Influence of Academic Self-Concept and Self-Efficacy on Academic Procrastination in Peruvian University Students

The objective of this research was to determine if academic self-concept and academic selfefficacy predict academic procrastination in university students from the La Libertad Region. The data of 386 university students of both sexes were analyzed through an associative strategy with a cross-sectional predictive design. The questionnaires used were the AF5 Self-Concept Scale (ECT), the EAPESA scale for self-concept and the EPA Procrastination scale. It was found that there is a statistically significant and practical relationship between the study variables (p <.01) and that the coefficient of determination R2 = .273 indicates that academic self-concept and academic self-efficacy explain 27.3% of the variance criterion of total academic procrastination of the variable. It is concluded that the coefficients 13 (-, 382,-, 201) indicate that academic selfconcept and academic self-efficacy (predictor variables) significantly predict academic procrastination (criterion variable).