ORIGINAL RESEARCH article
Front. Educ.
Sec. Mental Health and Wellbeing in Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1533810
Academic engagement and academic self-efficacy as predictors of academic procrastination in Peruvian adolescents
Provisionally accepted
- 1Postgraduate Unit of Human Sciences and Education, Postgraduate School, Universidad Peruana Unión, Lima, Peru, Lima, Peru
- 2Graduate School, Peruvian Union University, Chosica, Peru
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Introduction: Academic procrastination is a maladaptive learning behavior that can impair student performance. The research aims to determine whether academic engagement and selfefficacy predict academic procrastination in Peruvian adolescents. Method: This is a crosssectional predictive design, with a sample of 450 high school students of all grades, selected by convenience. The students were mostly female (60.9%), were in the first year of high school (28.9%) and were from private institutions (85.1%). The averages, variability and distribution of the data obtained were calculated. A correlation analysis was performed between the variables, as well as a multiple correlation analysis and, finally, a multiple linear regression analysis. Results: The results showed that self-efficacy was inversely related to academic procrastination (r=-.250; p<.001) and this, in turn, to commitment (r=-.263; p<.005). Selfefficacy was directly related to engagement (r=.112; p<.005). Self-efficacy ( β =-0.223; p<.001) and engagement ( β =-0.238; p<.001) inversely influenced procrastination, explaining 11.8% of its variability (R=.344, R²=.118, F=30.0, p<.001). Discussion: The results showed the importance of academic engagement and self-efficacy in mitigating the propensity for academic procrastination among Peruvian adolescents. Consequently, educational institutions and schools should prioritize the implementation of teaching methodologies and interventions that improve students' motivation and engagement, as well as foster confidence in their abilities to achieve academic success, in order to counteract the detrimental effects of procrastination on their academic development.
Keywords: academic procrastination1, academic engagement2, academic self-efficacy3, Peruvian adolescents4, academic performance5
Received: 25 Nov 2024; Accepted: 28 Mar 2025.
Copyright: © 2025 Flores, Osorio, Navarro Cárdenas and Abanto-Ramírez. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Carlos D. Abanto-Ramírez, Graduate School, Peruvian Union University, Chosica, Peru
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