Procrastinación académica y su asociación con el rendimiento percibido y objetivo en estudiantes de medicina
DOI:
https://doi.org/10.65133/irj.v1.n2.2025/a15Keywords:
Rendimiento Percibido, Procrastinación Académica, Rendimiento Objetivo, Estudiantes de Medicina, Autorregulación, APQAbstract
Introducción: La procrastinación académica es un fenómeno extendido en la educación superior, y su relación con el rendimiento resulta particularmente crítica en la formación médica, donde el volumen de contenidos y las exigencias clínicas tempranas dejan poco margen para el retraso. Objetivo: Analizar la procrastinación académica y su asociación con el rendimiento académico percibido y objetivo en estudiantes de medicina de una universidad pública ecuatoriana durante el año 2025. Metodología: Estudio cuantitativo, no experimental, transversal y correlacional. Se aplicó el Cuestionario de Rendimiento Académico (APQ, 18 ítems, Likert 1-5) a 244 estudiantes, seleccionados mediante muestreo estratificado por semestre, de segundo a décimo. La confiabilidad del instrumento fue excelente (α=0,935). Se emplearon estadísticos descriptivos, prueba de Kolmogorov-Smirnov, correlación de Spearman, Kruskal-Wallis, Mann-Whitney y Chi-cuadrado. Resultados: El 58,6 % de la muestra fue femenina, con edad media de 21,6 años (DE=2,49). El 38,9 % presentó rendimiento percibido moderado-alto, y el promedio académico objetivo fue de 7,84/10 (DE=0,75), con el 45,1 % en la categoría "bueno" (7,00-7,99). La correlación entre el puntaje APQ y el promedio fue positiva y significativa (ρ=0,532; p<0,001); el inicio puntual de tareas correlacionó con el promedio en ρ=0,399 (p<0,001). La autopercepción del rendimiento se asoció con las materias reprobadas (χ²=27,13; p=0,001). Conclusiones: Existe una asociación positiva y significativa entre el rendimiento percibido y el promedio académico u objetivo, mediada por conductas de procrastinación. Los hallazgos respaldan intervenciones institucionales centradas en autorregulación y gestión del tiempo en carreras de alta exigencia académica.
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