Procrastinación y estrés académico en estudiantes universitarios

Abstract

The purpose of this research was to determine the relationship between procrastination and academic stress in university students; through a non-experimental study, with a quantitative approach, descriptive-correlational and cross-sectional scope, in 432 participants selected by means of a non-probabilistic convenience sampling. The Busko Academic Procrastination Scale (EPA) and the COgnoscitivist Systemic Inventory were applied to study academic stress. It was determined that there is no relationship betwe en procrastination and academic stress (Rho=0.062; p=0.197>0.05); with respect to academic procrastination in the dimension academic self-regulation the low level predominated 96.1% and in procrastination of activities the high level 85.9%; as for academic stress the severe level prevailed 41. 9 %, with significant differences according to sex (x2= 9.96; p=0.007<0.05); in women the severe level had a higher incidence compared to men. It was concluded that academic stress in university students is independent of procrastination.