https://hdl.handle.net/10259/5842 2026-05-05T13:28:31Z https://hdl.handle.net/10259/11578 Psychometric properties of the academic procrastination scale in Spanish university students Martín Antón, Luis Jorge; Almeida, Leandro; Sáiz Manzanares, María Consuelo; Álvarez Cañizo, Marta; Carbonero Martín, Miguel Ángel Procrastination in academic activities is common amongst university students, and has negative consequences for their personal as well as academic development. As a result, there is a need for valid –yet at the same time brief and clear-cut– measurement tools that enable the specific procrastinating behaviour of university students to be measured. This work explores in depth the psychometric properties of the Spanish version of the Academic Procrastination Scale, a widely used brief tool in secondary and higher education in the Spanish speaking world. The scale was applied to a total of 1734 university students, together with the Procrastination Assessment Scale-Students (PASS), the Unintentional Procrastination Scale (UPS) and the Active Procrastination Scale (APS). Factor analyses indicate the best fit is a structure involving four interrelated factors (task aversion, poor time management, low emotional and motivational self-control, and risk assumption) compared to other proposed models. The model presents factorial invariance between men and women, and adequate convergent validity. We discuss the implications of using this scale in higher education, since differentiating the four factors might help to identify different support measures depending on university student needs. This work was funded by project no. VA088G18 corresponding to subsidies to the Recognized Research Groups of the Public Universities of Castilla y León, Spain (Order of November 20, 2017, BOCYL No. 225, of November 23). and Grant from the “Vicerrectorado de Investigación, transferencia e Innovación de la Universidad de Burgos” to GIR DATAHES No. Y143.GI. 2023-09-01T00:00:00Z https://hdl.handle.net/10259/11577 La procrastinación en la formación inicial del profesorado: el rol de las estrategias de aprendizaje y el rendimiento académico Martín Antón, Luis Jorge; Aramayo Ruiz, Karina P.; Rodríguez Sáez, José L.; Sáiz Manzanares, María Consuelo A high percentage of university students postpone their academic activities, which leads to academic and personal difficulties. The aim of this work is to identify and describe academic procrastination and its link to the use of metacognitive learning strategies, socio-affective strategies, and academic performance in pre-service teachers. The sample was made up of 794 bachelor’s and master’s degree students in teacher education who completed the Academic Procrastination Scale, the Procrastination Assessment Scale-Student (PASS), and the Metacognitive Strategies and Socio-affective Strategies scales of the ACRA scales. Descriptive, correlational, sample contrast, and hierarchical linear regression analysis shows there is a high percentage of students who habitually procrastinate, and who believe their behavior to be detrimental to them. Academic procrastination is negatively related to academic performance and the use of metacognitive and socio-affective strategies. Women evidence a lower level of academic procrastination than their male counterparts, although they believe it to be more detrimental to their academic activities. There are also differences in that women attribute the problem more to a lack of empathy and lack of self-confidence, whereas in men the problem is linked to the search for excitement. The variables which most predict procrastination are the low use of metacognitive strategies and the lack of energy and self-control. No differences were found between the years of the degree, age or regarding whether students are working or not, or the dedication this entails. We discuss the implications of the results in specific actions aimed at reducing procrastination behavior in university students.; Un alto porcentaje de alumnado universitario posterga sus actividades académicas, siendo causa de dificultades académicas y personales. El objetivo de este trabajo fue identificar y caracterizar la procrastinación académica, y su relación con el uso de estrategias de aprendizaje metacognitivas, estrategias socioafectivas, y con el rendimiento académico en estudiantes universitarios de formación del profesorado. La muestra estuvo formada por 794 estudiantes universitarios de los grados de Educación Infantil, Educación Primaria, Educación Social, y Máster en Formación del Profesorado en Educación Secundaria Obligatoria, Bachillerato y Formación Profesional, que completaron la Escala de Procrastinación Académica (EPA), la Escala de Evaluación de Procrastinación para Estudiantes (PASS), y las escalas Estrategias Metacognitivas y Estrategias Socioafectivas de las escalas ACRA. Mediante análisis descriptivos, correlacionales, contraste de medias, y de regresión lineal jerárquica, se constata que hay un alto porcentaje de estudiantes que procrastinan habitualmente, y que consideran que esta conducta les es perjudicial. Se produce una relación negativa entre la procrastinación académica con el rendimiento académico, y el uso de estrategias metacognitivas y socioafectivas. Las