<?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>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632025000402046</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.14790643</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La procrastinación académica: bases epistemológicas]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic procrastination: epistemological bases]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva Castillo]]></surname>
<given-names><![CDATA[Ana Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cortez Mercado]]></surname>
<given-names><![CDATA[Angee Lissette]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guachamboza Ramirez]]></surname>
<given-names><![CDATA[Andrea Mariana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Piura ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Piura ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad César Vallejo.  ]]></institution>
<addr-line><![CDATA[Piura ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632025000402046&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632025000402046&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632025000402046&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente estudio tiene como objetivo general examinar las bases epistemológicas de la procrastinación desde una perspectiva psicológica. Para con ello, entender cómo este fenómeno afecta a estudiantes de diversos niveles educativos, comprometiendo su rendimiento académico y bienestar emocional. Con el propósito de alcanzar el objetivo planteado, se llevó a cabo una revisión sistemática de la literatura. Esta metodología incluyó el análisis de estudios publicados en los últimos tres años sobre la dilación académica, abarcando tanto enfoques cuantitativos como cualitativos. Se seleccionaron 50 artículos relevantes de bases de datos como Scopus, Scielo y Web Of Science, y se realizó un análisis temático que reveló varias dimensiones de la procrastinación. Los hallazgos indican que la procrastinación está vinculada a factores individuales, como la falta de motivación y la ansiedad, así como a variables circunstanciales, como la carga laboral y el entorno de estudio. Además, se observó que la procrastinación no solo afecta el rendimiento académico, sino que también se relaciona con altos niveles de estrés y ansiedad. Se identificaron intervenciones efectivas, incluyendo técnicas de gestión del tiempo y programas de entrenamiento en habilidades de estudio, que pueden ayudar a reducir este comportamiento. En conclusión, el estudio destaca la complejidad de la procrastinación y la importancia de recurrir a estrategias psicoeducativas basadas en evidencia para abordar este fenómeno en el ámbito académico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present study has the general objective of examining the epistemological bases of procrastination from a psychological perspective. In order to do so, to understand how this phenomenon affects students of various educational levels, compromising their academic performance and emotional well-being. In order to achieve the stated objective, a systematic review of the literature was carried out. This methodology included the analysis of studies published in the last three years on academic procrastination, covering both quantitative and qualitative approaches. 50 relevant articles were selected from databases such as Scopus, Scielo and Web Of Science, and a thematic analysis was carried out that revealed several dimensions of procrastination. The findings indicate that procrastination is linked to individual factors, such as lack of motivation and anxiety, as well as to circumstantial variables, such as workload and study environment. In addition, it was observed that procrastination not only affects academic performance, but is also related to high levels of stress and anxiety. Effective interventions were identified, including time management techniques and study skills training programs, that can help reduce this behavior. In conclusion, the study highlights the complexity of procrastination and the importance of using evidence-based psychoeducational strategies to address this phenomenon in the academic setting.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="es"><![CDATA[literatura]]></kwd>
<kwd lng="es"><![CDATA[procrastinación]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[literature]]></kwd>
<kwd lng="en"><![CDATA[procrastination]]></kwd>
</kwd-group>
</article-meta>
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