêmica, satisfação com o estudo e ansiedade-traço) em estudantes de graduação em psicologia. Foi utilizado um desenho transversal não experimental, envolvendo 888 participantes de uma universidade privada em Lima, Peru. Os resultados da análise de regressão múltipla indicam que estas variáveis explicam coletivamente 30% da variância na procrastinação acadêmica, com contribuições significativas de cada fator. A inteligência emocional, a autoeficácia acadêmica e a satisfação com os estudos mostraram relações negativas com a procrastinação, sugerindo que níveis mais elevados nessas áreas estão associados a tendências reduzidas de procrastinação. Em contraste, a ansiedade-traço previu positivamente a procrastinação, alinhando-se com as descobertas que ligam a alta ansiedade à evitação de tarefas. Estas descobertas sublinham a importância dos recursos emocionais e motivacionais em ambientes académicos, implicando que intervenções que promovam a regulação emocional, a autoeficácia e a satisfação com os estudos podem ajudar a mitigar os comportamentos de procrastinação. Este estudo fornece insights sobre os fatores que influenciam a procrastinação e destaca a necessidade de abordagens holísticas para abordar as tendências de atraso acadêmico no ensino superior.
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