<?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>1665-6180</journal-id>
<journal-title><![CDATA[Apertura (Guadalajara, Jal.)]]></journal-title>
<abbrev-journal-title><![CDATA[Apert. (Guadalaj., Jal.)]]></abbrev-journal-title>
<issn>1665-6180</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Sistema de Universidad Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-61802019000200122</article-id>
<article-id pub-id-type="doi">10.32870/ap.v11n2.1673</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Procrastinación académica entre estudiantes de cursos en línea. Validación de un cuestionario]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic procrastination among online students. Validation of a questionnaire]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García Martínez]]></surname>
<given-names><![CDATA[Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva Payró]]></surname>
<given-names><![CDATA[Martha Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Juárez Autónoma de Tabasco División Académica de Educación y Artes (DAEA) ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Juárez Autónoma de Tabasco División Académica de Informática y Sistemas de la UJAT ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>11</volume>
<numero>2</numero>
<fpage>122</fpage>
<lpage>137</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802019000200122&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802019000200122&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802019000200122&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo de este estudio fue validar un cuestionario construido con base en la escala de procrastinación académica (EPA), compuesto por 16 ítems, y se agregaron seis más relacionados con las interacciones con internet durante el desarrollo de actividades académicas. La investigación fue de tipo cuantitativo, descriptivo, no experimental y transversal; se empleó un cuestionario con una escala tipo Likert, que fue aplicado a 746 estudiantes de todos los programas educativos de licenciatura que cursan asignaturas en línea de una universidad pública de Tabasco, México. El análisis estadístico reveló que, en el contexto del estudio, se confirmó la estructura bifactorial de la EPA (autorregulación académica y procrastinación); se descartaron nueve ítems de la escala EPA y se validaron cinco ítems de procrastinación e internet diseñados para la investigación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this study was to validate a questionnaire based on the Academic Procrastination Scale (EPA), consisting of 16 items, to which six more were added related to internet interactions during the development of academic activities. The research was quantitative, descriptive, non-experimental and cross-sectional; using a questionnaire with a Likert-type scale it was applied to 746 students from all the undergraduate education programs who study online courses at a public university in Tabasco, Mexico. The statistical analysis revealed that in the context of the study, the bifactorial structure of EPA (academic self-regulation and procrastination) was confirmed, nine items of the EPA scale were discarded and five procrasting and internet items, which were designed for research, were validated.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Procrastinación académica]]></kwd>
<kwd lng="es"><![CDATA[cursos universitarios]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje en línea]]></kwd>
<kwd lng="en"><![CDATA[Academic procrastination]]></kwd>
<kwd lng="en"><![CDATA[university courses]]></kwd>
<kwd lng="en"><![CDATA[online learning]]></kwd>
</kwd-group>
</article-meta>
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