Proceedings of the 7th World Conference on Future of Education
Year: 2023
DOI:
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Relationship between Procrastination, Learning Strategies and GPA in Medical Students
Vargas-Martínez Laura, Escobar-Martínez Magally, Molano-Vargas Germán, González-Beltrán Martha Margarita
ABSTRACT:
It is estimated that 80-95% of undergraduate students practice procrastination, negatively impacting the correct use of different learning strategies and in turn academic performance (Steel, 2007; Cao, 2012; Zhao & Elder, 2020). Objetive: To determine the possible relationship between academic procrastination, learning strategies and GPA in medical students. Methods: The Adapted Tuckman Procrastination Scale (ATPS) together with the Learning Strategies Assessment scale (ACRA), were used and compared with the GPA value of each individual in order to find a possible relationship. Results: ATPS and ACRA statistical analyses suggest that gender is correlated with low levels of procrastination (23.4% females vs. 12.8% males) and with a high degree of learning strategies utilization (24.1% females vs. 9.8% males). In addition, a moderate inverse Pearson’s correlation was found between ATPS and ACRA scores (p=0.000). No correlation was found between ATPS score and GPA (p=0.283). ACRA and GPA scores show a statistically significant relationship (p=0.000). Conclusions: Inverse correlation between ATPS score and ACRA is proposed. There is no correlation between ATPS and GPA, however, a relationship between the use of learning strategies and GPA is observed.
keywords: Academic performance, College students, Dilatation, Medical school, Psychology, Self-regulated learning