Stress and Academic Procrastination in Incoming University Students
DOI:
https://doi.org/10.37843/rted.v19i1.773
Article Sidebar
Main Article Content
Abstract
The start of university life is a significant transitional stage that brings with it greater demands and goals. The accumulation of assignments and assessments can overwhelm students' organizational skills, leading to academic overload. This, coupled with the pressure to perform well, increases stress and encourages procrastination, negatively impacting their performance and well-being. The objective of this study was to determine the relationship between stress and academic procrastination in incoming students at the National Technological University of Lima South (UNTELS). Research was conducted within the positivist paradigm, using a hypothetical-deductive method, a quantitative approach, and a non-experimental, correlational, cross-sectional design, with a sample of 153 students. To compare these study variables, the Systemic Cognitive Inventory (SISCO) and the Academic Procrastination Scale (EPA) were used. The results show a strong, direct, and significant positive correlation between stress and academic procrastination (p=0.782, p-value<0.002). This indicates a direct relationship between academic stress and procrastination: as academic stress increases, there is a tendency to postpone academic activities. This association holds true for most dimensions of academic stress and procrastination, except for coping with stress, which shows an inverse relationship with academic procrastination. Therefore, it is necessary to implement strategies for students beginning their university studies to counteract stress and procrastination.
Downloads
Metrics
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Those authors who have publications in our journal accept the following terms:
- When a work is accepted for publication, the author retains rights of reproduction, distribution of his/her article for exploitation in all countries of the world in the format provided by our magazine and any other magnetic medium, optical, and digital.
- Authors will retain their copyright and guarantee the journal the right first to publish their work, which will be simultaneously subject to the Creative Commons Acknowledgment License (Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)). That allows third parties to copy and redistribute the material in any medium or format, under the following conditions: Acknowledgment - You must properly acknowledge authorship, provide a link to the license, and indicate if any changes have been made. You may do so in any reasonable way, but not in a way that suggests you have the licensor's endorsement or receive it for your use. NonCommercial - You may not use the material for a commercial purpose. NoDerivatives - If you remix, transform, or build from the material, you cannot broadcast the modified material. There are no additional restrictions - You cannot apply legal terms or technological measures that legally restrict you from doing what the license allows.
- Authors may adopt other non-exclusive license agreements to distribute the published version of the work (e.g., deposit it in an institutional archive or publish it in a monographic volume) provided that the initial publication in this journal is indicated.
- Authors are allowed and recommended to disseminate their work through the Internet (e.g., in institutional telematic archives, repositories, libraries, or their website), producing exciting exchanges and increasing the published work's citations.
- Request of withdrawal an article has to be done in writing by the author to the Editor, becoming effective after a written response from the Editor. For this purpose, the author or authors will send correspondence via e-mail: [email protected].
- The author will not receive financial compensation for the publication of his work.
- All Docentes 2.0 Journal publications are under the Open Journal System (OJS) platform at: https://ojs.docentes20.com/.
Citaciones del Artículo
References
Agudelo, V. L. & Aigneren, A. J. (2008). Diseños de investigación experimental y no-experimental. Universidad de Antioquia, Facultad de Ciencias Sociales y Humanas. https://n9.cl/cgv5ao
Alegre, A. A. (2013). Autoeficacia y procrastinación académica en estudiantes universitarios de Lima Metropolitana. Propósitos y representaciones, 1(2), 57–82. https://doi.org/10.20511/pyr2013.v1n2.29
Atalaya, C. y García, L. (2019). Procrastinación: revisión teórica. Revista de investigación en Psicología. 22(2). http://dx.doi.org/10.15381/rinvp.v22i2.17435
Barraza, A. (2008). El estrés académico en alumnos de maestría y sus variables moduladoras: un diseño de diferencia de grupos. Avances en Psicología Latinoamericana, 26(2). https://n9.cl/wkcgh
Bernal, C. A. (2010). Metodología de la investigación. Pearson Educación.
Castillo, F.A.V. (2017). Relación entre estrés académico y rendimiento académico en los estudiantes de cuarto y quinto año del nivel secundario de una institución educativa publica - Pátapo agosto 2015 [Tesis de Gado]. Universidad Privada Juan Mejía Baca. https://n9.cl/3x8im
Comte, A. (1975). Auguste Comte and positivism: The essential writings. Transaction Publishers.
Delgado, T. A. L., Oyanguren, C. N. A., Reyes, G. A. A. I., Zegarra, A. Ch. & Cueva, M. E., (2021). El rol moderador de la procrastinación sobre la relación entre el estrés académico y bienestar psicológico en estudiantes de pregrado. Propósitos y Representaciones, 9(3).h ttps://doi.org/10.20511/pyr2021.v9n3.1372
Escobar, P. J., & Cuervo, M. Á. (2008). Validez de contenido y juicio de expertos: una aproximación a su utilización. Avances en Medición, 6(1), 27–36. https://n9.cl/ppesc
Figueroa, P.J.F., Luján, V. F.L., Mauricio, A.B.S., Mendoza, G.V.M., Neyra, F.A., Woolcott, C.A. & Tantaleán, P.M.R. (2025) Link between procrastination and academic stress in 5th year high school students from an educational institution in El Milagro. Object Identifier. https://n9.cl/c6gc2
Hernández, R., Fernández, C., & Baptista, P. (2018). Metodología de la investigación (Edición 4). McGraw-Hill Interamericana.
Magnín, L. R. (2021). Relación entre procrastinación académica y estrés académico en estudiantes de psicología de Paraná. [Tesis de grado]. Pontificia Universidad Católica de Argentina. https://n9.cl/ad5u7
Mercado, V. S., Cotrina, A. J. C., Rengifo, C. J. A. & Ocaña, F. Y. (2021) Academic rocrastination and the Stress of University Students of Electronic Engineering from the Callao Region. Revista Geintec, 11(4). https://n9.cl/alrir
Oviedo, H. C., & Campo, A. A., (2005). Aproximación al uso del coeficiente alfa de Cronbach. Revista Colombiana de Psiquiatría, 34(4), 572-580. https://n9.cl/5ostn
Quispe, M. C. (2020). Estrés académico y procrastinación académica en estudiantes de una universidad de Lima Metropolitana. [tesis de licenciatura]. Pontificia Universidad Católica del Perú]. https://n9.cl/i7ne6
Ramírez, G. E., Reyes, C. G., Rojas, S. J. L., & Fragoso, L. R. (2022). Estrés académico, procrastinación y usos del Internet en universitarios durante la pandemia por COVID-19. Revista Ciencias De La Salud, 20(3). https://doi.org/10.12804/revistas.urosario.edu.co/revsalud/a.11664
Ramos, Ch. E. (2008). Presión evaluativa y factores. GestioPolis.
Zambrano, V. W. A., & Tomalá, Ch. M. D. (2022). Diagnóstico de Estrés Académico en Estudiantes Universitarios. Revista Docentes 2.0, 14(2), 42–47. https://doi.org/10.37843/rted.v14i2.330