Association between procrastination and academic dropout intention in university students
Academic dropout is a concern in the current university context and addressing it is especially complex, as the reasons or causes behind it are multifactorial. Among these factors, procrastination stands out, so this study aims to analyse whether university students with high levels of procrastinati...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universidad de Huelva (UHU) |
| Repositorio: | Arias Montano. Repositorio Institucional de la Universidad de Huelva |
| Idioma: | inglés |
| OAI Identifier: | oai:ariasmontano.uhu.es:10272/27235 |
| Acceso en línea: | https://hdl.handle.net/10272/27235 |
| Access Level: | acceso abierto |
| Palabra clave: | Guidance intervention Academic procrastination Academic dropout University student Higher education 58 Pedagogía |
| Sumario: | Academic dropout is a concern in the current university context and addressing it is especially complex, as the reasons or causes behind it are multifactorial. Among these factors, procrastination stands out, so this study aims to analyse whether university students with high levels of procrastination have a greater intention of dropping out of university. Using a quantitative methodology with a procedure based on an unintentional non-random sampling, a validated scale was applied to 1001 undergraduate students from two Spanish universities. The study's results show that 18.8 % of the participants expressed an intention to drop out of their studies. Additionally, the findings reveal a moderately low level of procrastination among the students, with statistically significant differences between those who intended to abandon their university degree and those who indicated they would continue their studies. The conclusions derived from the study confirm the initial hypothesis, which reflects a positive correlation between procrastination levels and the intention to drop out of studies. Therefore, there is a need to strengthen research into the relationship between these two constructs, as well as the influence that other variables can exert, as they affect the teaching and learning process in the university context. At the same time, through education in general and academic guidance in particular, intervention is needed to ensure that university students have the resources and support to reduce their procrastination levels, as well as specific tools that help students self-assess to reduce the impact that certain factors, such as procrastination, have on academic dropout intentions. |
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