Procrastinación académica y ansiedad en los estudiantes de segundo y tercer año de bachillerato del colegio de bachillerato particular Miguel Ángel Suarez Rojas, de la ciudad de loja, en el periodo académico 2020-2021
This research addressed the problem of academic procrastination and anxiety in a group of students, all with the aim of exposing the analysis of both categories and to support the creation of a practical guide aimed at reducing procrastination behaviors and significantly reduce the anxiety states th...
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| Formato: | bachelorThesis |
| Idioma: | spa |
| Publicado: |
2021
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| Subjects: | |
| Acceso en liña: | https://dspace.unl.edu.ec/jspui/handle/123456789/24041 |
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Engadir etiqueta | Summary: | This research addressed the problem of academic procrastination and anxiety in a group of students, all with the aim of exposing the analysis of both categories and to support the creation of a practical guide aimed at reducing procrastination behaviors and significantly reduce the anxiety states that students reflect when faced with schoolwork. Delaying the start or conclusion of academic work to perform other types of activities is a common behavior among young students; however, leaving everything to the last minute can bring with it subjective discomfort or anxiety. The objective of this study was to analyze academic procrastination in the anxiety states that affect second and third year high school students. For this purpose, a non-experimental field study design was used, with a quali-quantitative approach and of a descriptive-explanatory nature given the application of instruments such as: The Procrastination Assessment Scale for students, the Spielberger Trait-State Anxiety Rating Scale and a questionnaire of situations and manifestations of anxiety. The results based on the specific objectives revealed that the causes of academic procrastination are linked to factors such as evaluation anxiety, perfectionism, task aversion, rebellion against control, risk-taking and peer pressure. Likewise, it was determined that the prevalent dimension of anxiety in students is Anxiety-State. Therefore, it is advisable for teachers to structure the tasks in such a way that they manage to awaken curiosity and interest in their students, so as not to become one of the reasons that generate anxiety in students due to the avoidance or postponement of such tasks. |
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