La presente investigación tuvo como objetivo determinar la relación existente entre procrastinación académica y ansiedad en un grupo de estudiantes universitarios ingresantes en una universidad privada de Lima Metropolitana. Se empleó un diseño no experimental de tipo correlacional. Los instrumentos de medida empleados fueron la escala de procrastinación académica (EPA) adaptada por Álvarez (2010) y la escala de autoevaluación de la ansiedad de Zung adaptada por Astocondor (2001). El análisis de ellos, dieron un valor de alfa de cronbach de 0.79 y 0.81 respectivamente, indicándonos su nivel de fiabilidad. Los resultados evidencian que las variables de procrastinación académica y ansiedad presentaban una correlación negativa, no obstante, los puntajes de ansiedad y procrastinación académica son moderados. Se concluye por tanto que, los estudiantes que procrastinan no presentan ansiedad debido posiblemente a que la actitud de procrastinar no afecta su desempeño y tampoco es un factor psicológico que lleva a una conducta de ansiedad.
The current study has as its objective to analyze the relationship between students’ attitude towards learning English and the procrastinating behavior at the academic level. Attitudes strengthen people’s motivation to learn a foreign language (Delfín, 2007), and procrastination, which involves unjustified delaying of activities, causes negative consequences in completing academic tasks postponement of responsibilities (Rodríguez & Clariana, 2017). The design was correlational, and the sample consisted of 55 students learning English. The instruments were the Attitudes towards English language learning questionnaire and the academic procrastination questionnaire. According to the results, evidence shows that there is a positive median relationship between the variables, leading us to conclude that despite having positive attitudes towards learning English, procrastinating behavior does not diminish. The results of this study could be utilized in bilingual programs, or those could also be utilized to implement curricula in language programs at schools or universities. The idea is that higher education institutions include, as mandatory, the instruction of English as a global language. How to cite this article: Marquina Luján, R. J., Huaire Inacio, E. J., Horna Calderón, V. E., Villamar Romero, R. M., & Kishnani García, A. (2021). Attitudes toward Learning English and Procrastination in Students from a Private Institution Specialized in Foreign Languages in the City of Lima-Peru. Revista Colombiana de Psicología, 30(2), 27-39. https://doi.org/10.15446/rcp.v30n2.83678
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