Procrastinación académica en docentes de posgrado: entre la autorregulación y las condiciones estructurales de la formación docente.
Resumen
Este estudio analiza la procrastinación académica en docentes de posgrado del CRESON mediante un enfoque cuantitativo. Los resultados muestran mayor postergación en estudiantes iniciales y menor en docentes con mayor experiencia. Se concluye que la procrastinación está influida tanto por factores de autorregulación como por condiciones estructurales del contexto educativo.
Citas
Bonilla-Rius, E. (2020). Education truly matters: Key lessons from Mexico’s educational reform for educating the whole child. En F. M. Reimers (Ed.), Audacious education purposes (pp. 115–136). Springer, Cham. https://doi.org/10.1007/978-3-030-41882-3_5
Briseño-Roa, J. (2023). Indigenous land-based education in Mexico: Practices to perpetuate communal knowledge of territory. AlterNative: An International Journal of Indigenous Peoples, 19(3), 593–602. https://doi.org/10.1177/11771801231188181
Calderón, M. (2022). Rural education and the state in Mexico: The legacy of Elena Torres Cuellar. Teachers College Record: The Voice of Scholarship in Education, 124(10), 40–62. https://doi.org/10.1177/01614681221139526
Clément, M., & Piaser, L. (2021). Geography of Income and Education Inequalities in Mexico: Evidence from Small Area Estimation and Exploratory Spatial Analysis. The European Journal of Development Research, 34, 703–732. https://doi.org/10.1057/s41287-021-00386-0
Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49(1), 71–75. https://doi.org/10.1207/s15327752jpa4901_13
Diener, E., Oishi, S., & Tay, L. (2018). Advances in subjective well-being research. Nature Human Behaviour, 2(4), 253–260. https://doi.org/10.1038/s41562-018-0307-6
Domínguez-Lara, S. A., Villegas García, G., & Centeno Leyva, S. B. (2014). Procrastinación académica: validación de una escala en una muestra de estudiantes de una universidad privada. Liberabit, 20(2), 293–304.
García-Arias, J., Corbetta, S., & Baronnet, B. (2023). Decolonizing education in Latin America: Critical environmental and intercultural education as an indigenous pluriversal alternative. British Journal of Sociology of Education, 44(8), 1394–1412. https://doi.org/10.1080/01425692.2023.2234088
Garzón Umerenkova, A., & Gil Flores, J. (2017). Propiedades psicométricas de la versión en español de la prueba Procrastination Assessment Scale-Students (PASS). Revista Iberoamericana de Diagnóstico y Evaluación – e Avaliação Psicológica, 43(1), 149–163.
González-Brignardello, M. P., Sánchez-Elvira Paniagua, A., & López-González, M. Á. (2023). Academic procrastination in children and adolescents: A scoping review. Children, 10(6), 1016. https://doi.org/10.3390/children10061016
Helliwell, J. F., Layard, R., Sachs, J. D., & De Neve, J.-E. (Eds.). (2020). World happiness report 2020. Sustainable Development Solutions Network. https://worldhappiness.report/2020/
Hernández-Sampieri, R., Fernández-Collado, C., & Baptista-Lucio, P. (2014). Metodología de la investigación (6.ª ed.). McGraw-Hill Education.
Horbath, J., & Gracia, M. A. (2016). El derecho a la educación: Un análisis a partir de la política educativa de las dos últimas décadas en México. Revista de Relaciones Internacionales, Estrategia y Seguridad, 11(1), 171–191. https://doi.org/10.18359/ries.1373
Huang, S., Li, Z., Li, J., & Ding, X. (2025). A network analysis of academic procrastination, psychological and environmental factors among medical students. BMC Psychology, 13. https://doi.org/10.1186/s40359-025-02916-5
Keyes, C. L. M., Shmotkin, D., & Ryff, C. D. (2002). Optimizing well-being: The empirical encounter of two traditions. Journal of Personality and Social Psychology, 82(6), 1007–1022. https://doi.org/10.1037/0022-3514.82.6.1007
Molodchikova, T. (2024). Rural schools and indigenous education in Yucatan (Mexico) in the 1930s. History and Archives, 6(1), 45–57. https://doi.org/10.28995/2658-6541-2024-6-1-45-57
Mora, L. (2020). Educación rural en América Latina: Escenarios, tendencias y horizontes de investigación. Márgenes, Revista de Educación de la Universidad de Málaga, 1(2), 48–69. https://doi.org/10.24310/mgnmar.v1i2.8598
Neidhöfer, G., Serrano, J., & Gasparini, L. (2017). Educational inequality and intergenerational mobility in Latin America: A new database. Journal of Development Economics, 134, 329–349. https://doi.org/10.1016/j.jdeveco.2018.05.016
Reimers, F. M. (2024). The quest for educational equity in Mexico. Daedalus, 153(4), 206–220. https://doi.org/10.1162/daed_a_02112
Rockwell, E. (2022). Did Teachers College Influence the Mexican Rural School Project? Unraveling External and Internal Relations Among Key Actors (1915–1930). Teachers College Record: The Voice of Scholarship in Education, 124, 16 - 39. https://doi.org/10.1177/01614681221137108
Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52, 141–166. https://doi.org/10.1146/annurev.psych.52.1.141
Salguero-Pazos, M., & Reyes-De-Cózar, S. (2023). Interventions to reduce academic procrastination: A systematic review. International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2023.102228
Serey, A., Martínez-Líbano, J., & Barahona-Fuentes, G. (2025). Emotional Regulation and Subjective Well-Being in Adolescents: A Systematic Review. Mental Health: Global Challenges, 8, 14 - 26. https://doi.org/10.56508/mhgcj.v8i1.240
Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503–509. https://doi.org/10.1037/0022-0167.31.4.503
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65
Torche, F. (2010). Economic crisis and inequality of educational opportunity in Latin America. Sociology of Education, 83(2), 85–110. https://doi.org/10.1177/0038040710367935
Turner, M., & Hodis, F. (2023). A Systematic Review of Interventions to Reduce Academic Procrastination and Implications for Instructor-based Classroom Interventions. Educational Psychology Review, 35, 1-39. https://doi.org/10.1007/s10648-023-09838-x
Valenzuela, R., Codina, N., Castillo, I., & Pestana, J. (2020). Young University Students’ Academic Self-Regulation Profiles and Their Associated Procrastination: Autonomous Functioning Requires Self-Regulated Operations. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00354
Zarrin, S. A., & Gracia, E. (2020). Prediction of academic procrastination by fear of failure and self-regulation. Educational Sciences: Theory & Practice, 20(3), 34–43. https://files.eric.ed.gov/fulltext/EJ1261814.pdf
