Academic Procrastination and Anxiety in University Students of Initial Education of Apurimac

Aims This study was performed to determine the relationship between academic procrastination and anxiety in students of a university in the department of Apurimac, Peru. Instrument & Methods In this non-experimental, basic, descriptive-correlational study, the sample consisted of 196 university students from the first four cycles of Initial Education in 2020. Data collection was through surveys for which two questionnaires were used: the Academic Procrastination Scale (EPA) and the State-Trait Anxiety Questionnaire (STAI). Both instruments were found to be highly reliable (Cronbach’s alpha greater than 0.8 in both cases). The descriptive and inferential analyses were carried out with SPSS 25 software. Spearman’s Rho was applied to corroborate the value of the relationships. Findings Most of the students exhibited high levels of academic procrastination and anxiety. Inferential analysis showed a statistically significant (p<0.05) but direct and weak relationship (r=0.171) between academic procrastination and anxiety. State and trait anxiety were also evaluated and it was found that their relationship with academic procrastination was positive and weak (Pearson’s r close to 0.25 in both cases). Conclusion The constant practice of procrastinating behavior is a product of recurrent thoughts of postponing academic activities, which is part of the formation of the personality that the temperament and character of the individual.