AUTOLIDERANÇA E SUA INFLUÊNCIA NA RELAÇÃO ENTRE SUPORTE E PROCRASTINAÇÃO ACADÊMICA

Abstract

Procrastination is the postponement of tasks, activities or decision-making and reaches a large portion of students and workers. Looking at this context, this dissertation had as main objective to investigate academic procrastination, as well as to analyze how the support of the environment and self-leadership can contribute to this understanding. Three studies were carried out - two theorists and one empirical one -, having as theoretical model the social cognitive theory (Bandura, 1991). In the first article, an analysis was made of the main theoretical references of academic procrastination, observing the antecedent and consequent variables. After analysis of the findings, it was observed that procrastination has been studied in several perspectives, but a scientific gap in the national and international productions that related the variables related to environmental support and procrastination, evidencing a wide field of investigation, was noticed. The second article verified, through a systematic review of the literature, how the self-leadership construct was studied by the scientific community in the period between 2006 and 2016. The results showed that although the studies focused on a common theme, construct is distinct in selected studies. In this way, it was emphasized the importance of developing more research focused on this theme, using specific instruments, validated in different countries. Finally, the third article aimed to broaden the understanding of the relationship between environmental support and academic procrastination with the influence of selfdirected strategies focused on behavior. According to the results, this influence can be direct and indirect, when it is shaped by self-leadership. The research findings suggest that the relationship between environmental support and academic procrastination is best explained through behavioral self-leadership strategies. It is evident that the use of mediation analysis was presented as a very important resource, since only then was it possible to verify with more clarity how self-directed strategies focused on behavior, as mediator variable, influence the direction or intensity of the relationship between environmental support and academic procrastination.