<?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>1688-7026</journal-id>
<journal-title><![CDATA[Psicología, Conocimiento y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Psicol. Conoc. Soc.]]></abbrev-journal-title>
<issn>1688-7026</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Psicología. Universidad de la República]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-70262020000100139</article-id>
<article-id pub-id-type="doi">10.26864/pcs.v10.n1.7</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Motivação para leitura e variáveis sociodemográficas como preditoras da procrastinação acadêmica]]></article-title>
<article-title xml:lang="es"><![CDATA[Motivación para la lectura y variables sociodemográficas como predictoras de la procrastinación académica]]></article-title>
<article-title xml:lang="en"><![CDATA[Motivation for reading and sociodemographic variables as predictors of academic procrastination]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Paulo Gregório Nascimento da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[Mayara de Oliveira Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Lays Brunnyeli Santos de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fonsêca]]></surname>
<given-names><![CDATA[Patrícia Nunes da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Piauí  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>10</volume>
<numero>1</numero>
<fpage>139</fpage>
<lpage>159</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-70262020000100139&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-70262020000100139&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-70262020000100139&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O comportamento procrastinador pode causar sérios prejuízos educacionais. Relacionando-se com a motivação acadêmica, especialmente com a leitura, habilidade fundamental para o sucesso escolar. Desse modo, objetivou-se conhecer o poder preditivo da motivação para leitura e variáveis sociodemográficas (sexo, idade, autopercepção como estudante, categoria da instituição) na explicação da procrastinação acadêmica. Participaram 429 universitários de João Pessoa-PB (57,6%) e Petrolina-PE (42,4%), com idade média de 23,11 anos (DP= 6,12), sendo 63,9% mulheres e 76,6% de instituições públicas. Responderam a Tuckman Procrastination Scale, Escala de motivação para leitura e questões sociodemográficas. A regressão hierárquica demonstrou que sexo e idade não influenciaram a procrastinação, contudo observou-se que a autopercepção e a categoria das instituições, além das motivações controlada e intrínseca apresentam-se como variáveis explicadoras. Conclui-se que, a partir dos resultados, os profissionais da educação poderiam promover melhorias na autopercepção acadêmica e desestimular a motivação controlada visando diminuir a procrastinação acadêmica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El comportamiento procrastinador puede causar serios perjuicios educativos. Relacionándose con la motivación académica, especialmente con la lectura, habilidad fundamental para el éxito escolar. De este modo, se buscó conocer el poder predictivo de la motivación para lectura y variables sociodemográficas (sexo, edad, autopercepción como estudiante, categoría de la institución) en la explicación de la procrastinación académica. Participaron 429 estudiantes de la universidad de João Pessoa-PB (57,6%) y de Petrolina-PE (42,4%), la edad media fue de 23,11 años (DE 6,12), siendo 63,9% mujeres y 76,6% de instituciones públicas. Respondieron la Tuckman Prochastination Scale, Escala de motivación para lectura y cuestiones sociodemográficas. La regresión jerárquica demostró que sexo y edad no influenciaron la procrastinación, sin embargo, se observó que la autopercepción y la categoría de las instituciones, además de las motivaciones controlada e intrínseca se presentan como variables explicativas. Se concluye que, a partir de los resultados, los profesionales de la educación podrían desarrollar o favorecer mejoras en la autopercepción académica y desalentar la motivación controlada para disminuir la procrastinación académica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The procrastination behavior can cause serious educational losses. Relating to an academic motivation, especially with a reading, key skill for school success. Thus, it was aimed to know the predictive power of reading motivation and sociodemographic variables (gender, age, students&#8217; self-perception, category of the institution) in the explanation of academic procrastination. There were 429 university students from João Pessoa-PB (57.6%) and Petrolina-PE (42.4%), with an average age 23.11 (SD= 6.12), being 63.9% female and 76.6 % of public institutions. They answered the Tuckman Procrastination Scale, Motivation Scale for reading and sociodemographic questions. A hierarchical regression showed that sex and age was not influenced the procrastination, however was observed that the self-evaluation and the category of institutions, besides the controlled motivations and intrinsic presented as explanatory variables. It is concluded that, from the results, the professionals of the education could promote improvements in academic self-perception and discourage controlled motivation in order to reduce academic procrastination.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Procrastinação]]></kwd>
<kwd lng="pt"><![CDATA[motivação]]></kwd>
<kwd lng="pt"><![CDATA[leitura]]></kwd>
<kwd lng="es"><![CDATA[Procrastinación]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="en"><![CDATA[Procrastination]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
</kwd-group>
</article-meta>
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