Procrastinación y estrés académico en estudiantes de distintas universidades públicas y privadas de la ciudad de Quito durante el periodo 2024- 2025

Abstract

This study analyzes the relationship between procrastination and academic stress in students from public and private universities in Quito, evaluating how these factors affect their academic performance and emotional well-being. The research, based on the socio-constructivist approach, highlights the social importance and cultural context of learning, influencing student behavior. Procrastination is defined as the unnecessary and voluntary delay of important activities, which is related to fear of failure, lack of planning, and the pursuit of immediate rewards. Academic stress, on the other hand, is characterized by the inability to manage educational demands. The main stressors identified include task overload, teachers´ high demands, and lack of clarity in evaluations. This stress generates emotional, physical, and behavioral consequences such as anxiety, concentration problems, irritability, and poor academic performance. Additionally, it can foster a negative cycle that includes procrastination. Using a quantitative, descriptive, and cross-sectional design, the PASS and SISCO SV-21 questionnaires were applied to 50 students aged 17 to 28. The results show that 92% face high levels of stress, and almost half procrastinate frequently were identified as key reasons for procrastination among students. Although a positive correlation between procrastination and academic stress was observed, it was weak (+0.138).