2020, Number 4
Relationship between executive functions and study habits with academic procrastination in high school students
PDF size: 208.70 Kb.
ABSTRACTProcrastination is a widespread phenomenon in educational settings. This study aimed to determine the relationship between academic procrastination regarding study habits and self-reported executive functions in high school students. In a sample of 52 students, the following instruments were applied: Academic Procrastination Scale (APS), Study Habits Inventory (SHI), Behavior Rating Inventory of Executive Function (BRIEF®) and as a control variable, anxiety was measured using the Beck Anxiety Inventory (BAI). The results indicated that high school students had moderate procrastination scores that were negatively correlated with the SHI scores. A significant correlation was also found between the APS and the scales associated with the Metacognition Index (MI) as measured by BRIEF®. It is concluded that students who procrastinate have difficulty organizing, planning and assimilating school content. The implementation of strategies for study habits in high school students is suggested, which would result in an impact on their metacognition.
Barraza, A., y Barraza, S. (2018). Evidencias de validez y confiabilidad de la escala de procrastinación académica en una población estudiantil mexicana. Revista de Psicología y Ciencias del Comportamiento de la Unidad Académica de Ciencias Jurídicas y Sociales, 9 (1), 75-99. Available from: http://www.revistapcc.uat.edu.mx/index.php/RPC/article/view/206
Gustavson, D.E., Miyake, A., Hewitt, J.K., y Friedman, N.P. (2015). Understanding the cognitive and genetic underpinnings of procrastination: Evidence for shared genetic influences with goal management and executive function abilities. Journal of Experimental Psychology General, 144 (6), 1063- 1079, doi: 10.1037/xge0000110.
Sabri, Y., Hamdy, I., El-Wasify, M., y Saleh, E.S. (2019). Causal attributions and executive functions of academic procrastination in Mansoura University students. Egyptian Journal of Psychiatry, 37, 70-78. doi: 10.4103/1110- 1105.193010 Available from: http://new.ejpsy.eg.net/text.asp?2016/37/2/70/193010
Tuckman, B., y Schouwenburg, H. C. (2004). Behavioral interventions for reducing procrastination among university students. In H. C. Schouwenburg, C. H. Lay, T. A. Pychyl, y J. R. Ferrari (Eds.), Counselling the Procrastinator in Academic Settings (pp. 91-103). Washington DC: American Psychological Association. http://dx.doi.org/10.1037/10808- 007