Procrastinación Académica: Contribuciones de las Variables Demográficas y la Ansiedad Cognitiva de los Exámenes en Estudiantes Universitarios Brasileños

Autores/as

DOI:

https://doi.org/10.20435/pssa.v16i1.2489

Palabras clave:

ansiedad por los exámenes, procrastinación, estudiantes universitarios

Resumen

El presente estudio tuvo como objetivo verificar en qué medida la ansiedad cognitiva ante los exámenes explica la procrastinación académica, controlando el efecto de las variables de género y edad, entre estudiantes universitarios en la región Nordeste. Se contó con una muestra de 570 estudiantes universitarios (Medad = 22,43; DP = 5,43; con edades que oscilan entre 18 y 56 años). La mayoría eran mujeres (59,5%), matriculadas en instituciones públicas (59,8%), y cursaban principalmente Psicología (41,8%) y Fisioterapia (11,1%). Se utilizaron la Escala de Ansiedad ante los Exámenes Cognitivos, la Escala de Procrastinación de Tuckman y un cuestionario sociodemográfico. Se realizaron análisis de correlación y regresión lineal jerárquica utilizando SPSS. Los resultados indicaron que la ansiedad cognitiva ante los exámenes y la edad contribuyeron a explicar la procrastinación académica, sin que la contribución de la variable de género fuera significativa. En el modelo final, el conjunto de variables explicó el 18% de la variación total. Se concluye que el componente cognitivo de la ansiedad ante los exámenes funciona como un factor de riesgo para el comportamiento procrastinador en el contexto académico, especialmente entre estudiantes universitarios más jóvenes.

Biografía del autor/a

Gleyde Raiane de Araújo, Faculdade Ieducare (FIED)

Mestra em Psicologia pela Universidade Federal do Delta do Parnaíba (UFDPar). Psicóloga graduada pela Faculdade Piauiense (FAP).; Atualmente, é professora universitária na Faculdade Ieducare (FIED) e no Centro Universitário Inta (UNINTA), campus Tianguá. Integrante do Laboratório de Avaliação Psicológica e Psicometria do Piauí (LABAP). Coordenadora do Laboratório de Estudo e Pesquisa em Terapias Cognitivo-Comportamentais.

Gustavo Oliveira de Araujo, Faculdade Ieducare (FIED)

Graduado em Psicologia pela Faculdade Ieducare (FIED).

Paulo Gregório Nascimento da Silva, Universidade de Fortaleza (UNIFOR)

Doutor em Psicologia Social pela Universidade Federal da Paraíba (UFPB). Mestre em Psicologia pela Universidade do Vale do São Francisco (UNIVASF). Graduado em Psicologia pela Universidade Federal do Piauí (UFPI). Atualmente, realiza estágio Pós-Doutoral em Psicologia na Universidade de Fortaleza (UNIFOR).

André Sousa Rocha, Centro Universitário Inta (UNINTA)

Mestre em Psicologia pela Universidade São Francisco (USF). Psicólogo pela Universidade Federal do Ceará (UFC). Docente do curso de Psicologia do Centro Universitário UNINTA, Campus Itapipoca.

Jocélia Medeiros Ximenes, Centro Universitário INTA (UNINTA)

Mestra em Psicologia e Políticas Públicas pela Universidade Federal do Ceará (UFC). Graduada em Psicologia pela UFC. Professora Universitária do Centro Universitário INTA (UNINTA), Sobral, CE. Atualmente, é coordenadora da Liga Acadêmica sobre Neurociência e Comportamento (LANeC).

Laís Renata Lopes da Cunha, Universidade Federal do Delta do Parnaíba (UFDPar)

Graduanda no curso de Psicologia da Universidade Federal do Delta do Parnaíba (UFDPar). Atualmente, é bolsista do Programa de Iniciação Cientifica da Fundação de Amparo à Pesquisa do Estado do Piauí (FAPEPI). Integrante do Laboratório de Avaliação Psicológica e Psicometria do Piauí (LABAP).

Paloma Cavalcante Bezerra de Medeiros, Universidade Federal do Delta do Parnaíba (UFDPar)

Doutora em Psicologia Social pela Universidade Federal da Paraíba (UFPB). Professora adjunta II do Departamento de Psicologia e do Programa de Pós-Graduação em Psicologia (Mestrado), na UFDPar, Parnaíba, Piauí, Brasil. Coordenadora do Laboratório de Neurociência e Psicologia Social (LaNPSo) e do Núcleo de Neurociência Social Pesquisa Intervenção Cognitivo Comportamental (NNeSPICC).

Emerson Diógenes de Medeiros, Universidade Federal do Delta do Parnaíba (UFDPar)

Doutor em Psicologia Social pela Universidade Federal da Paraíba (UFPB). Professor associado III do curso de Graduação e Pós-Graduação em Psicologia (Mestrado) da Universidade Federal do Delta do Parnaíba (UFDPar). Líder do Laboratório de Avaliação Psicológica e Psicometria do Piauí (LABAP).

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2024-11-19

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de Araújo, G. R., Araujo, G. O. de ., Silva, P. G. N. da ., Rocha, A. S. ., Ximenes, J. M. ., Cunha, L. R. L. da ., Medeiros, P. C. B. de ., & Medeiros, E. D. de . (2024). Procrastinación Académica: Contribuciones de las Variables Demográficas y la Ansiedad Cognitiva de los Exámenes en Estudiantes Universitarios Brasileños. Revista Psicologia E Saúde, 16(2), e16272489. https://doi.org/10.20435/pssa.v16i1.2489

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v. 16, jan./dez. 2024

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