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Most research analysing the relationship between self-concept and procrastination in the academic environment has tried to identify those associated factors that concern how the individual perceives him/herself, the acquired competences and coping skills in terms of the academic results obtained. However, a positive self-concept may be one of the most important elements in achieving adequate personal, emotional and social functioning. The present research aims to provide evidence on the value of self-concept as a regulator of academic procrastination, based on the partial least squares (PLS-SEM) path model approach. A total of 723 pre-service teachers participated in the study. The distribution of gender were: 569 females (78.10%) and 154 male (21.90%), with a mean age of 22.32 years (±5.50). The instruments used were: Self-Concept Questionnaire Form (AF-5) and Academic Procrastination Scale (EPA). The results showed that self-concept is significantly related to academic self-regulation and inversely related to procrastination. The practical consequences suggest preventing through structural strategies those psychosocial factors for the acquisition of competences related to self-concept as a transversal measure in the improvement of self-regulation, procrastination and academic performance of pre-service teachers.
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