Capital psicológico, autorregulación y distracción en la procrastinación académica: Aplicación de un modelo de ecuaciones estructurales

• Juan Alfredo Palaco-Vásquez https://orcid.org/0000-0002-3163-2030
• Julio Efraín Postigo-Zumarán https://orcid.org/0000-0002-7954-0127

DOI: https://doi.org/10.31876/rcs.v32i3.46113

Palabras clave: Dilación académica, recursos psicológicos positivos, autorregulación metacognitiva, interferencia tecnológica, capital psicológico

Resumen

La procrastinación académica es un comportamiento común entre los estudiantes universitarios, influenciado por factores psicológicos y contextuales. El objetivo fue analizar la influencia del capital psicológico, la autorregulación y la distracción sobre la procrastinación académica en universitarios de Arequipa, Perú. Se empleó un diseño cuantitativo, no experimental y transversal. Participaron 307 estudiantes, quienes completaron un cuestionario de 33 ítems. Se aplicó un modelo de ecuaciones estructurales para analizar las relaciones entre las variables. Los resultados revelan que la distracción tiene un fuerte efecto positivo directo sobre la procrastinación; mientras que el capital psicológico influye indirectamente a través de la autorregulación académica. La autorregulación mostró un efecto negativo moderado sobre la procrastinación. El perfil demográfico de los estudiantes también presentó efectos indirectos significativos. El modelo explicó el 66,51% de la varianza en la procrastinación. Se derivan recomendaciones para incorporar estrategias en la formación universitaria que promuevan la gestión de distracciones digitales y el desarrollo de habilidades de autorregulación, enriqueciendo así el proceso de aprendizaje del alumnado.

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