mujeres presentan menor grado de procrastinación académica que los varones, aunque consideran que es una conducta más perjudicial para sus actividades académicas, que atribuyen la falta de empatía y baja autoconfianza, mientras que los varones lo hacen a la búsqueda de excitación. Las variables más explicativas de la conducta procrastinadora son el bajo uso de estrategias metacognitivas y la falta de energía y autocontrol. No se encuentran diferencias entre cursos, edad o si realizan o no alguna actividad laboral. Se discuten las implicaciones de los resultados en actuaciones específicas para reducir la procrastinación en estudiantes universitarios. This work was supported by subsidies to the Grupos de Investigación Reconocidos de Universidades Públicas de Castilla y León (Recognized Research Groups of the Public Universities of Castilla y León) (Order of November 20, 2017, BOCYL No. 225, of November 23). No. VA088G18. 2022-06-01T00:00:00Z https://hdl.handle.net/10259/11576 Situational evaluation of teachers’ social-emotional competence: Spanish version of the test of regulation in and understanding of social situations in teaching (TRUST) Martín Antón, Luis Jorge; Valdivieso Burón, Juan A.; García-Alonso, Juan-Carlos; Carbonero Martín, Miguel Ángel; Sáiz Manzanares, María Consuelo Evaluating teachers’ social-emotional competence is key to studying the effectiveness of education systems. This competence tends to be measured through selfreports, which might lead to a distorted vision. As an alternative, situational judgement tests have emerged. The present work seeks to adapt the Test of Regulation in and Understanding of Social Situations in Teaching (TRUST) to Spanish. The study involved 503 teachers from schools who teach in primary (n = 198, 106 female) or secondary education (n = 305, 201 female). Average age was 45.07 (SD = 9.94), and teachers had an average of 16.77 years’ professional experience (SD = 10.17). In addition to responding to the TRUST, those who took part also responded to the ICQ-15, TEIQue-SF, and ERQ questionnaires. Confirmatory factor analysis provided a good fit of the two-factor model (emotional regulation and relationship management): χ2 (89) = 198.49, p < .001, CFI = 0.93, TLI = 0.92, RMSEA = 0.049, 90% CI [0.040, 0.059], SRMR = 0.042, as well as reliability and convergent validity. Factorial invariance is seen to hold amongst both women and men as well as between teachers who teach at different stages of the education system. The Spanish version of TRUST emerges as a valid and reliable tool for measuring teachers’ level of social-emotional competence, both in the Spanish education system at basic levels as well as with Spanish-speaking teachers from various countries, since situations are presented which are common in any type of school. This research was funded by Excellence Research Group GR179 “Psychology of Education”, by the University of Valladolid (PIP no. 063/231941), and grant from the “Vicerrectorado de Investigación, transferencia e Innovación de la Universidad de Burgos” to GIR DATAHES No. Y143.GI. 2024-10-01T00:00:00Z https://hdl.handle.net/10259/11277 Effectiveness of the NeuronUp program in improving the cognitive performance in older adults Sáiz Vázquez, Olalla; Ubillos Landa, Silvia; Mercado Val, Elvira; Líbano Miralles, Mario del; Santamaría Vázquez, Montserrat Background: The application of new technologies for cognitive stimulation has increased in recent years, allowing interdisciplinary teams to work more efficiently, minimizing the costs and time of analysis, management, and design of activities, and improving the care of older adults. Objective: The objective of this study was to evaluate the effect of a cognitive intervention carried out using a web platform (NeuronUp) in improving mild cognitive decline (orientation, reading, memory, and language) in institutionalized older adults as compared to traditional interventions using pencil and paper. Methods: The experimental design was applied on two randomly allocated participant groups. One group received the intervention through NeuronUp (55 participants), and the other group received it with pencil and paper (55 participants). For the user evaluation, the Abbreviated Barcelona Test (PIEN-TB), which was administered before and after the intervention, was used. Analyses of variance, covariance, multivariate analysis of variance, and covariance were performed on two groups (control and experimental) twice (pre- and post-intervention). Each cognitive measure was used as a dependent variable; the group was the fixed factor, and the pre-test scores and the educational levels were the covariates. Results: Statistically significant differences were observed in all categories except for language. The NeuronUp program improved three of the four cognitive skills evaluated: orientation (F(3106) = 12.747, p = .001, d = 0.69) and reading (F(3106) = 9.195, p = .003, d = 0.59) with moderate effect sizes, and memory (F(3106) = 58.911, p = .001, d = 1.49) with a strong effect size. Conclusion: The NeuronUp program is effective in improving cognitive processes in older individuals; furthermore, implementing treatments with new technologies guided by specialized professionals may be beneficial. 2025-11-01T00:00:00Z