<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582022000200369</article-id>
<article-id pub-id-type="doi">10.15359/ree.26-2.20</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Caracterización de la procrastinación académica en estudiantado universitario peruano]]></article-title>
<article-title xml:lang="en"><![CDATA[Characterization of academic procrastination in peruvian university students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Caracterização da procrastinação académica entre estudantes universitários peruanos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Duda-Macera]]></surname>
<given-names><![CDATA[Beatriz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gallardo-Echenique]]></surname>
<given-names><![CDATA[Eliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Asociación Peruana de Déficit de Atención  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Peruana de Ciencias Aplicadas  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<volume>26</volume>
<numero>2</numero>
<fpage>369</fpage>
<lpage>385</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582022000200369&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582022000200369&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582022000200369&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo.  El objetivo de esta investigación es comprender las características asociadas con la procrastinación académica en que incurre el estudiantado de ingeniería de una universidad privada de Lima. Las bases teóricas de las que se partió fueron la teoría de las funciones ejecutivas de Barkley y la teoría de la autoeficacia de Bandura.  Metodología.  La metodología utilizada fue cualitativa con un diseño fenomenológico para comprender el tema de estudio desde el punto de vista de la persona participante. Se realizaron entrevistas semi-estructuradas a diez estudiantes quienes asisten a sesiones de coaching individual y suelen tener bajas calificaciones y procrastinar. Se realizó un análisis temático con el fin de identificar, organizar y reconocer patrones a partir de una lectura profunda de la data, para comprender el tema investigado.  Resultados . Los resultados evidencian que el estudiantado no ha logrado incorporar hábitos de estudios, lo que los lleva a postergar sus tareas. Además, se distraen con el uso de la tecnología y presentan ansiedad y estrés.  Conclusiones. La procrastinación académica hoy en día, se entiende desde una mirada más integral que toma en cuenta el funcionamiento ejecutivo, apoyado en descubrimientos científicos sobre el cerebro humano.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Aims. This study aimed to understand the characteristics associated with academic procrastination in engineering students at a private university in Lima. The theoretical bases were Barkley&#8217;s Theory of Executive Functions and Bandura&#8217;s Theory of Self-Efficacy.  Method.  A qualitative method combined with a phenomenological design was used to understand the research topic from the participant&#8217;s point of view. Semi-structured interviews were conducted with ten students who attended individual coaching sessions and tended to have low grades and procrastinate. A thematic analysis was conducted to identify, organize and recognize patterns from a deep reading of the data to understand the research topic.  Results.  The results show that students have not been able to incorporate study habits, which leads them to postpone their tasks. In addition, they are distracted by the use of technology and have anxiety and stress.  Conclusions.  Nowadays, academic procrastination is understood from a more comprehensive perspective that considers executive functioning, supported by scientific discoveries about the human brain.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo.  O objetivo desta investigação é compreender as características associadas a procrastinação acadêmica em que incidem os estudantes de engenharia de uma universidade privada de Lima. As bases teóricas de que se embasaram foram a teoria das funções executivas de Barkley e a teoria da autoeficácia de Bandura.  Metodologia. A metodologia utilizada foi qualitativa com um desenho fenomenológico para compreender o tema do estudo desde o ponto de vista do participante. Realizaram-se entrevistas semiestruturadas a dez estudantes que participaram das sessões de coaching individual e costumam ter baixas avaliações e procrastinam. Realizou-se uma análise temática com o fim de identificar, organizar e reconhecer padrões a partir de uma leitura profunda do momento, para compreender o tema pesquisado.  Resultados.  Os resultados evidenciam que os estudantes não conseguem incorporar hábitos de estudos, o que os leva a postergar suas tarefas. Ademais, se distraem com o uso da tecnologia e apresentam ansiedade e estresse.  Conclusão.  A procrastinação acadêmica hoje em dia, se entende desde um olhar mais global que considera o funcionamento executivo, apoiado em descobrimentos científicos sobre o cérebro humano.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Procrastinación académica]]></kwd>
<kwd lng="es"><![CDATA[hábitos]]></kwd>
<kwd lng="es"><![CDATA[organización]]></kwd>
<kwd lng="es"><![CDATA[manejo del tiempo]]></kwd>
<kwd lng="es"><![CDATA[autorregulación]]></kwd>
<kwd lng="es"><![CDATA[inicio y culminación de tareas]]></kwd>
<kwd lng="es"><![CDATA[conciencia de las consecuencias]]></kwd>
<kwd lng="en"><![CDATA[Academic procrastination]]></kwd>
<kwd lng="en"><![CDATA[habits]]></kwd>
<kwd lng="en"><![CDATA[organization]]></kwd>
<kwd lng="en"><![CDATA[time management]]></kwd>
<kwd lng="en"><![CDATA[self-regulation]]></kwd>
<kwd lng="en"><![CDATA[task initiation and completion]]></kwd>
<kwd lng="en"><![CDATA[awareness of consequences]]></kwd>
<kwd lng="pt"><![CDATA[Procrastinação académica]]></kwd>
<kwd lng="pt"><![CDATA[hábitos]]></kwd>
<kwd lng="pt"><![CDATA[organização]]></kwd>
<kwd lng="pt"><![CDATA[manejo do tempo]]></kwd>
<kwd lng="pt"><![CDATA[autorregulação]]></kwd>
<kwd lng="pt"><![CDATA[iniciação e conclusão de tarefas]]></kwd>
<kwd lng="pt"><![CDATA[consciência das consecuências]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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