Resumen

FEDERICO, Pare Loayza  y  RAUL OCTAVIO, Rondón Morel. Stress and Academic Procrastination in Incoming University Students. Revista Docentes 2.0 [online]. 2026, vol.19, n.1, pp.239-247.  Epub 29-Mayo-2026. ISSN 2665-0266.  https://doi.org/10.37843/rted.v19i1.773.

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 (ρ=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.

Palabras clave : Academic stress; academic procrastination; university freshmen..

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