Self-Efficacy, Self-Regulation and Procrastination; Necessary Conditions for a Higher Academic Performance in University Students

Abstract

In recent years, and due to Spain's entry into the European Higher Education Area (EHEA), university education has undergone significant changes with the aim of increasing student participation in the teaching-learning processes. To this end, factors modulating of a greater or lesser academic performance have been analyzed. 388 undergraduate students of the Early Childhood and Primary Education Degrees, belonging to the Faculty of Humanities and Education Sciences of the University of Jaén, (Andalusia) [Spain] participated in this study. Of these, 312 (80.4%) were women and 72 (18.8%) were men; average age was 19.73 years (SD=1.783). The Academic Situations Specific Perceived Self-Efficacy Scale (Escala de Autoeficacia Percibida Específica de Situaciones Académicas: EAPESA); the “performance” dimension of the Academic Self-Concept Scale (Escala de Autoconcepto Académico: EAA) and the Academic Procrastination Scale (Escala de Procrastinación Académica: EPA) were used. The objective of this research was to provide sufficient evidence on the relationship between self-efficacy and self-regulation, with the procrastination dimension as intercept variable, on academic performance. This research presents the combined use of Partial Least Squares Structural Equation Modelling (PLS-SEM) and Necessary Conditions Analysis (NCA) to explore the raised hypotheses. The model results showed high coefficients of determination for Self-efficacy [(Q2=0.094); (R² =0.148)]; Performance [(Q2=0.011); (R² =0.207)] and Postponement [(Q2 =0.571); (R²=0.592)]. The results show the effectiveness of the combined use of PLS-SEM and NCA to identify some dimensions necessary for higher performance, according to the logic of need. The theoretical combination of both perspectives will allow us to address the multidimensionality of those factors that contribute to improved academic performance.