PROCRASTINATION OF THE UNIVERSITY STUDENT: AN AREA OF OPPORTUNITY TO SUPPORT THE ACADEMIC TRAJECTORY OF THE STUDENT THROUGH TUTORING. Guerrero Ceh

Guerrero Ceh Jaqueline Guadalupe 1 , Can Valle Ana Rosa 1 , Guzmán Zarate Claudia 2 , Pacheco Alcocer Fernando Cristino 3 , Yamá Uc José Edier 3 , Romero Orozco María de la Luz 1 and Guerrero Que Sandra Luz 4 . 1. Autonomous University of Campeche / Faculty of Nursing. 2. Autonomous University of Puebla. 3. Universidad Hispanoamericana Justo Sierra. 4. College of Bachelors of Campeche. ...................................................................................................................... Manuscript Info Abstract ......................... ........................................................................ Manuscript History


631
activities and the easiest is to relate it to laziness. Therefore it will be important that being the guiding axis of the tutored, the tutor in the academic accompaniment that has the student, should foster the spaces of reflection and selfknowledge, which allows him to identify where he is, where he wants to go and determine the actions which will allow you to achieve your goals as a person. This study is done with the intention of identifying the level of procrastination that the tutored have, since from the point of view of the authors, it is considered that if the tutor understands and identifies this trait in the students, he can support them in a better way to achieve the formation of the student, can be approached from the tutoring and is considered an element to conform his life plan.

Development:-
The Institutions of Higher Education (IHE) with the intention of accessing extraordinary resources, enters programs that commit it to raise its standards of attention of students, within a framework of quality, that is why they see the tutoring program as a opportunity to complement the attention of its student population, having the integral program of institutional strengthening (IPIS) to the tutoring, as one of the aspects of improvement: "The individual or group attention of students through institutional tutoring programs" (Rubio, 2006, page 37. Quoted by Romo, A. and Romero, A. 2015 p.150).
The sum of effort is what will lead to the success of the attention of the students, the determined and active participation of the academic authorities and professors, is what will result in a quality attention in the students, in this respect Romo, A. and Romero, A. (2015), make the following reflection: We are aware that in no case does the tutoring have all the responsibilities, nor all the possibilities to radically transform the situation of eventual risk of a student or to foster the one who has an impeccable record. Yes we are sure that the successful operation of a Tutoring Program requires frequent evaluation and support by the authorities, but also by other programs and multiple services offered by IHE. (Page  157) Therefore, tutoring, considered as a cross-curricular strategy , Álvarez, 2002, BUAP, 2006, Sabaté, 2006, is an area that must be revalued so that in a systematic and inclusive way accompanies the student in the conformation of his life project. Because the social scene that has touched us to live, has as its main characterist ic speed, everything goes fast, time is the most valuable thing you have. Three important elements we humans have: time, money and health, which unfortunately we will never have together, because when we are young we have health and time, but not money; when we are adults, we have money and health, but not time; when we enter the stage of decline, we will have time and money, but hardly health. It is worth doing this initial reflection to rescue the value of the time factor, which will allow the tutors to identify priority actions, scheduling and performing, avoiding procrastination.
It is a reality that the young people live in a modern and dense world, loaded with diverse problems, lack a united family, solid and promoter of values; now students must solve many difficulties, including economic difficulties. Therefore they require the guidance and guidance, which the IES can provide the tutor, who must be attentive to detect in a timely manner the risks that could arise and to send other professionals their attention. Among the topics to be developed in the tutorial action is the identification of Procrastination.
The word procrastinate comes from the Latin word procrastinatio. -onis, which means action and effect of procrastinating, and in turn means deferring or deferring. (DRAE). Often mistaken for laziness, which is wrong because it does not refer to not wanting to do it, but the person decides to occupy his time in another activity and differs the priority activity for another time, which often never arrives; at the moment the magnitude of "deferring" activity is not perceived, the procrastinator perceives it when it affects his social, family and work life. The University of the Basque Country defines procrastination as any action or habit of postponing activities or situations that must be addressed, replacing them with other more irrelevant or pleasant situations (Euskcampus). Ferrari (1995, quoted by Valencia, Y. 2015, page 1) defines procrastination as: Postponement at the beginning or conclusion of a specific activity, by performing an unnecessary or less important activity, accompanied by a state of anxiety. Neenan (2008, quoted by Valencia, Y. 2015, page 1) proposes that it is an error to consider procrastination as simple laziness or laziness, because the latter is the resistance to taking action, while procrastination involves being busy, performing a substitute activity, to avoid going ahead with the priority activity that requires action in the present moment. Sapadyn (quoted by MindMatic), proposes a taxonomy of six types of procrastination:

