Gender differences in the influence of personality on academic procrastination in Peruvian college students

Abstract The objective of the present study was to analyze whether there are differences between men and women in terms of the influence of personality dimensions on academic procrastination. Participants were 986 students aged between 16 and 40 years (69.8 % women, Mage = 20.81 years), students of...

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Published inActa colombiana de psicología Vol. 22; no. 2; pp. 125 - 147
Main Authors Dominguez Lara, Sergio Alexis, Prada Chapoñan, Rony, Moreta Herrera, Rodrigo
Format Journal Article
LanguagePortuguese
English
Published Universidad Catolica de Colombia 01.07.2019
Subjects
academic procrastination
college students
estudantes universitários
estudiantes universitarios
invariance
invarianza
invariância
personalidad
personalidade
personality
procrastinación académica
procrastinação acadêmica
PSYCHOLOGY, MULTIDISCIPLINARY
regresión estructural
regressão estrutural
structural regression
personalidad
procrastinação acadêmica
procrastinación académica
estudantes universitários
estudiantes universitarios
personalidade
academic procrastination
regressão estrutural
personality
structural regression
regresión estructural
college students
invarianza
invariância
invariance
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Summary:Abstract The objective of the present study was to analyze whether there are differences between men and women in terms of the influence of personality dimensions on academic procrastination. Participants were 986 students aged between 16 and 40 years (69.8 % women, Mage = 20.81 years), students of different professional careers from two universities located in Lima. The Academic Procrastination Scale (APS) and the Big Five Inventory-15P (BFI-15P) were the instruments administered. An invariance analysis of a structural regression model that indicates the influence of personality on academic procrastination was implemented. The results show that personality explains a significant percentage of the variability of the dimensions of academic procrastination. However, the influence of two dimensions, consciousness and neuroticism, is greater in women. The theoretical and practical implications of the findings are discussed, as well as the need to strengthen curricular plans aimed at enhancing resources and reducing those aspects that could negatively affect the academic behavior of the student.
ISSN:0123-9155
1909-9711
DOI:10.14718/acp.2019.22.2.7