Bibliographic citations
Meza, J., Alviz, A. (2024). ASOCIACIÓN ENTRE LA MOTIVACIÓN Y PROCRASTINACIÓN ACADÉMICA EN LÍNEA EN ESTUDIANTES DE MEDICINA HUMANA DE UNA UNIVERSIDAD PRIVADA DE LIMA EN DICIEMBRE DEL 2021 [Tesis, Universidad Peruana de Ciencias Aplicadas (UPC)]. http://hdl.handle.net/10757/684065
Meza, J., Alviz, A. ASOCIACIÓN ENTRE LA MOTIVACIÓN Y PROCRASTINACIÓN ACADÉMICA EN LÍNEA EN ESTUDIANTES DE MEDICINA HUMANA DE UNA UNIVERSIDAD PRIVADA DE LIMA EN DICIEMBRE DEL 2021 [Tesis]. PE: Universidad Peruana de Ciencias Aplicadas (UPC); 2024. http://hdl.handle.net/10757/684065
@misc{renati/1668486,
title = "ASOCIACIÓN ENTRE LA MOTIVACIÓN Y PROCRASTINACIÓN ACADÉMICA EN LÍNEA EN ESTUDIANTES DE MEDICINA HUMANA DE UNA UNIVERSIDAD PRIVADA DE LIMA EN DICIEMBRE DEL 2021",
author = "Alviz Aragón, Angela Andrea",
publisher = "Universidad Peruana de Ciencias Aplicadas (UPC)",
year = "2024"
}
Motivation enables individuals to perform daily activities with greater enthusiasm, concentration, organization, and persistence. In contrast, procrastination is the postponement of crucial tasks, often leading to lower performance and reduced academic success. During the pandemic, education had to adapt to online teaching, facing both benefits and challenges. This study aimed to evaluate the relationship between motivation and online academic procrastination in medical students through an observational cross-sectional study with stratified sampling proportional to the size of each academic year. A significant association was found between higher scores on the Educational Motivation Scale (EME) and the Online Academic Procrastination Scale (EPAL), particularly in the dimension of academic self-regulation (β EPAL total = 0.1; β d1 = 0.14; p = 0.0001). However, in the dimension of academic procrastination, a non-significant decrease of 4 points per EME point was observed (β d2 = -0.04; p = 0.07). These findings align with previous studies that did not find a significant relationship between motivation and procrastination in online settings. Additionally, it was highlighted that procrastination is associated with poor academic performance, influenced by low motivation, deficient self-regulation, and poor time management. In conclusion, higher educational motivation is linked to better academic self-regulation and reduced procrastination. However, further studies are recommended to explore this emerging and relevant association in the educational field.
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