Procrastination, Stress and Academic Engagement in Medicine Students

Abstract

In the study titled Procrastination, stress in academic engagement in Medicine students of a private university, the objective is to establish the relationship between procrastination and stress in the academic engagement of Medicine students of a private university according to sex and age. The approach used was quantitative, descriptive method, and basic. The population was 1904 Medicine students of the private university, the sample was 320 Medicine students, a stratified probability sampling method was used. The technique used was the survey and the instrument was the questionnaire for three variables. The investigation concluded that: 27.8% of students had a low procrastination level, 48.1% had an average low level, 22.5% had an average high level, and 1.6% had a high level of procrastination. As for academic stress, it was found that 39.7% of students had a mild level, 45.6% had a moderate level and 14.7% had a severe academic stress level. As for academic engagement, it was found that 52.8% of students had a low level, 35.3% had an average level and 11.9% had a high level.

Student academic stress during the COVID-19 pandemic: a systematic literature review

“…This is due to declining social support, unemployment, lack of access to healthcare, financial decline [65], [78], and the uncertainty of the pandemic's end [68], [73]. The impact of the pandemic on the decline in student mental health is due to economic pressure, fear of exposure to the virus [70], decreased attention from parents due to inhibition of interaction and communication [52], and decline in physiological health due to lack of quality sleep [47]. From a sample of 209 students, 68% female, 82% freshmen, 50% Asian, 32% Hispanic, 13% white, and 5% other from a public university in Southern California, USA, it was found that declining mental health included concentration difficulties, academic performance concerns and increased task load [32].…”

“…Education in universities was disrupted during the pandemic because students experienced pathological expressions ranging from anxiety, depression, stress, and feelings of sadness [42], [38]. The impact of student academic stress occurs due to increased academic procrastination [52], fear of virus transmission and up to academic tasks [37]; the pressure is also exacerbated by symptoms of depression and loneliness [40]. Based on research in the United States, academic stress is alleviated through real-time stress mitigation [67], online therapy, face-to-face clinical therapy, resilience, mediation, and stress mindset intervention [55], [58], [72].…”