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Academic procrastination in university students of social and health sciences was compared according to socio-academic variables, such as: age, gender, occupation, area and year of study. The research was descriptive-comparative, quantitative, non-experimental; 1000 university social and health sciences students intentionally selected according to quotas participated. The information was collected with a duly validated instrument about academic procrastination. It was observed that: the majority of students perceive high academic procrastination (62%.), low academic self-regulation (41%.) and high procrastination of activities (74%.). Concluding that the trend of academic procrastination is mostly present in students of social sciences, in male students, in the first years or academic cycles and in those who are studying while working. Therefore, most students who procrastinate avoid prioritizing the development of academic activities for others that are of particular interest such as: excessive use of technology, social networks, dependence on cell phones and work.
Keywords: academic procrastination, university students, social sciences, health sciences
INTRODUCTION
When students enter university, they are involved in situations that require immediate deployment of resources such as: adapting to new academic requirements and demands, schedules, assignments and evaluations; these academic demands can often be postponed and quickly become difficult to perform, causing personal and academic problems in the student (Duché et al., 2020).
In addition, the student usually exhibits behavior that voluntarily postpones activities that should be completed in a given time (Monroy & Gonzales-Geraldo, 2022), due to the effects of family dysfunction at an early age that compromised self-esteem and frustration tolerance, as well as, the choice of activities with immediate achievement, academic stress or also, for performing activities that have more beneficial consequences in the short term than in the long term (Calizaya-López et al., 2022).
In this regard, avoiding tasks, promising to do them later, excusing or justifying delays and avoiding guilt when facing academic tasks are associated with academic procrastination (Corrales et al... 2022), 2022). Therefore, this behavior is related to the voluntary action of the student to postpone the academic activities demanded by the university, especially the absence of punctuality, lack of timely response, failure to meet deadlines, lack of ability to disagree and lack of concentration to perform study activities, bringing as an effect low academic performance (Altamirano & Rodriguez, 2021; Hidalgo-Fuentes...