LAUSR

espanolIntroduccion. La dilacion se ha convertido en uno de los temas mas investigados debido a sus efectos adversos en la poblacion general y estudiantil en ciencias sociales. La tendencia general hacia el retraso de las tareas academicas se ha conceptualizado como el retraso de tareas en el contexto academico. Es un tema frecuente entre los estudiantes y un gran numero de estudiantes tienen que lidiar con el en casi todas las etapas de la educacion, debido a sus consecuencias negativas como el fracaso academico y un bienestar mas pobre. El presente estudio examino las diferencias de genero en relacion con la dilacion academica, el rendimiento academico y la satisfaccion de la vida academica. Metodo. Los participantes en este estudio fueron 441 estudiantes de pregrado (49,4% de las mujeres y 50,6% de los hombres). Se utilizo el inventario Aitken de procrastinacion, la escala de satisfaccion academica y un formulario de informacion demografica se utilizaron para recopilar datos. Resultados. Los resultados observaron que la dilacion academica se relaciono negativamente con el rendimiento academico y la satisfaccion de la vida academica. Los estudiantes varones tuvieron una mayor dilacion academica y menor nivel de rendimiento academico y satisfaccion en la vida academica. Los analisis Manova y Regresion Jerarquica mostraron que el genero moderaba la relacion entre la dilacion academica, el rendimiento academico y la satisfaccion de la vida academica. Discusion y conclusion. El estudio actual sugiere que los estudiantes varones son mas vulnerables al efecto destructivo de la dilacion academica en terminos de rendimiento academico y satisfaccion de la vida academica EnglishIntroduction. Procrastination has become one of the most researched topics due its adverse effects on the both general and student population in social sciences. The general tendency toward delaying academic tasks has been conceptualized as academic procrastination in academic setting. It is a prevalent issue among students and a numerous students have to deal with it at almost all stage of education, because of its negative consequences such as academic failure and poorer well-being. The current study examined the gender differences in relation to academic procrastination, academic performance and academic life satisfaction. Method. The participants for this study were 441 undergraduate students (49.4 % of female and 50.6 % of male). Aitken procrastination inventory, Academic satisfaction scale and Demographic information form were used to gather data. Results. The results noticed that academic procrastination was negatively related with academic performance and academic life satisfaction. Male students had higher level academic procrastination and lower level of academic performance and academic life satisfaction. The Manova and Hierarchical Regression analyses displayed that gender moderated the relationship between academic procrastination, academic performance and academic life satisfaction. Discussion and Conclusion. The current study suggests that male students are more vulnerable to destructive effect of academic procrastination in terms of academic performance and academic life satisfaction