Academic procrastination, academic experiences and psychological well-being in psychology university students - Ica

Abstract

The present study aims to determine the relationship between academic procrastination, academic experiences and psychological well-being in psychology students from Ica, of II, IV, VI and VIII cycles. The sample consisted of 162 students, aged between 16 and 37 years. The research is descriptive level, substantive type and correlational - causal design. The following data collection instruments were used: Busko’s Academic Procrastination Scale, the Academic Experiences Questionnaire (QVA-R) and the Ryff Psychological Well-being Scale. The results show that there is a statistically significant relationship between academic procrastination, academic experiences and psychological well-being. Obtaining that adaptation to study, personal adaptation (factors of academic experiences), personal growth, personal maturity and self-acceptance (factors of psychological wellbeing), are predictive factors of academic procrastination.