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Impulsividade, dependência das redes sociais e procrastinação académica em estudantes do ensino superior - análise multidimensional e moderação do tempo de utilização
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A utilização excessiva das redes sociais tornou-se um problema na vida académica dos
estudantes do ensino superior, levantando preocupações quanto aos seus efeitos na
autorregulação do comportamento, no desempenho académico e no adiamento de tarefas.
Entre os comportamentos associados a este contexto digital destaca-se a procrastinação
académica frequentemente relacionada com o uso problemático das tecnologias e com
características individuais, como a impulsividade. No entanto, os mecanismos
subjacentes a estas relações permanecem pouco consensuais, sobretudo porque envolvem
diferentes domínios psicológicos. O presente estudo tem como objetivo analisar as
relações entre a dependência das redes sociais, a impulsividade e a procrastinação
académica em estudantes do ensino superior, bem como examinar o papel moderador do
tempo despendido nas redes sociais na relação entre impulsividade e procrastinação
académica. Para isso, foi conduzido um estudo quantitativo, com uma amostra de 235
estudantes do ensino superior. A análise dos dados foi realizada através da modelação de
equações estruturais (PLS-SEM), recorrendo ao software SmartPLS, permitindo a
avaliação do modelo de medição e do modelo estrutural. Os resultados indicam que a
dependência das redes sociais está associada a níveis mais elevados de procrastinação
académica, evidenciando que dificuldades no controlo do uso destas plataformas
interferem negativamente com o comportamento académico. A impulsividade revelou um
papel crucial na explicação da procrastinação, destacando-se a impulsividade de atenção
como o principal preditor da procrastinação académica. Contudo, não se confirmou uma
relação direta entre impulsividade e dependência das redes sociais, tendo esta ligação sido
removida do modelo final. Já o tempo despendido nas redes sociais assumiu um papel
moderador seletivo, intensificando a relação entre impulsividade de atenção e
procrastinação académica. Os resultados contribuem para a compreensão dos
mecanismos associados à procrastinação académica no contexto digital, sugerindo que
intervemções futuras devem focar-se no desenvolvimento de competências de
autorregulação e controlo de atenção, para além da simples imitação do tempo de uso das
redes sociais.
The excessive use of social media has become a problem in the academic lives of higher education students, raising concerns about its effects on behavioral self-regulation, academic performance, and task delay. Among the behaviors associated with this digital context, academic procrastination stands out, often being related to problematic technology use and individual characteristics such as impulsivity. However, the mechanisms underlying these relationships remain inconclusive, particularly because they involve different psychological domains. The present study aims to analyze the relationships between social media addiction, impulsivity, and academic procrastination among higher education students, as well as to examine the moderating role of time spent on social media in the relationship between impulsivity and academic procrastination. To achieve this, a quantitative study was conducted with a sample of 235 higher education students. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with the SmartPLS software, allowing the evaluation of both the measurement model and the structural model. The results indicate that social media addiction is associated with higher levels of academic procrastination, suggesting that difficulties in controlling the use of these platforms negatively affect academic behavior. Impulsivity also played a crucial role in explaining procrastination, with attentional impulsivity emerging as the main predictor of academic procrastination. However, no direct relationship was found between impulsivity and social media addiction, and this path was removed from the final model. Time spent on social media showed a selective moderating effect, strengthening the relationship between attentional impulsivity and academic procrastination. These findings contribute to a better understanding of the mechanisms associated with academic procrastination in the digital context, suggesting that future interventions should focus on developing self-regulation and attentional control skills, rather than solely limiting time spent on social media.
The excessive use of social media has become a problem in the academic lives of higher education students, raising concerns about its effects on behavioral self-regulation, academic performance, and task delay. Among the behaviors associated with this digital context, academic procrastination stands out, often being related to problematic technology use and individual characteristics such as impulsivity. However, the mechanisms underlying these relationships remain inconclusive, particularly because they involve different psychological domains. The present study aims to analyze the relationships between social media addiction, impulsivity, and academic procrastination among higher education students, as well as to examine the moderating role of time spent on social media in the relationship between impulsivity and academic procrastination. To achieve this, a quantitative study was conducted with a sample of 235 higher education students. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with the SmartPLS software, allowing the evaluation of both the measurement model and the structural model. The results indicate that social media addiction is associated with higher levels of academic procrastination, suggesting that difficulties in controlling the use of these platforms negatively affect academic behavior. Impulsivity also played a crucial role in explaining procrastination, with attentional impulsivity emerging as the main predictor of academic procrastination. However, no direct relationship was found between impulsivity and social media addiction, and this path was removed from the final model. Time spent on social media showed a selective moderating effect, strengthening the relationship between attentional impulsivity and academic procrastination. These findings contribute to a better understanding of the mechanisms associated with academic procrastination in the digital context, suggesting that future interventions should focus on developing self-regulation and attentional control skills, rather than solely limiting time spent on social media.
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Palavras-chave
Redes sociais Procrastinação académica Estudantes Impulsividade Modelo de equações estruturais Social Media Academic Procrastination Students Impulsivity Structural Equation Modelling