Deixando para depois: a procrastinação e aprendizagem em acadêmicos do curso de psicopedagogia

Abstract

This study aimed to describe how psychopedagogy students perceive procrastination in their learning. To this end, a qualitative, exploratory and descriptive study was conducted with participants who were mostly female (n=37), with an average age of 23 years (SD=6.91). As a data collection instrument, a structured questionnaire was used, made available by the Google Forms platform, consisting of questions about the causes and consequences of academic procrastination, in addition to the strategies used by students to reduce this practice. Sociodemographic data were analyzed through descriptive statistics, using the SPSS Statistics software, while qualitative content was submitted to Bardin's Categorical-Thematic Content Analysis technique. It was found that among the participants, 20 were in the initial periods and 20 in the final periods, only 03 (7.5%) had another higher education degree, and 26 (65%) did not have an employment relationship. Regarding the qualitative data, six categories of analysis were obtained: forms of procrastination, causes of procrastination, consequences of procrastination, strategies to reduce the practice of procrastination, feelings after the practice of procrastination and the completion of activities after procrastination. The results obtained highlighted the negative consequences of procrastination in university students, namely, low performance in activities, increased anxiety and lack of time to complete tasks. Thus, this research achieved its objective of describing how procrastinatory behavior affects the learning process of the Psychopedagogy student, by addressing the precedents and consequences of this action.