Procrastination, academic engagement and the most valued didactic competencies by the high school students in the digital learning context

Abstract

The main objective of the present study was to know the relationship between procrastination and academic engagement in secondary school students; in addition, it was sought to identify the most valued didactic competencies by adolescents. The investigation was carried out with a mixed sequential approach, for the quantitative phase there was a sample of 579 students and for the qualitative phase we worked with 21 students. According to the results, procrastination and academic engagement are negatively related, public school students and males present more procrastination. Procrastination is linked to the use of social networks and the best valued didactic competence was the creation and maintain a friendly and empathetic learning environment so that students feel comfortable to participate.