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Vol. 30. Issue 6.
Pages 398-403 (November - December 2020)
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Vol. 30. Issue 6.
Pages 398-403 (November - December 2020)
Original Article
Relationship of academic procrastination with perceived competence, coping, self-esteem and self-efficacy in Nursing students
Relación de la procrastinación académica con la competencia percibida, afrontamiento, autoestima y autoeficacia en estudiantes de Enfermería
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Cecilia Brando-Garridoa,b, Javier Montes-Hidalgoa, Joaquín T. Limonerob, María José Gómez-Romerob,c, Joaquín Tomás-Sábadoa,
Corresponding author
a Escoles Universitàries Gimbernat, Universitat Autònoma de Barcelona, Sant Cugat del Vallès, Barcelona, Spain
b Facultad de Psicología, Universitat Autònoma de Barcelona, Bellaterra, Barcelona, Spain
c Egarsat, Mutua Colaboradora con la Seguridad Social, Barcelona, Spain
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Statistics
Tables (3)
Table 1. Correlations (r) between the TPS scores and the rest of the instruments used.
Table 2. Alpha coefficients and mean scores on the scales applied.
Table 3. Multiple regression analysis.
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Abstract
Objective

The aim of this study was to study the role that perceived competence, resilient coping, self-esteem and self-efficacy can have as protective factors of the academic procrastination of nursing students.

Method

Participants were 237 nursing students, 202 women and 35 men. The participants answered a questionnaire that contained the Spanish forms of the following instruments: Tuckman Procrastination Scale (TPS), Perceived Personal Competence Scale (PPC), Brief Resilient Coping Scale (BRCS), Rosenberg Self-Esteem Scale (RSES) and General Self-Efficacy Scale (GSE).

Results

Significant and negative correlation coefficients (p < .01) were obtained between the procrastination scale and the rest of the measures used. The linear regression analysis identified Perceived Competence (PPC) as the only predictive variable of procrastinating behaviour, explaining 21.5 % (R2aj) of the variance.

Discussion

The results of the study show the important protective role that the variables associated with "positive" psychology have on procrastination. Of special relevance for the theory and practice of teaching is the result that indicates the predictive role of Perceived Competence on the academic procrastination of students.

Keywords:
Procrastination
Perceived competence
Coping
Self-esteem
Self-efficacy
Nursing students
Resumen
Objetivo

El objetivo de este trabajo fue estudiar el papel que pueden presentar como factores protectores de la procrastinación académica de los estudiantes de enfermería, la competencia percibida, el afrontamiento resiliente, la autoestima y la autoeficacia.

Método

Participaron en el estudio 237 estudiantes de enfermería, 202 mujeres y 35 hombres. Los participantes respondieron un cuestionario que contenía las formas españolas de los siguientes instrumentos: Escala de Procrastinación de Tuckman (TPS), Escala de Competencia Personal Percibida (PPC), Escala Breve de Afrontamiento Resiliente (BRCS), Escala de Autoestima de Rosenberg (RSES) y Escala de Autoeficacia General (GSE).

Resultados

Se obtuvieron coeficientes de correlación negativos y significativos (p < 0,01) entre la escala de procrastinación y el resto de medidas utilizadas. El análisis de regresión lineal identificó la Competencia Percibida (PPC) como la única variable predictora de la conducta procrastinadora, explicando un 21,5 % (R2aj) de la varianza.

Discusión

Los resultados del estudio ponen en evidencia el importante papel protector que las variables asociadas a la psicología “positiva” tienen sobre las conductas procrastinadoras. Especial relevancia para la teoría y la práctica de la docencia es el resultado que indica el papel predictor de la Competencia Percibida sobre la procrastinación académica de los estudiantes.

Palabras clave:
Procrastinación
Competencia percibida
Afrontamiento
Autoestima
Autoeficacia
Estudiantes de enfermería

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