<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-9155</journal-id>
<journal-title><![CDATA[Acta Colombiana de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Act.Colom.Psicol.]]></abbrev-journal-title>
<issn>0123-9155</issn>
<publisher>
<publisher-name><![CDATA[Universidad Catolica de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-91552019000200125</article-id>
<article-id pub-id-type="doi">10.14718/acp.2019.22.2.7</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Gender differences in the influence of personality on academic procrastination in Peruvian college students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Diferenças de gênero na inluência da personalidade sobre a procrastinação acadêmica em estudantes universitários peruanos]]></article-title>
<article-title xml:lang="es"><![CDATA[Diferencias de género en la influencia de la personalidad sobre la procrastinación académica en estudiantes universitarios peruanos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dominguez-Lara]]></surname>
<given-names><![CDATA[Sergio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prada-Chapoñan]]></surname>
<given-names><![CDATA[Rony]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreta-Herrera]]></surname>
<given-names><![CDATA[Rodrigo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de San Martín de Porres  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Señor de Sipán  ]]></institution>
<addr-line><![CDATA[Chiclayo ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontificia Universidad Católica del Ecuador  ]]></institution>
<addr-line><![CDATA[Ambato ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>22</volume>
<numero>2</numero>
<fpage>125</fpage>
<lpage>147</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-91552019000200125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-91552019000200125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-91552019000200125&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of the present study was to analyze whether there are differences between men and women in terms of the influence of personality dimensions on academic procrastination. Participants were 986 students aged between 16 and 40 years (69.8 % women, Mage = 20.81 years), students of different professional careers from two universities located in Lima. The Academic Procrastination Scale (APS) and the Big Five Inventory-15P (BFI-15P) were the instruments administered. An invariance analysis of a structural regression model that indicates the influence of personality on academic procrastination was implemented. The results show that personality explains a significant percentage of the variability of the dimensions of academic procrastination. However, the influence of two dimensions, consciousness and neuroticism, is greater in women. The theoretical and practical implications of the findings are discussed, as well as the need to strengthen curricular plans aimed at enhancing resources and reducing those aspects that could negatively affect the academic behavior of the student.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo do presente estudo foi determinar a existência de diferenças entre homens e mulheres com respeito à influência das dimensões de personalidade sobre a procrastinação acadêmica em 986 alunos de 16 a 40 anos (69,8 % mulheres; Midade = 20,81 anos) de diferentes carreiras profissionais de duas universidades localizadas em Lima. Para isso, administrou-se a Escala de Procrastinação Acadêmica (EPA) e o Big Five Inventory-15P (BFI-15P) e implementou-se uma análise de invariância de um modelo de regressão estrutural. Os resultados mostraram que a personalidade explica uma porcentagem significativa da variabilidade das dimensões da procrastinação acadêmica e que a influência das dimensões responsabilidade e neuroticismo foi maior nas mulheres. São discutidas as implicâncias teóricas e práticas das descobertas, bem como a necessidade de fortalecer planos curriculares orientados para potencializar recursos e reduzir os aspectos que poderiam afetar negativamente a conduta acadêmica do estudante.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo del presente estudio fue determinar la existencia de diferencias entre hombres y mujeres en cuanto a la influencia de las dimensiones de personalidad sobre la procrastinación académica en 986 alumnos de entre 16 y 40 años (69.8 % mujeres; Medad = 20.81 años) de distintas carreras profesionales de dos universidades ubicadas en Lima. Para esto, se administró la Escala de Procrastinación Académica (EPA) y el Big Five Inventory-15P (BFI-15P), y se implementó un análisis de invarianza de un modelo regresión estructural. Los resultados mostraron que la personalidad explica un porcentaje significativo de la variabilidad de las dimensiones de la procrastinación académica, y que la influencia de las dimensiones responsabilidad y neuroticismo fue mayor en las mujeres. Se discuten las implicancias teóricas y prácticas de los hallazgos, así como la necesidad de fortalecer planes curriculares orientados a potenciar recursos y reducir los aspectos que podrían afectar negativamente la conducta académica del estudiante.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[academic procrastination]]></kwd>
<kwd lng="en"><![CDATA[personality]]></kwd>
<kwd lng="en"><![CDATA[college students]]></kwd>
<kwd lng="en"><![CDATA[invariance]]></kwd>
<kwd lng="en"><![CDATA[structural regression]]></kwd>
<kwd lng="pt"><![CDATA[procrastinação acadêmica]]></kwd>
<kwd lng="pt"><![CDATA[personalidade]]></kwd>
<kwd lng="pt"><![CDATA[estudantes universitários]]></kwd>
<kwd lng="pt"><![CDATA[invariância]]></kwd>
<kwd lng="pt"><![CDATA[regressão estrutural]]></kwd>
<kwd lng="es"><![CDATA[procrastinación académica]]></kwd>
<kwd lng="es"><![CDATA[personalidad]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[invarianza]]></kwd>
<kwd lng="es"><![CDATA[regresión estructural]]></kwd>
</kwd-group>
</article-meta>
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