Abstract

SILVA CASTILLO, Ana Maria; CORTEZ MERCADO, Angee Lissette  and  GUACHAMBOZA RAMIREZ, Andrea Mariana. Academic procrastination: epistemological bases. Revista InveCom [online]. 2025, vol.5, n.4, e504046.  Epub June 20, 2025. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.14790643.

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.

Keywords : students; literature; procrastination.

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