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espanolIntroduccion. Estudios previos indicaron que mas del 70% de los estudiantes universitarios cometieron demoras academicas, y uno de los factores mas destacados es la indepension aprendida, la percepcion de que uno es incapaz de terminar bien las tareas. Tambien se planteo la hipotesis de que cuando los estudiantes creen que tienen el control de sus propios eventos, su indefension aprendida no predecira de manera significativa su dilacion academica. Este estudio tuvo como objetivo probar la hipotesis de si el “lugar interno de control” media la relacion entre la indefension aprendida y la dilacion academica entre los estudiantes universitarios. Metodo. Un total de 240 estudiantes universitarios fueron reclutados al azar para participar en este estudio actual. Se utinizo la Escala de Control Interno de Duttweiller para medir el locus de control interno; la Escala de Procrastinacion Pura (adaptada para el entorno academico) se uso para medir el nivel de dilacion academico; y la Escala de Indefension Aprendida se uso para medir el nivel de desamparo aprendido entre los participantes. Se utilizo regresion multiple con macros de PROCESO para analizar los datos. Resultados Los resultados indicaron que la indefension aprendida predijo significativamente el locus interno de control, y que el locus interno de control fue un predictor significativo de la dilacion academica. Estos resultados apoyan la hipotesis mediacional. La indefension aprendida ya no era un predictor significativo de la dilacion academica despues de controlar el locus de control interno, consistente con la mediacion completa. Aproximadamente el 21% de la variacion en la dilacion academica puede explicarse por los predictores. El coeficiente indirecto fue significativo. La indefension aprendida se asocio con aproximadamente .15 puntos mas altos de puntuacion de procrastinacion academica mediada por el locus de control interno Discusion y conclusion. El locus de control interno media completamente la influencia de la indefension aprendida en la dilacion academica. En otras palabras, cuando los estudiantes creen que tienen el control de sus eventos, es menos probable que pospongan sus tareas debido a la impotencia que han aprendido. Los hallazgos de este estudio sugirieron que la postergacion en el entorno academico se produjo debido a la percepcion de indefension que se ha aprendido a lo largo del tiempo; sin embargo, la influencia no sera tan deteriorada hacia los estudiantes cuando crean que son responsables y tienen el control de sus eventos. EnglishIntroduction. Previous studies indicated that more than 70% university students committed academic procrastination, and one of the most prominent factors is learned helplessness, the perception that one is incapable of finishing tasks well. It was also hypothesized that when students believe that they are in control of their own events, their learned helplessness will not significantly predict their academic procrastination. This current study aims to test the hypothesis whether internal locus of control mediates the relationship between learned helplessness and academic procrastination among university students. Method. A total of 240 university students were randomly recruited to participate in this current study. Duttweiller’s Internal Control Scale was utilized to measure the internal locus of control, Pure Procrastination Scale (adapted for academic setting) was employed to measure the academic procrastination level and Learned Helplessness Scale was used to measure the level of learned helplessness among the participants. Multiple regression with PROCESS macros was employed to analyze the data. Results. Results indicated that learned helplessness signifcantly predicted internal locus of control, and that internal locus of control was a significant predictor of academic procrastination. These results support the mediational hypothesis. Learned helplessness was no longer a significant predictor of academic procrastination after controlling for the internal locus of control, consistent with full mediation. Approximately 21% of the variance in academic procrastination can be explained by the predictors. Indirect coefficient was significant. Learned helplessness was associated with approximately .15 points higher academic procrastination scores as mediated by internal locus of control Discussion and Conclusion. Internal locus of control fully mediates the influence of learned helplessness on academic procrastination. In other words, when students believe that they are in control of their events, the less likely they will procrastinate doing their tasks due to helplessness they have learned. Findings of this study suggested that procrastination in academic setting occurred due to the perception of helplessness that have been learned over time; nevertheless, the influence will not be that deteriorating towards the students when the they believe that they are responsible and in control of their events.

Procrastination and Learned-Helplessness among University Students: The Mediation Effect of Internal Locus of Control