Academic procrastination as predictor of academic performance among young people with higher education

Abstract

The purpose of the paper is to present how procrastination or postponing academic activities during the formation of the higher education student is related to the academic performance. Similarly, a qualitative and quantitative analysis is brought up in the family, social, personal, achievements and failures, and schooling aspects. Furthermore, is made an analysis in relation to the generic role, family, age, place of birth, among others.
Therefore, the importance of the study focus on the identification of aspects associated with procrastination in young people, and how this can affect their training and pre-professional performance.
The research was conducted with 200 higher education students of majors of letters in Lima; a survey for the identification of characteristics of participants as well as the academic procrastination scale was applied (Busko, 1998 and Alvarez, 2010-adapted in Lima).
A descriptive and co relational design was used to identify relationships and comparisons according to generic role and academic high and low performance in their respective studies. In addition, for a further special appreciation, an analysis of items was carried out. The findings obtained allow us to identify and discuss the different situations associated with procrastination in students of higher education and its potential impact on their academic performance.
The results will allow us to present some alternatives focus on the orientation and university tutoring, and this might affect the psycho educational intervention carried out in relation to the problems of academic performance of young people in the socio-educational field.