Bibliographic citations
Tixe, N., (2024). Procrastinación académica y estrategias metacognitivas en estudiantes de la Escuela de Posgrado de la Universidad Nacional de Educación Enrique Guzmán y Valle, 2022 [Universidad Nacional de Educación Enrique Guzmán y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/11012
Tixe, N., Procrastinación académica y estrategias metacognitivas en estudiantes de la Escuela de Posgrado de la Universidad Nacional de Educación Enrique Guzmán y Valle, 2022 []. PE: Universidad Nacional de Educación Enrique Guzmán y Valle; 2024. https://repositorio.une.edu.pe/handle/20.500.14039/11012
@mastersthesis{renati/1025229,
title = "Procrastinación académica y estrategias metacognitivas en estudiantes de la Escuela de Posgrado de la Universidad Nacional de Educación Enrique Guzmán y Valle, 2022",
author = "Tixe Alvarez, Nelly Yolanda",
publisher = "Universidad Nacional de Educación Enrique Guzmán y Valle",
year = "2024"
}
The objective of this research work is to establish a relationship between academic procrastination and metacognitive strategies in a sample of students from the Graduate School of the Enrique Guzmán y Valle National University of Education, 2022. The study had a quantitative approach, a non-experimental design and a descriptive-correlational type. The sample was made up of 303 respondents, which were established through probabilistic stratified sampling. In this study, the validation of the measurement instruments of the constructs was also carried out. In the descriptive results, it was found that 39.28%, 38.28% and 21.78% of respondents are at the intermediate, low and high level of academic procrastination, respectively; while in the metacognitive strategies variable, they achieved a percentage of 53.14%, 26.73% and 20.13% at the medium, low and high level, respectively. In the inferential findings, a high, inverse (rho = -0.713) and significant (p – value = 0.000 < 0.05) relationship was found between the main constructs. In addition, it was found that the construct academic procrastination and the dimensions of the variable metacognitive strategies showed the existence of a significant (0.000 < 0.05) and inverse correlation. It was concluded that students' metacognitive skills grow as their academic procrastination decreases.
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