El objetivo de la presente investigación fue examinar la relación entre las funciones
ejecutivas, la procrastinación académica y el rendimiento académico en una muestra de
estudiantes de 4° y 5° grado de educación secundaria de entre 14 y 17 años (N = 187) de un
colegio privado de Lima Metropolitana.
Para la medición de dichos constructos se utilizaron dos escalas: Behavior Rating
Inventory of Executive Function, (BRIEF 2, Gioia, Isquith, Guy y Kenworthy, 2015) y la
Escala de Procrastinación Académica (EPA, Busko, 1998).
Se obtuvo como resultado que la falta de regulación cognitiva (CRI) se relaciona
positiva y significativamente con la procrastinación académica (r = .37, p .001; β = .32, p <
.01) y la falta de regulación cognitiva (CRI) se relaciona negativa y significativamente con el
rendimiento académico en el área de comunicación (r = -.32, p .001; β = -.27, p < .01).
Asimismo se encontró que la procrastinación académica no es una variable mediadora
entre la falta de regulación de las funciones ejecutivas y el rendimiento académico en el área
de comunicación aunque se reportó que existe una correlación negativa, moderada y
estadísticamente significativa entre la procrastinación académica y el rendimiento académico
en el área de comunicación de r= -.27, p .001. Se discuten estos resultados y sus implicancias. / The aim of the present study was to examine the relationship between executive
functions, academic procrastination, and academic achievement in a sample of 4th and 5th
grade, from students aged from 14 to 17 years old, from a private school in Lima (Peru).
The following scales were used: the Behavior Rating Inventory of Executive Function
(BRIEF 2, Gioia, Isquith, Guy and Kenworthy, 2015) and the Academic Procrastination Scale
(EPA, Busko, 1998).
It was found that the lack of cognitive regulation (CRI) was positively and significantly
related with academic procrastination (r = .37, p < .001; β = .32, p <.01) and the lack of
cognitive regulation (CRI) was negatively and significantly related with academic achievement
in the area of communication (r = -.32, p < .001; β = -.27, p <.01).
It was also found that academic procrastination was not a mediator between the lack of
regulation of executive functions and academic achievement in the area of communication,
although it was reported that there is a negative, moderate and statistically significant
correlation between academic procrastination and academic achievement in the area of
communication (r = - .27, p < .001). These results and their implications are discussed.
| Identifer | oai:union.ndltd.org:PUCP/oai:tesis.pucp.edu.pe:20.500.12404/12988 |
| Date | 13 November 2018 |
| Creators | Valencia Chacón, Yannet |
| Contributors | Matos Fernández, Lennia |
| Publisher | Pontificia Universidad Católica del Perú, PE |
| Source Sets | Pontificia Universidad Católica del Perú |
| Language | Spanish |
| Detected Language | Spanish |
| Type | info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess, http://creativecommons.org/licenses/by-nc-nd/2.5/pe/ |
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