Procrastinación y rendimiento académico en el estudiantado de dos carreras universitarias en las áreas de Letras y Educación de la Universidad Nacional, Costa Rica

Abstract

The study analyzed the relationship between procrastination and academic performance in Literature and Education students at the National University of Costa Rica. Using the PASS, procrastinated activities such as readings and non-evaluative tasks were identified, influenced by stress, expectations, and disorganization. Although both groups showed high academic performance, procrastination negatively impacted summative activities, increasing anxiety and stress levels. It is recommended to implement pedagogical strategies to enhance self-regulation, time management, and reduce academic stress.