632
Perfectionists They want each project to be perfect, this usually "freezes" them for fear of not achieving this unrealistic goal, even if they themselves have defined the objectives. Dreamers Suffer from "magical thinking". "It's going to work fine," they say, though they do nothing to get close to their goals. Crisis Generators They say that they normally work better under pressure, but to be more precise, they prefer to protest and generate crises so as not to do any work at all. Tormented Their fears consume their thought processes and prevent any task from being realized, while imagining and meditating on every possible scenario of disaster and failure. Challenges They resent assignments of tasks, regaining control of their lives by refusing work in a timely and cooperative manner, or directly in front. Overloaded Also known as "complacent", these people can not say no, and therefore take more and more responsibilities without any reasonable expectation of being able to fulfill their obligations.
Procrastination is a problem that costs enormous amounts of time and money for the people and groups involved. It is evident that the procrastination is multifactorial, because it is related intimately with the person, its holistic perception and the context in which it is developed, being complicated to specify the factors and to generalize them, nevertheless the previous studies allow us to identify the common aspects that seem to be an antecedent among the procrastinators, being coincident in the inclusion of traits of indecision, linked with forms of protection of the selfesteem through putting obstacles in front of a problematic of procrastination. Which is important to be taken into consideration for the tutorial action, that the tutors know this situation and can be there when the tutored need it. Often in higher education, teachers are dedicated to the thematic content that integrates the program of the learning unit that corresponds to it, regardless of the subjective and emotional part that we have as a human being, being important there that the tutoring be more active within the academy of an educational program, to sensitize the professors in an education with a human sense.
Procrastination is assumed as the imperceptible act performed by a student, by postponing an important action for a distracting and ephemeral activity. Viewed in this way, it is considered that from the tutoring can be identified and can be sought prevention strategies and guidance so that it does not affect the formative process of students.
As tutors, we well know that comprehensive student care is an institutional policy aimed at providing academic, financial and psychosocial support to students with a view to ensuring their entry, permanence, academic success and timely graduation; is also aimed at serving the population with special educational needs. It offers: counseling and accompaniment, specialized tutorials, academic strengthening workshops, awareness-raising workshops for teachers to assist students in situations of disability. The tutorial activity is defined as the specific function whose purpose is to ensure that all students achieve the curriculum objectives they pursue.
In this way, being an objective of the tutorial action is to optimize the training process through an adequate help to the student, throughout his progress through the education system, responding to the attention of diversity. The tutorial action is therefore constituted as an inherent element of teaching activity within the framework of an integral concept of education that involves an individualized relationship in the dynamic structure of their attitudes, aptitudes, motivations, interests and knowledge. The tutorial is linked to the guiding action that a teacher performs with a group of students, in such a way that:

633
The teacher-tutor is responsible for the development, maturation, orientation and learning of a group of students entrusted to him; knows and takes into account the school, family and environmental environment in which they live and seeks to promote their integral development. (Ortega, 1994. Quoted by González, A. 2014) The tutor's action through the tutorial program, as a central focus of integral attention to the student, can contribute to identify and, where appropriate, to anticipate procrastination in the student, and thus improve study skills, promoting their integral strengthening will allow academic success, personal, social and later work. In this way, the student is intended to be aware, reflect, self-directed and plan with a vision of the future through a life project through which autonomy is achieved in a responsible way impacting on personal, educational and social development. This will be achieved if there is a tutor-tutored relationship with high levels of confidence and assertiveness that contribute to identify the limitations and thus seek possible actions that allow the development of the student's life project and that this is not truncated by factors such as the procrastination that might hinder the path to professional and social success such as deviations from goal-directed behavior, problems of lack of interest in the study, or other problems.

Materials and methods:-
The research has a quantitative approach, with descriptive scope and non-experimental cross-sectional design. It was carried out at the Autonomous University of Campeche, with two educational programs: Bachelor's degree in Gerontology and Bachelor's degree in Political Science, in each one a second semester group was located to integrate the population of 123 study subjects. There were three stages of development, in the first stage the study population was integrated according to the following: 123 study subjects of which 58 are male and 65 female; the inclusion criteria are: second semester students from two educational programs at the top level of a public university: Gerontology and Political Sciences. In the second stage, the instrument called the Exploratory Questionnaire of Procrastination, version of Canto and Rodríguez (from Knaus, 2002) was applied, composed of 50 items, Likert scale with four possible response options: almost never (1), sometimes (2), frequently (3) and almost always (4), participants were asked to carefully read each of the statements presented and indicate how often they do the same. (See Annex No. 1). Subsequently they were asked to make the sum of the values selected in each item. In the third stage, a workshop was conducted aimed at the tutored, in which they were explained that the maximum value to obtain is 200 points and 50 points the minimum, the technical average is 125 points, subsequently presented the results obtained and reflected on the factors of procrastination, with the intention of identifying and be alert to avoid falling into procrastinating actions.

Results:-
According to Canto and Rodríguez s.f.) the technical average of the instrument applied is 125 points.   There is no significant difference of procrastination by educational program. 3. The initial hypothesis is accepted when a high percentage of procrastination is confirmed in both educational programs: Gerontology 91% and Social Sciences 93%. The total of the study subjects expressed their ignorance of the issue of procrastination, now that they know the subject and identify their level of procrastination, they are expected to take the pertinent actions to modify their habits, which will allow them a better academic use. The research hypothesis is focused on the student to know their level of procrastination, reflect on their academic performance and raise their commitment as a student.

Proposals:-
The Tutor must sensitize the tutors in the matter of procrastination, emphasizing the importance of establishing clear limits, dates and consequences, should help the procrastinator to set small goals; help you be concrete and realistic about what you need to do. It is suggested that at the beginning of the school year and in the interview of the Guardianship, apply the exploratory questionnaire of procrastination, then analyze the results and hold a plenary session on the issue of procrastination, especially emphasizing the risks that are run given the lack of awareness on this issue. To improve the analysis, it is recommended to integrate the following elements into the questionnaire proposed by Canto: name of the tutor, age, gender and average of the previous cycle, which will allow us to enrich the analysis by integrating other variables, better focusing our accompaniment to the tutored; the results obtained in the questionnaire, should compare the initial and final average obtained in the semester, this would be ideal, to have a complete view of the impact of procrastination: the contrast with the final average obtained. Sensitization among tutors is the basis of success in combating procrastination and getting them actively involved in these stages and focusing on the quality of tutorials. The following summarizes the proposals:  Identify the level of procrastination in university-level students when they enter through the Procrastination Exploratory questionnaire of the author Canto.  Conduct information and training conferences for both students and tutors, so that they can identify, prevent and combat procrastination.  Take actions to raise awareness among students  Accompany them in the design of their life plan 638  Follow up on proposed actions