Motivación y procrastinación académica en estudiantes universitarios de tercer ciclo de la Facultad de Psicología de la Universidad de Cuenca en el periodo septiembre 2023 – febrero 2024

Abstract

In the Ecuadorian context, university students are exposed to various factors influencing their academic performance, notably motivation and academic procrastination. Extensively researched, these aspects are closely linked to the development of adequate academic performance. This study aimed to describe levels of academic motivation and academic procrastination based on sociodemographic variables among third-cycle Psychology students at the University of Cuenca, Ecuador. Employing a quantitative approach, a non-experimental cross-sectional design with descriptive scope was used. The study included 117 students selected through simple random sampling, assessed with a sociodemographic form, the Academic Motivation Scale (AMS), and the Academic Procrastination Scale (APS). Results revealed that 50.4% of participants exhibit a moderate level of academic motivation, with high levels in intrinsic (51.3%) and extrinsic (74.4%) motivation, along with a low level of demotivation (77.8%). Additionally, students demonstrated a moderate level of procrastination with a mean of 40.62. The study further explores relationships between academic motivation, procrastination, and variables such as gender, relationship status, employment, working hours, and socioeconomic status, revealing significant insights.