Perspectivas sobre autoeficacia y procrastinación académica desde diferentes estilos de aprendizaje en estudiantes de bachillerato: Perspectives on academic self-efficacy and procrastination from different learning styles in senior high school students
Introduction: Studies that address the diversity of learning styles, self-efficacy, and academic procrastination to deepen their relationship in favor of better school achievement have intensified, therefore the question to be answered in this study is what are the perspectives of High School studen...
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UNIVERSIDAD ANTONIO NARIÑO
2024
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| Online Access: | https://revistas.uan.edu.co/index.php/papeles/article/view/1919 |
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| author | Rodríguez Guardado, María del Socorro Juárez Díaz, Catalina |
| author_facet | Rodríguez Guardado, María del Socorro Juárez Díaz, Catalina |
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| description | Introduction: Studies that address the diversity of learning styles, self-efficacy, and academic procrastination to deepen their relationship in favor of better school achievement have intensified, therefore the question to be answered in this study is what are the perspectives of High School students with different learning styles on self-efficacy and academic procrastination? To respond, the objective of the research was to identify the perspectives of senior high school students, with different learning styles, on self-efficacy and academic procrastination. Methodology: A qualitative method of interpretive paradigm with a hermeneutic approach was followed in which nine students (3 women, 6 men) from a public high school in the city of Puebla, Mexico voluntarily participated; with average age of 16.6 years. The Quirón Test questionnaire and the semi-structured interview were used to obtain information. Results and discussion: The participations showed that the establishment of goals in learning styles, subjects and assigned tasks influence their self-efficacy and procrastination. The lack of management of materials, activities and distractions causes, to a large extent, the procrastination of schoolwork. Conclusions: It is suggested to promote innovative pedagogical strategies in school environments to address the different learning styles of students to achieve greater self-efficacy and less academic procrastination. |
| format | Digital |
| id | revistas.uan.edu.co-article-1919 |
| institution | Revista PAPELES |
| language | spa |
| publishDate | 2024 |
| publisher | UNIVERSIDAD ANTONIO NARIÑO |
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| spelling | revistas.uan.edu.co-article-19192025-09-03T02:17:35Z Perspectives on academic self-efficacy and procrastination from different learning styles in senior high school students: Perspectivas sobre autoeficacia y procrastinación académica desde diferentes estilos de aprendizaje en estudiantes de bachillerato Perspectivas sobre autoeficacia y procrastinación académica desde diferentes estilos de aprendizaje en estudiantes de bachillerato: Perspectives on academic self-efficacy and procrastination from different learning styles in senior high school students Perspectivas sobre autoeficácia e procrastinação acadêmica a partir de diferentes estilos de aprendizagem em estudantes do ensino-médio: Perspectives on academic self-efficacy and procrastination from different learning styles in senior high school students Rodríguez Guardado, María del Socorro Juárez Díaz, Catalina Bachillerato estilo cognitivo estudiante éxito escolar perspectivas procastinación Ensino-médio estilo cognitivo estudante sucesso escolar perspectivas procrastinação High school cognitive style student school success perspectives procastination Introduction: Studies that address the diversity of learning styles, self-efficacy, and academic procrastination to deepen their relationship in favor of better school achievement have intensified, therefore the question to be answered in this study is what are the perspectives of High School students with different learning styles on self-efficacy and academic procrastination? To respond, the objective of the research was to identify the perspectives of senior high school students, with different learning styles, on self-efficacy and academic procrastination. Methodology: A qualitative method of interpretive paradigm with a hermeneutic approach was followed in which nine students (3 women, 6 men) from a public high school in the city of Puebla, Mexico voluntarily participated; with average age of 16.6 years. The Quirón Test questionnaire and the semi-structured interview were used to obtain information. Results and discussion: The participations showed that the establishment of goals in learning styles, subjects and assigned tasks influence their self-efficacy and procrastination. The lack of management of materials, activities and distractions causes, to a large extent, the procrastination of schoolwork. Conclusions: It is suggested to promote innovative pedagogical strategies in school environments to address the different learning styles of students to achieve greater self-efficacy and less academic procrastination. Introducción: los estudios que atienden a la diversidad de estilos de aprendizaje, la autoeficacia y procrastinación académica para profundizar en su relación en favor de un mejor aprovechamiento escolar se han intensificado; por ello, la pregunta a responder en este estudio es ¿cuáles son las perspectivas del estudiantado de bachillerato con diferentes estilos de aprendizaje sobre la autoeficacia y la procrastinación académica? Para dar respuesta, el objetivo fue identificar las perspectivas del estudiantado de bachillerato, con diferentes estilos de aprendizaje, sobre la autoeficacia y la procrastinación académica. Metodología: se siguió un método cualitativo de paradigma interpretativo con enfoque hermenéutico en el que participaron voluntariamente nueve estudiantes (tres mujeres, seis hombres) de un bachillerato