Learning styles, self-efficacy and academic procrastination in senior high school students
DOI:
https://doi.org/10.55777/rea.v19i37.6699Keywords:
Learning Styles, Self-efficacy, ProcastinationAbstract
In Senior High School in Mexico, various aspects can generate situations that affect the academic achievement of students, such as learning styles, self-efficacy, and academic procrastination, among others. The general objective of this research was to identify the relationship that exists among learning styles, self-efficacy, procrastination, and academic performance in students of the Higher Secondary Level. A quantitative study of descriptive correlational design of cross-sectional scope was carried out where 196 students aged 15 to 19 years old participated. The results showed that the predominant styles were dependent and visual, followed by global. The eight learning styles presented a strong positive correlation. Regarding academic self-efficacy, the results revealed that students have moderate sense of self-efficacy. Academic procrastination did not show an association with analytical the practical style. In addition, academic procrastination, self-efficacy, and learning styles were correlated with academic performance. These results show that it is necessary to take learning styles into account to reduce procrastination and increase academic self-efficacy, which could favor academic performance.
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