Autoconcepto y procrastinación académica en estudiantes de 5to de secundaria de una institución privada del Callao, 2024

Abstract

Determinar si existe relación entre la dimensión autoconcepto en la procrastinación académica en los estudiantes del 5to de secundaria de una institución privada del Callao, 2024. El método de la investigación es hipotético deductivo, de enfoque cuantitativo, de Tipo básica, de corte transversal de nivel descriptivo – correlacional, el muestreo es probabilístico aleatorio simple. La población está conformada por 154 estudiantes. Los resultados evidenciaron que no existe relación estadística entre la dimensión autoconcepto emocional y la procrastinación académica (p=0.476). Se concluye que existe relación directa entre el autoconcepto y la procrastinación académica (p=0.000), donde el coeficiente de Spearman (Rho=0.421) indica que el grado de correlación es regular.

The objective of this study was to determine the relationship between the self-concept dimension and academic procrastination among 5th-year high school students at a private institution in Callao in 2024. The research employed a hypothetico-deductive method with a quantitative approach, categorized as basic, cross-sectional, descriptive-correlational in nature. The sampling method was simple random probabilistic, and the population consisted of 154 students.

The results showed no statistical relationship between the emotional self-concept dimension and academic procrastination (p = 0.476). However, a direct relationship was found between self-concept and academic procrastination (p = 0.000), with a Spearman coefficient (Rho = 0.421) indicating a moderate correlation.

In conclusion, while emotional self-concept did not correlate with academic procrastination, there is an overall direct and moderate relationship between self-concept and academic procrastination among the students.