Relationship Between Procrastination and Perceived Academic Achievement: The Mediating Role of Internet Addiction
Academic achievement serves as a crucial indicator of quality within higher education. In this context, internet addiction and procrastination emerge as significant factors influencing student performance. However, existing literature has predominantly focused on objective and comparative metrics, s...
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| Formato: | Artículo |
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2026
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| author | Huanambal-Pérez, Maria Edita Calixtro-Ruiz, Elias Javier Cunza Aranzábal, Denis Frank Abanto Ramirez, Carlos Daniel |
| author_browse | Abanto Ramirez, Carlos Daniel Calixtro-Ruiz, Elias Javier Cunza Aranzábal, Denis Frank Huanambal-Pérez, Maria Edita |
| author_facet | Huanambal-Pérez, Maria Edita Calixtro-Ruiz, Elias Javier Cunza Aranzábal, Denis Frank Abanto Ramirez, Carlos Daniel |
| author_sort | Huanambal-Pérez, Maria Edita |
| collection | Producción científica |
| description | Academic achievement serves as a crucial indicator of quality within higher education. In this context, internet addiction and procrastination emerge as significant factors influencing student performance. However, existing literature has predominantly focused on objective and comparative metrics, such as grades, thereby limiting the exploration of the subjective dimension from the student’s perspective. This research aims to investigate the mediating role of internet addiction (IA) in the relationship between academic procrastination (AP) and self-perceived academic achievement (AA) among Peruvian university students. Employing an explanatory and cross-sectional design, data were collected from 525 university students aged 18 to 40 years, utilizing validated instruments such as the Internet Addiction Questionnaire, the University Academic Performance Scale, and the Academic Procrastination Scale. The findings revealed a negative influence of AP on AA (b = −0.385, p < 0.001, 95% CI [−1.457, −0.991]), a positive influence of AP on IA (b = 0.205, p < 0.001, 95% CI [0.341, 0.886]), and a positive influence of IA on AA (b = 0.326, p < 0.001, 95% CI [0.239, 0.441]). IA partially and competitively mediates 12.5% of the relationship between AP and AA. |
| format | Article |
| id | oai:cris.upeu.edu.pe:20.500.15037/116 |
| institution | UPeU |
| language | English |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| record_format | dspace |
| spelling | oai:cris.upeu.edu.pe:20.500.15037/1162026-10-30T16:14:31ZRelationship Between Procrastination and Perceived Academic Achievement: The Mediating Role of Internet AddictionHuanambal-Pérez, Maria EditaCalixtro-Ruiz, Elias JavierCunza Aranzábal, Denis FrankAbanto Ramirez, Carlos Danieleducational outcomescompensatory internet use modeldigital dependenceprocrastinationmediationAcademic achievement serves as a crucial indicator of quality within higher education. In this context, internet addiction and procrastination emerge as significant factors influencing student performance. However, existing literature has predominantly focused on objective and comparative metrics, such as grades, thereby limiting the exploration of the subjective dimension from the student’s perspective. This research aims to investigate the mediating role of internet addiction (IA) in the relationship between academic procrastination (AP) and self-perceived academic achievement (AA) among Peruvian university students. Employing an explanatory and cross-sectional design, data were collected from 525 university students aged 18 to 40 years, utilizing validated instruments such as the Internet Addiction Questionnaire, the University Academic Performance Scale, and the Academic Procrastination Scale. The findings revealed a negative influence of AP on AA (b = −0.385, p < 0.001, 95% CI [−1.457, −0.991]), a positive influence of AP on IA (b = 0.205, p < 0.001, 95% CI [0.341, 0.886]), and a positive influence of IA on AA (b = 0.326, p < 0.001, 95% CI [0.239, 0.441]). IA partially and competitively mediates 12.5% of the relationship between AP and AA.Articlehttps://www.mdpi.com/2227-7102/16/1/106/pdfhttps://doi.org/10.3390/educsci1601010610.3390/educsci16010106https://hdl.handle.net/20.500.15037/116W7122381199enEducation Sciences2227-71022026-01-102026-06-13T07:47:34Z2026-06-13T07:47:34Z |
| spellingShingle | educational outcomes compensatory internet use model digital dependence procrastination mediation Huanambal-Pérez, Maria Edita Calixtro-Ruiz, Elias Javier Cunza Aranzábal, Denis Frank Abanto Ramirez, Carlos Daniel Relationship Between Procrastination and Perceived Academic Achievement: The Mediating Role of Internet Addiction |
| title | Relationship Between Procrastination and Perceived Academic Achievement: The Mediating Role of Internet Addiction |
| title_full | Relationship Between Procrastination and Perceived Academic Achievement: The Mediating Role of Internet Addiction |
| title_fullStr | Relationship Between Procrastination and Perceived Academic Achievement: The Mediating Role of Internet Addiction |
| title_full_unstemmed | Relationship Between Procrastination and Perceived Academic Achievement: The Mediating Role of Internet Addiction |
| title_short | Relationship Between Procrastination and Perceived Academic Achievement: The Mediating Role of Internet Addiction |
| title_sort | relationship between procrastination and perceived academic achievement the mediating role of internet addiction |
| topic | educational outcomes compensatory internet use model digital dependence procrastination mediation |
| topic_facet | educational outcomes compensatory internet use model digital dependence procrastination mediation |
| url | https://www.mdpi.com/2227-7102/16/1/106/pdf https://doi.org/10.3390/educsci16010106 https://hdl.handle.net/20.500.15037/116 |
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