EXPERIENCES AND EMOTIONS ON PROCRASTINATION IN UNIVERSITY STUDENTS WITH DIFFERENT LEVELS OF ACADEMIC RISK

Procrastination is a motivational deficit that derives in academic, psychological, and health-related difficulties in college students. The experiences and emotions of procrastination are explored in college students with three levels of academic risk, and its possible implications on academic coaching. The study was based on the discussion group methodology, analyzing group reports through a progressive categorization procedure. 21 students took part belonging to three groups of academic risk low (7), moderate (8) and high (6); between 17 and 23 years old, from 5 programs and from second to fourth academic period. There were found strong negative emotions associated with procrastination and motivational components as the lack of interest in homework, differentiated according to academic risk. Self-regulation difficulties in time management and, with the teacher and peer interactions are highlighted from a prevention perspective. The implications for the development of successful interventions on academic procrastination management are discussed. For this, we differentiate internal factors of the students, such as capacity, motivation, organization, and time management. External factors related to aspects of situations in which learning takes place, such as the type and extent of the work, the generation of a challenge optimal or hetero-regulation teaching remembering the calendar of activities. There are different strategies suggested for counselling, with attention to social interactions between students and between students and faculty.