A influência da procrastinação no desempenho acadêmico após pandemia da COVID-19

Abstract

The COVID-19 pandemic has brought some educational challenges, including increased procrastination due to the flexibility of remote teaching and the difficulties in adapting to new dynamics. The main objective of the study was to analyze the relationship between procrastination and students' academic performance when they returned to in-person classes in the post-COVID-19 pandemic period. For this purpose, a descriptive research methodology with a quantitative approach was adopted, carried out through data collection, collected through an online questionnaire, applied to students at a university in Mato Grosso do Sul, who experienced both teaching modalities. The study revealed that students who considered themselves procrastinators had lower self-assessment and performance coefficient indices. In addition, it was observed that there are significant correlations between the variables, analyzed in groups. As well as, a significant influence between procrastination, teaching modalities and performance. The research suggested that procrastination is a reality for students, but its negative effects can be reduced with academic monitoring programs. For future research, the study recommends exploring specific interventions that address procrastination, such as time management and mentoring, as well as investigating the long-term impacts of this behavior on academic performance.