RESUMO
Resumen El propósito de esta investigación es descubrir si la procrastinación académica disminuye a lo largo del tiempo, y si esta disminución se explica por el factor edad, por el factor curso, o por una combinación de ambas variables. Se administró la Procrastination Assessment Scale Students (PASS) a una muestra de 105 alumnos universitarios, que se dividieron en cuatro grupos independientes en función de si eran menores o mayores de 25 años y del curso académico que hacían. Los resultados indican que el nivel de procrastinación solo depende de la edad y no del curso de los alumnos, y amplían el conocimiento empírico sobre procrastinación académica en la universidad.
Abstract The purpose of this research is to find out whether academic procrastination decreases over time, and if the diminution is explained by the age factor, the academic year factor, or the combination of both of them. The Procrastination Assessment Scale (PASS) was administrated to a total sample of 105 university students. The sample was divided into four independent groups according both the age of the student's -under or over 25- and the academic year in which they were enrolled. Results indicate that procrastination only depends on the age, and it decreases as students grow older. This work extends empirical knowledge about the role of age in procrastination.
Resumo O propósito desta pesquisa é descobrir se a procrastinação acadêmica diminui ao longo do tempo e se essa diminuição é explicada pelo fator idade, pelo fator curso ou por uma combinação de ambas as variáveis. Aplicou-se o Procrastination Assessment Scale Students (PASS) a uma amostra de 105 estudantes universitários que foram divididos em quatro gru pos independentes em função de se eram menores ou maiores de 25 anos e do curso de graduação em que estavam. Os resultados indicam que o nível de procrastinação somente depende da idade, e não do curso dos estudantes, e ampliam o conhecimento empírico sobre procrastinação acadêmica.
RESUMO
El presente estudio expone las características de la conducta deshonesta en el aula, describe sus causas y examina las nefastas consecuencias que tiene para el aprendizaje. Con el fin de analizar el estado de la cuestión en nuestro país, se ha hecho una entrevista psicoeducativa y se ha aplicado un cuestionario a un total de 306 alumnos de último curso de bachillerato, último curso de universidad y último curso de Psicología en Barcelona (España). Se ha comprobado que, igual cómo ocurre en otros países, más de la mitad de los estudiantes reconocen tener el hábito de copiar, y también que los chicos copian más que las chicas. Para finalizar, el trabajo expone estrategias operativas para controlar la conducta deshonesta en el aula, que incluyen: incorporar contenidos relacionados con la ética en el currículum, enseñar técnicas de análisis y resumen para evitar que los alumnos se vean obligados a copiar, y ser muy estrictos con las fechas límite y la aplicación de las normas en las instituciones educativas.
The aim of this paper is to present the issue of academic cheating, describe its causes, and examine the obstacles this behaviour creates for learning. The research was carried out with 306 students from Barcelona (Spain) which were administered both with a psycho educational interview and a questionnaire. Results are similar to those from other countries and show that more than half of the students are in the habit of frequently cheating, and that boys cheat significantly more often than girls. To finish, the text suggests teaching strategies to control academic cheating in educational institutions, such as: Being aware of the problem and taking the decision to tackle it, including ethics tuition in the curricular content, teaching summarising and rephrasing techniques, frequently revising students writings, and last but not least, being very strict with deadlines and not accepting unwarranted excuses repeatedly made by students for not observing them.
