Interventions to reduce academic procrastination: A systematic review

Procrastinating is a common phenomenon that consists of postponing or delaying an activity for later, replacing it with another of lesser importance. This behavior is associated with different variables (psychological, personal and pedagogical) that affect the subject and lead him/her to postpone ac...

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Detalhes bibliográficos
Autores: Salguero-Pazos, María Rosa, Reyes-de-Cózar, Salvador
Formato: artículo
Fecha de publicación:2023
País:España
Recursos:Universidad Loyola Andalucía
Repositorio:Brújula
OAI Identifier:oai:repositorio.uloyola.es:20.500.12412/6709
Acesso em linha:https://hdl.handle.net/20.500.12412/6709
Access Level:acceso abierto
Palavra-chave:Academic procrastination
Academic interventions
Models
Self Students
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spelling Interventions to reduce academic procrastination: A systematic reviewSalguero-Pazos, María RosaReyes-de-Cózar, SalvadorAcademic procrastinationAcademic interventionsModelsSelf StudentsProcrastinating is a common phenomenon that consists of postponing or delaying an activity for later, replacing it with another of lesser importance. This behavior is associated with different variables (psychological, personal and pedagogical) that affect the subject and lead him/her to postpone activities, influencing both academic and well-being levels. In education, this behavior directly affects the teaching-learning processes of students, also affecting their academic performance linked to a failure in the students' self-regulation processes. This research aims to systematize the scientific production on educational interventions aimed at reducing academic procrastination in the classroom. To this end, a systematic review of the literature (PRISMA-P) of the interventions carried out in the last decade (n = 32) was conducted. The results of this study show that, although many variables are worked on in the classroom, self-regulation stands out as the central dimension detailed in the interventions and that there are fundamental aspects, such as personality or anxiety, on which there are fewer studies focused on working on these dimensions. The findings of this study could be helpful to evaluate the potential of existing interventions and serve as a theoretical corpus for the design of future interventions.2023info:eu-repo/semantics/articlehttps://hdl.handle.net/20.500.12412/6709reponame:Brújulainstname:Universidad Loyola AndalucíaInglésinfo:eu-repo/semantics/openAccessoai:repositorio.uloyola.es:20.500.12412/67092026-06-24T12:48:37Z
dc.title.none.fl_str_mv Interventions to reduce academic procrastination: A systematic review
title Interventions to reduce academic procrastination: A systematic review
spellingShingle Interventions to reduce academic procrastination: A systematic review
Salguero-Pazos, María Rosa
Academic procrastination
Academic interventions
Models
Self Students
title_short Interventions to reduce academic procrastination: A systematic review
title_full Interventions to reduce academic procrastination: A systematic review
title_fullStr Interventions to reduce academic procrastination: A systematic review
title_full_unstemmed Interventions to reduce academic procrastination: A systematic review
title_sort Interventions to reduce academic procrastination: A systematic review
dc.creator.none.fl_str_mv Salguero-Pazos, María Rosa
Reyes-de-Cózar, Salvador
author Salguero-Pazos, María Rosa
author_facet Salguero-Pazos, María Rosa
Reyes-de-Cózar, Salvador
author_role author
author2 Reyes-de-Cózar, Salvador
author2_role author
dc.subject.none.fl_str_mv Academic procrastination
Academic interventions
Models
Self Students
topic Academic procrastination
Academic interventions
Models
Self Students
description Procrastinating is a common phenomenon that consists of postponing or delaying an activity for later, replacing it with another of lesser importance. This behavior is associated with different variables (psychological, personal and pedagogical) that affect the subject and lead him/her to postpone activities, influencing both academic and well-being levels. In education, this behavior directly affects the teaching-learning processes of students, also affecting their academic performance linked to a failure in the students' self-regulation processes. This research aims to systematize the scientific production on educational interventions aimed at reducing academic procrastination in the classroom. To this end, a systematic review of the literature (PRISMA-P) of the interventions carried out in the last decade (n = 32) was conducted. The results of this study show that, although many variables are worked on in the classroom, self-regulation stands out as the central dimension detailed in the interventions and that there are fundamental aspects, such as personality or anxiety, on which there are fewer studies focused on working on these dimensions. The findings of this study could be helpful to evaluate the potential of existing interventions and serve as a theoretical corpus for the design of future interventions.
publishDate 2023
dc.date.none.fl_str_mv 2023
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/20.500.12412/6709
url https://hdl.handle.net/20.500.12412/6709
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.source.none.fl_str_mv reponame:Brújula
instname:Universidad Loyola Andalucía
instname_str Universidad Loyola Andalucía
reponame_str Brújula
collection Brújula
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,811543

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