Bibliographic citations
Palomino, A., (2022). Procrastinación académica y motivación intrínseca en estudiantes de la Facultad de Educación Inicial de la Universidad Nacional de Educación Enrique Guzmán y Valle, 2020 [Universidad Nacional de Educación Enrique Guzmán y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/6900
Palomino, A., Procrastinación académica y motivación intrínseca en estudiantes de la Facultad de Educación Inicial de la Universidad Nacional de Educación Enrique Guzmán y Valle, 2020 []. PE: Universidad Nacional de Educación Enrique Guzmán y Valle; 2022. https://repositorio.une.edu.pe/handle/20.500.14039/6900
@mastersthesis{renati/1019979,
title = "Procrastinación académica y motivación intrínseca en estudiantes de la Facultad de Educación Inicial de la Universidad Nacional de Educación Enrique Guzmán y Valle, 2020",
author = "Palomino Nuñez, Ana Celeste",
publisher = "Universidad Nacional de Educación Enrique Guzmán y Valle",
year = "2022"
}
The present study had the objective of evaluating the relationship between academic procrastination and intrinsic motivation in students of the Faculty of Initial Education of the National University of Education Enrique Guzmán y Valle. The study had a quantitative approach, non-experimental design and descriptive-correlational type. The sample was made up of 261 university students, who were chosen by a probability sampling. The instruments used were the Academic Procrastination Scale (EPA) and the Intrinsic Motivation Test (MTI). When analyzing the descriptive results, it was found that 52.5% of students have a medium level of academic procrastination. Similarly, the mean level of intrinsic motivation reached 48.66% in the study sample. In the inferential analysis, the existence of a high, inverse (rho = - 0.740) and significant (p - value = 0.000 <0.05) relationship was observed between the academic procrastination variables and intrinsic motivation. Similarly, in the hypothesis test of the academic procrastination variable with the dimensions of the intrinsic motivation variable, it was found that there is a moderate, inverse and significant correlation (0.000 <0.05) with the self-determination dimensions (rho = -0.659), curiosity (rho = -0.574) and challenge (rho = - 0.721). In this way, it was concluded that when students presented lower levels of procrastination, they present higher levels of intrinsic motivation.
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