público de Puebla (México), con edad promedio de 16,6 años. Se empleó, antes del estudio el cuestionario Quirón Test y, posteriormente la entrevista semiestructurada para la obtención de información. Resultados y discusión: las participaciones evidenciaron que el establecimiento de metas en los estilos de aprendizaje, las asignaturas y las tareas asignadas influyen en su autoeficacia y procrastinación. La falta de gestión de materiales, actividades y distractores causan, en gran medida, la dilación de los deberes escolares. Conclusiones: se sugiere promover estrategias pedagógicas innovadoras en los ambientes escolares para atender a los diferentes estilos de aprendizaje del estudiantado y lograr mayor autoeficacia y menor procrastinación académica. Introdução: Os estudos que abordam a diversidade de estilos de aprendizagem, autoeficácia e procrastinação acadêmica para aprofundar sua relação em favor de um melhor aproveitamento escolar têm se intensificado; por isso, a pergunta a responder neste estudo é: quais são as perspectivas dos estudantes do ensino-médio com diferentes estilos de aprendizagem sobre a autoeficácia e a procrastinação acadêmica? Objetivo: identificar essas perspectivas. Metodologia: seguiu-se um método qualitativo de paradigma interpretativo com enfoque hermenêutico, no qual participaram voluntariamente nove estudantes (três mulheres, seis homens) de um ensino-médio público de Puebla (México), com idade média de 16,6 anos. Foi aplicado, antes do estudo, o questionário Quirón Test e, posteriormente, uma entrevista semiestruturada para coleta de informações. Resultados e discussão: as falas evidenciaram que o estabelecimento de metas nos estilos de aprendizagem, as disciplinas e as tarefas atribuídas influenciam sua autoeficácia e procrastinação. A falta de gestão de materiais, atividades e distrações causa, em grande medida, a dilação das obrigações escolares. Conclusões: sugere-se promover estratégias pedagógicas inovadoras nos ambientes escolares para atender aos diferentes estilos de aprendizagem dos estudantes e alcançar maior autoeficácia e menor procrastinação acadêmica. UNIVERSIDAD ANTONIO NARIÑO 2024-09-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uan.edu.co/index.php/papeles/article/view/1919 10.54104/papeles.v16n32.1919 Papeles; Vol. 17 No. 33 (2025): Papeles, Vol. 17 Núm. 33 (Ene-Julio, 2025) Papeles; Vol. 17 Núm. 33 (2025): Papeles, Vol. 17 Núm. 33 (Ene-Julio, 2025) Papeles; v. 17 n. 33 (2025): Papeles, Vol. 17 Núm. 33 (Ene-Julio, 2025) 2346-0911 0123-0670 10.54104/papeles.v17n33 spa https://revistas.uan.edu.co/index.php/papeles/article/view/1919/1511 Copyright (c) 2024 María del Socorro Rodríguez Guardado, Catalina Juárez Díaz https://creativecommons.org/licenses/by-nd/4.0 |
| spellingShingle | Bachillerato estilo cognitivo estudiante éxito escolar perspectivas procastinación Ensino-médio estilo cognitivo estudante sucesso escolar perspectivas procrastinação High school cognitive style student school success perspectives procastination Rodríguez Guardado, María del Socorro Juárez Díaz, Catalina Perspectivas sobre autoeficacia y procrastinación académica desde diferentes estilos de aprendizaje en estudiantes de bachillerato: Perspectives on academic self-efficacy and procrastination from different learning styles in senior high school students |
| title | Perspectivas sobre autoeficacia y procrastinación académica desde diferentes estilos de aprendizaje en estudiantes de bachillerato: Perspectives on academic self-efficacy and procrastination from different learning styles in senior high school students |
| title_alt | Perspectives on academic self-efficacy and procrastination from different learning styles in senior high school students: Perspectivas sobre autoeficacia y procrastinación académica desde diferentes estilos de aprendizaje en estudiantes de bachillerato Perspectivas sobre autoeficácia e procrastinação acadêmica a partir de diferentes estilos de aprendizagem em estudantes do ensino-médio: Perspectives on academic self-efficacy and procrastination from different learning styles in senior high school students |
| title_full | Perspectivas sobre autoeficacia y procrastinación académica desde diferentes estilos de aprendizaje en estudiantes de bachillerato: Perspectives on academic self-efficacy and procrastination from different learning styles in senior high school students |
| title_fullStr | Perspectivas sobre autoeficacia y procrastinación académica desde diferentes estilos de aprendizaje en estudiantes de bachillerato: Perspectives on academic self-efficacy and procrastination from different learning styles in senior high school students |
| title_full_unstemmed | Perspectivas sobre autoeficacia y procrastinación académica desde diferentes estilos de aprendizaje en estudiantes de bachillerato: Perspectives on academic self-efficacy and procrastination from different learning styles in senior high school students |
| title_short | Perspectivas sobre autoeficacia y procrastinación académica desde diferentes estilos de aprendizaje en estudiantes de bachillerato: Perspectives on academic self-efficacy and procrastination from different learning styles in senior high school students |
| title_sort | perspectivas sobre autoeficacia y procrastinacion academica desde diferentes estilos de aprendizaje en estudiantes de bachillerato perspectives on academic self efficacy and procrastination from different learning styles in senior high school students |
| topic | Bachillerato estilo cognitivo estudiante éxito escolar perspectivas procastinación Ensino-médio estilo cognitivo estudante sucesso escolar perspectivas procrastinação High school cognitive style student school success perspectives procastination |
| topic_facet | Bachillerato estilo cognitivo estudiante éxito escolar perspectivas procastinación Ensino-médio estilo cognitivo estudante sucesso escolar perspectivas procrastinação High school cognitive style student school success perspectives procastination |
| url | https://revistas.uan.edu.co/index.php/papeles/article/view/1919 |
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