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| Main Author: | |
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| Format: | Artículo científico |
| Language: | en |
| Published: |
Colegio Oficial de Psicólogos de Madrid
2024
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| Online Access: | https://www.redalyc.org/articulo.oa?id=613777779007 https://www.redalyc.org/journal/6137/613777779007/ https://www.redalyc.org/journal/6137/613777779007/html/ https://www.redalyc.org/journal/6137/613777779007/613777779007.epub https://www.redalyc.org/journal/6137/613777779007/movil https://doi.org/10.5093/psed2023a17 |
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| _version_ | 1866813244936552448 |
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| author | Luis J. Martín-Antón |
| author_facet | Luis J. Martín-Antón |
| contents | Academic Procrastination of Spanish Pre-service Teachers during the COVID-19 Pandemic Luis J. Martín-Antón María C. Saiz-Manzanares Paula Molinero-González Wendy L. Arteaga-Cedeño Alberto Soto-Sánchez Miguel A. Carbonero Psicología 19 COVID Teacher education Motivational beliefs Learning environment The present study seeks to ascertain whether the academic procrastination of university pre-service teachers varied during the COVID-19 pandemic when compared to data collected from another sample (n = 794) taken before the pandemic, and the reasons that might explain this. 910 pre-service teachers responded to the PASS scale, Academic Procrastination Scale, Unintentional Procrastination Scale, Active Procrastination Scale, and the New General Self-Efficacy Scale during the pandemic. The results reflect greater procrastination than for the pre-pandemic sample; 37.8% felt that their procrastination had increased due to the pandemic, which was more evident amongst women, whereas 8.7% reported having procrastinated less, displaying the highest level of self-efficacy. In both instances, the most commonly alleged reasons were greater time management, together with changes they were forced to make in their study habits. We discuss the implications that might need to be considered when planning and organizing teaching, should a similar situation occur again. 2024 artículo científico 1135-755X https://www.redalyc.org/articulo.oa?id=613777779007 https://www.redalyc.org/journal/6137/613777779007/ https://www.redalyc.org/journal/6137/613777779007/html/ https://www.redalyc.org/journal/6137/613777779007/613777779007.epub https://www.redalyc.org/journal/6137/613777779007/movil https://doi.org/10.5093/psed2023a17 en http://www.redalyc.org/revista.oa?id=6137 Psicología Educativa. Revista de los Psicólogos de la Educación application/pdf Colegio Oficial de Psicólogos de Madrid Psicología Educativa. Revista de los Psicólogos de la Educación (España) Num.1 Vol.30 |
| format | Artículo científico |
| id | redalyc_613777779007 |
| language | en |
| publishDate | 2024 |
| publisher | Colegio Oficial de Psicólogos de Madrid |
| spellingShingle | Academic Procrastination of Spanish Pre-service Teachers during the COVID-19 Pandemic Luis J. Martín-Antón Psicología 19 COVID Teacher education Motivational beliefs Learning environment Academic Procrastination of Spanish Pre-service Teachers during the COVID-19 Pandemic Luis J. Martín-Antón María C. Saiz-Manzanares Paula Molinero-González Wendy L. Arteaga-Cedeño Alberto Soto-Sánchez Miguel A. Carbonero Psicología 19 COVID Teacher education Motivational beliefs Learning environment The present study seeks to ascertain whether the academic procrastination of university pre-service teachers varied during the COVID-19 pandemic when compared to data collected from another sample (n = 794) taken before the pandemic, and the reasons that might explain this. 910 pre-service teachers responded to the PASS scale, Academic Procrastination Scale, Unintentional Procrastination Scale, Active Procrastination Scale, and the New General Self-Efficacy Scale during the pandemic. The results reflect greater procrastination than for the pre-pandemic sample; 37.8% felt that their procrastination had increased due to the pandemic, which was more evident amongst women, whereas 8.7% reported having procrastinated less, displaying the highest level of self-efficacy. In both instances, the most commonly alleged reasons were greater time management, together with changes they were forced to make in their study habits. We discuss the implications that might need to be considered when planning and organizing teaching, should a similar situation occur again. 2024 artículo científico 1135-755X https://www.redalyc.org/articulo.oa?id=613777779007 https://www.redalyc.org/journal/6137/613777779007/ https://www.redalyc.org/journal/6137/613777779007/html/ https://www.redalyc.org/journal/6137/613777779007/613777779007.epub https://www.redalyc.org/journal/6137/613777779007/movil https://doi.org/10.5093/psed2023a17 en http://www.redalyc.org/revista.oa?id=6137 Psicología Educativa. Revista de los Psicólogos de la Educación application/pdf Colegio Oficial de Psicólogos de Madrid Psicología Educativa. Revista de los Psicólogos de la Educación (España) Num.1 Vol.30 |
| title | Academic Procrastination of Spanish Pre-service Teachers during the COVID-19 Pandemic |
| topic | Psicología 19 COVID Teacher education Motivational beliefs Learning environment |
| url | https://www.redalyc.org/articulo.oa?id=613777779007 https://www.redalyc.org/journal/6137/613777779007/ https://www.redalyc.org/journal/6137/613777779007/html/ https://www.redalyc.org/journal/6137/613777779007/613777779007.epub https://www.redalyc.org/journal/6137/613777779007/movil https://doi.org/10.5093/psed2023a17 |