Bibliographic citations
Pella, B., (2024). Procrastinación académica y regulación cognitiva emocional en universitarios matriculados después de la pandemia por COVID-19 [Tesis, Universidad Peruana de Ciencias Aplicadas (UPC)]. http://hdl.handle.net/10757/676427
Pella, B., Procrastinación académica y regulación cognitiva emocional en universitarios matriculados después de la pandemia por COVID-19 [Tesis]. PE: Universidad Peruana de Ciencias Aplicadas (UPC); 2024. http://hdl.handle.net/10757/676427
@misc{renati/960981,
title = "Procrastinación académica y regulación cognitiva emocional en universitarios matriculados después de la pandemia por COVID-19",
author = "Pella Chávez, Bruno Enzo",
publisher = "Universidad Peruana de Ciencias Aplicadas (UPC)",
year = "2024"
}
The purpose of this study was to determine whether there is a relationship between academic procrastination and strategies for cognitive regulation of emotions and their dimensions in young university students after the COVID-19 pandemic. It also seeks to compare the relationship between both variables according to sex, age range and interval of academic cycle. The design is simple correlational and comparative. The study involves 300 university students, of whom 41.67% are women and 58.33% are men between 18 and 25 years old. They were given the Academic Procrastination Scale and the Cognitive Regulation of Emotions Questionnaire (CERQ). Significant positive correlations were found with some of the CERQ dimensions such as Blame Others (.31) Self-blame (.39); as well as negative correlations with dimensions such as Positive Reappraisal (-.34). In the same vein, it was found that students who are in final cycles tend to procrastinate more. Finally, these findings suggest that students enrolled after the pandemic make greater use of more adaptive cognitive regulation strategies when they have lower levels of procrastination, especially if they are in their last academic cycles. It is also concluded that the pandemic itself did not increase procrastination, but could influence dysfunctional coping styles.
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