Uses of Facebook and academic procrastination in general studies students at a Peruvian university

Abstract

The incidence of consumption on Facebook around the world and its implications for university students is something that has necessarily been studied in the scientific literature (Gil et al., 2019). Fewer and far between are works focused on the study of social networks and academic procrastination in a population, particularly with a non-traditional teaching methodology (General Studies), even though this knowledge would allow us to obtain a profile of university students and identify their possible actions that could derive in academic problems. As a matter of fact, its importance has enabled the present study to analyze the relationship between the motivations for using Facebook and academic procrastination, and consequently determine the resulting correlation with certain indicators of use, satisfaction with Facebook and academic procrastination. For this purpose, the Facebook Usage Questionnaire was used (Igartua & Rodríguez de Dios, 2016), in addition to the Academic Procrastination Scale (Domínguez-Lara et al., 2014), with a sample of 150 students in their first year at a public university. In this manner, the results agree, showing a clear relationship between the motivations of “entertainment” and “virtual community” with moderate levels of procrastination, corresponding to greater implication with this social network. Significant differences in terms of gender and age are shown, which allows for a better understanding of the behavior pattern of these variables.

Predicting users’ behavior: Gender and age as interactive antecedents of students’ Facebook use for research data collection

“…Even among the general studies focusing on students' Facebook use, there is a disagreement in the findings reported across different studies. For example, some studies show that students used Facebook to a low extent (Gordon et al, 2023;Palazon et al, 2015;Taipe et al, 2023). In contrast, others have shown that students' use of Facebook was high (Ilakkuvan et al, 2019), especially for viewing sexual content (Langlais et al, 2020;Stănculescu & Griffiths, 2021;Owan et al, 2020), narcissism, self-identity and empowerment (Gulatee et al, 2021), and other non-educational purposes (Zagidullin et al, 2021).…”

Aprendizaje autorregulado para aprender a aprender en la formación universitaria

“…Es preciso mencionar que para obtener el logro de competencias es necesario citar la bibliografía existente sobre el "aprendizaje estratégico" el cual tiene sus cimientos en la basada en la "teoría de la psicología cognitiva", la misma que incluye el procesamiento de la información (Weinstein, 1989), asimismo tiene sus bases en la teoría del aprendizaje autorregulado (Zimmerman, 2000;Zimmerman, 2002;Zimmerman et al, 2017); estas teorías conciben el aprendizaje académico como efectivo e independiente, el cual trasciende hasta la metacognición, motivación intrínseca y acciones estratégicas; por otro lado, también concierne a la "teoría socio-cognitiva" la misma que explica lo intrincado de los procesos de la conducta humana, sustenta que a través de la observación los seres humanos pueden aprender lo que acarrea una determinada acción y a su vez aprender de sus consecuencias, seguido de ello la persona discierne y opta por llevarla a cabo o evitarla, ahora bien esto estará sujeto a las características individuales y sobre todo su grado de motivación, desde esa perspectiva, las personas aprenden de los demás al relacionarse con sus semejantes (Bandura y Walters, 1973;Taipe et al 2023).…”