Get started
Work

Atención Sostenida y Procrastinación Académica en Adolescentes de 12 A 17 Años de la Fundación Proyecto Salesiano de Ambato

Year: 2026
Type: article
Study design: Observational Study
Abstract: This research analyzes the relationship between sustained attention and academic procrastination in adolescents aged 12 to 17 from the Salesian Project Foundation in Ambato, Ecuador. The problem addresses a scientific gap: most previous studies have assessed both variables separately, without using objective neuropsychological tests that allow contrasting attentional performance with self-reported academic postponement. The general objective was to determine whether a statistically significant relationship exists between both constructs in this population. A quantitative approach was adopted, with a non-experimental, cross-sectional design and correlational scope, applied to a sample of 30 adolescents selected by inclusion criteria. The Faces Differences Perception Test-R (Thurstone & Yela, 2012) was administered to measure sustained attention, and the Academic Procrastination Scale (EPA), adapted by Domínguez-Lara (2022), was used to assess activity postponement and academic self-regulation. Results showed that 56.7 % of participants scored at a very low attentional level, and 80 % presented moderate academic procrastination. The correlation between net hits (A-E) and total procrastination was weak, positive, and non-significant (r = .232; p = .217; N = 30), leading to the acceptance of the null hypothesis. It is concluded that academic procrastination in this population depends more on self-regulatory, emotional, and contextual factors than on objectively measured attentional capacity, which guides psychoeducational interventions toward strengthening self-regulation rather than isolated cognitive training.
Language: Spanish
Field: Psychology
Open Access status: hybrid
OpenAlex ID: W7223710880
FWCI:
Cites:
Cited by:
Related to: 10