O Perfeccionismo e a Autoeficácia Acadêmica como Preditores da Procrastinação

Mirelle Christina Pinheiro; Adriana Ferraz; Marcela Mansur-Alves; Claudia Kami Bastos Oshiro

O Perfeccionismo e a Autoeficácia Acadêmica como Preditores da Procrastinação

Mirelle Pinheiro ^[1] ; Adriana Ferraz ^[2] ; Marcela Mansur-Alves ^[3] ; Claudia Oshiro ^[1]
1. [1] Universidade de São Paulo
  
  Universidade de São Paulo
  
  Brasil
2. [2] Centro Universitário de Brasília
  
  Centro Universitário de Brasília
  
  Brasil
3. [3] Universidade Federal de Minas Gerais
  
  Universidade Federal de Minas Gerais
  
  Brasil
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Localización: Revista iberoamericana de diagnóstico y evaluación psicológica, ISSN 1135-3848, ISSN-e 2183-6051, Vol. 3, Nº 73, 2024, págs. 105-122
Idioma: portugués
DOI: 10.21865/ridep73.3.08
Títulos paralelos:
- Perfectionism and Self-Efficacy Beliefs as Procrastination Predictors
Enlaces
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Resumen
- português
  O objetivo deste artigo é relatar a investigação das relações entre o perfeccionismo, a autoeficácia acadêmica e a procrastinação ativa e passiva a partir da análise de dois modelos de mediação. Também foram analisadas possíveis diferenças na manifestação desses construtos quanto ao momento do curso. A amostra foi composta de 376 universitários brasileiros (Midade=24 anos; DP=7.34), sendo a maior parte do sexo feminino (72.6%). Foram aplicados instrumentos de autorrelato para mensurar as variáveis de interesse. Os dados foram analisados por meio de estatísticas inferenciais. Os resultados indicaram que o perfeccionismo e a autoeficácia explicaram significativamente a variância da procrastinação ativa e passiva. O modelo com o perfeccionismo como mediador demonstrou ser mais plausível. Os alunos ingressantes e intermediários se diferenciaram significativamente no perfeccionismo e na procrastinação ativa. Conclui-se que esses achados sugerem a interferência do perfeccionismo e da autoeficácia na procrastinação ativa e passiva.
- English
  The purpose of this article is to report on the investigation of the relationships between perfectionism, academic self-efficacy, and active/passive procrastination using two mediation models. It also investigates possible differences in the manifestation of these constructs according to the time of the course. The sample consisted of 376 Brazilian university students (Mean age=24 years; SD=7.34), with the majority being female (72.6%). Self-report questionnaires measured the variables. Data was analyzed using inferential statistics. The results showed that perfectionism and self-efficacy significantly explained the variance in active and passive procrastination. The model with perfectionism as mediator proved to be more plausible. Freshman and intermediate students significantly differed in perfectionism and active procrastination. In conclusion, these findings suggest that perfectionism and self-efficacy play a role in active and passive procrastination among university students.
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