Assessing the role of academic procrastination and subjective well-being in predicting satisfaction with the postgraduate program
Avaliando o papel da procrastinação acadêmica e bem-estar subjetivo na predição da satisfação com o programa de pós-graduação
Avaliando o papel da procrastinação acadêmica e bem-estar subjetivo na predição da satisfação com o programa de pós-graduação
| 2020 | |
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life satisfaction procrastination well-being postgraduate students satisfacción con la vida procastinación bienestar postgraduados satisfação com a vida procrastinação bem-estar pós-graduandos |
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| Portugués | |
| Universidad Católica del Uruguay | |
| LIBERI | |
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https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/2078
https://hdl.handle.net/10895/3079 |
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| Acceso abierto |
| Sumario: | The present study aimed to know the extent to which academic procrastination and subjective well-being are related to satisfaction with post-graduation. Participants were 263 postgraduate students, with a mean age of 29 years (SD = 6.48), with the majority of males (67.3%), single (60.1%) and the master (58%), who responded to the Academic Procrastination Scale, Scale of Satisfaction with the Postgraduate Program, Life Satisfaction Scale, Positive and Negative Affect Schedule and demographic questions. The results indicated that academic procrastination (-) and subjective well-being (+) predicted satisfaction with post-graduation. This tested model showed adequate fit indicators (χ²/g. l = 3.18, GFI = 0.98, CFI = 0.97, RMSEA = 0.048 and Pclose = 0.09). It may be concluded that academic procrastination and subjective well-being are important variables to understand the satisfaction with the postgraduate, favoring interventions that provide better adaptation to the postgraduate context.show the validity of the MBPQS to assess the sensitivity of caregivers of children with ASD |
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