Engagement, Academic Burnout, and Academic Procrastination in a State University Students

Delgado-Vásquez A.E.; Escurra-Mayaute L.M.; Atalaya-Pisco M.C.; Pequeña-Constantino J.; Cuzcano-Zapata A.; Solís-Narro R.S.; Alvarez-Flores D.M.; Rodríguez-Tarazona R.E.; Castro-Celis E.A.; Torres-Acuña W. · Psiquemag (2026) · DOI: 10.18050/psiquemag.v15i1.3451

Resumen

The mediating role of engagement was analyzed with respect to the relationships between the dimensions of academic burnout and academic procrastination in students of a state university in Metropolitan Lima. A confirmatory design of theoretical models was used. A total of 1058 university students participated, obtained through non-probabilistic sampling by quotas. The Academic Engagement Questionnaire (SAE), the Maslach Burnout Inventory for Students (MBI-SS) and the Academic Procrastination Scale (EPA) were used, in which evidence of validity and reliability was provided by internal consistency. The results using the structural equation model show that the dimensions of academic burnout in its relationship with academic procrastination are modified as a result of the mediation of engagement, in specific cases. In particular, there was no statistically significant effect of engagement mediation on the relationship between emotional exhaustion and academic procrastination (B =-.012, SE = .016, CR =-.705, p = .481; β =-.014). However, an important partial mediation of engagement was found in the relationship between academic competence and academic procrastination (B = .794, SE = .025, CR = 31.170, p < .001; β = .782), with a large effect size observed in this case. Likewise, engagement was found to play a partial mediating role in the relationship between cynicism and academic procrastination (B =-.135, SE = .016, CR =-8.276, p < .001; β =-.194), with an effect size between small and medium.

Instituciones: Universidad Peruana Cayetano Heredia; Universidad Nacional Mayor de San Marcos; Universidad Ricardo Palma