SINTA

3.2

Impact

Scholar

11

H-Index

Journal of Social Knowledge Education (JSKE)

an Open Access Journal

Bridging Academic Stress and Burnout: Procrastination as a Mediator and Implications for Education Policy

Brandon N. Obenza
University of Mindanao ROR
Philippines
bobenza@umindanao.edu.ph
Marlou Jay G. Fordan
University of Mindanao ROR
Philippines
Jianna Mae S. Tripole
University of Mindanao ROR
Philippines
Frankie Dawn Erica C. Cantor
University of Mindanao ROR
Philippines
Archer James G. Parantar
University of Mindanao ROR
Philippines
Alexis Joseph M. Florenosos
University of Mindanao ROR
Philippines
Aice Jean B. Ando
University of Mindanao ROR
Philippines
Apple Mae C. Reyes
University of Mindanao ROR
Philippines
Gideon S. Sumayo
University of Southern Mindanao ROR
Philippines
Share

  • Purpose of the study: This study aimed to examine the mediating role of academic procrastination in the relationship between academic stress and burnout among college students in Regions XI and XII, Philippines.

    Methodology: The study employed a quantitative, non-experimental correlational design. Data were collected through an online survey consisting of 64 items rated on a 5-point Likert scale. A sample of 250 college students was selected using stratified random sampling, and data were analyzed using SmartPLS 4.0 and bootstrapping with 5,000 resamples.

    Main Findings: The results showed that academic stress significantly predicts burnout (β = 0.394, p < 0.001), while procrastination mediates this relationship by amplifying stress and increasing emotional exhaustion (β = 0.411, p < 0.001). These findings highlight stress as a critical factor in driving burnout and demonstrate the importance of addressing procrastination to improve student well-being.

    Novelty/Originality of this study: This study advances knowledge by exploring the mediating role of procrastination in the stress-burnout relationship, which has been underexplored in the literature. It highlights practical implications for community-based education policies and strategies to enhance student resilience and mitigate burnout in academic settings.

  • How to cite

    [1]
    B. N. Obenza, “Bridging Academic Stress and Burnout: Procrastination as a Mediator and Implications for Education Policy”, Jo. Soc. Know. Ed, vol. 6, no. 2, pp. 154–163, May 2025, doi: 10.37251/jske.v6i2.1422.

    More Citation Formats

  • 3251
    Abstract views
    957
    Downloads

    Metrics — Badges

    1. C. Maslach and M. P. Leiter, “Understanding the burnout experience: Recent research and its implications for psychiatry,” World Psychiatry, vol. 15, no. 2, pp. 103–111, Apr. 2016, doi: 10.1002/wps.20311. DOI: https://doi.org/10.1002/wps.20311
    2. W. B. Schaufeli, I. Martinez, A. M. Pinto, M. Salanova, and A. B. Bakker, “Burnout and engagement in university students: A cross-national study,” [Unpublished].
    3. L. Y. Lin and H. M. Huang, “Academic burnout and emotional exhaustion among students: A meta-analysis,” J. Educ. Psychol., vol. 112, no. 3, pp. 456–472, Jun. 2014, doi: 10.1037/edu0000152. DOI: https://doi.org/10.1037/edu0000152
    4. N. Nurmalitasari, Z. A. Long, and M. F. M. Noor, “Factors influencing dropout students in higher education,” Educ. Res. Int., vol. 2023, pp. 1–13, 2023, doi: 10.1155/2023/7704142. DOI: https://doi.org/10.1155/2023/7704142
    5. M. Pascoe, S. Hetrick, and A. Parker, “The impact of stress on students in secondary school and higher education,” Int. J. Adolesc. Youth, vol. 25, pp. 104–112, 2020, doi: 10.1080/02673843.2019.1596823. DOI: https://doi.org/10.1080/02673843.2019.1596823
    6. V. Realinho, J. Machado, L. Baptista, and M. Martins, “Predicting student dropout and academic success,” Data, vol. 7, p. 146, Nov. 2022, doi: 10.3390/data7110146. DOI: https://doi.org/10.3390/data7110146
    7. G. Gobena, “Effects of academic stress on students’ academic achievements and its implications for their future lives,” Int. J. Instr., vol. 2024, pp. 918–a, 2024, doi: 10.29333/aje.2024.918a. DOI: https://doi.org/10.29333/aje.2024.918a
    8. P. Steel, “The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure,” Psychol. Bull., vol. 133, no. 1, pp. 65–94, Jan. 2007, doi: 10.1037/0033-2909.133.1.65. DOI: https://doi.org/10.1037/0033-2909.133.1.65
    9. D. M. Tice and R. F. Baumeister, “Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling,” Psychol. Sci., vol. 8, no. 6, pp. 454–458, Nov. 1997, doi: 10.1111/j.1467-9280.1997.tb00460.x. DOI: https://doi.org/10.1111/j.1467-9280.1997.tb00460.x
    10. F. M. Sirois, “Procrastination and stress: Exploring the role of self-compassion,” Self Identity, vol. 13, no. 2, pp. 128–145, Apr. 2014, doi: 10.1080/15298868.2013.763404. DOI: https://doi.org/10.1080/15298868.2013.763404
    11. M. Haghbin, A. McCaffrey, and T. A. Pychyl, “The complexity of the relation between fear of failure and procrastination,” J. Rational-Emotive Cogn.-Behav. Therapy, vol. 30, no. 4, pp. 249–263, Dec. 2012, doi: 10.1007/s10942-012-0153-9. DOI: https://doi.org/10.1007/s10942-012-0153-9
    12. G. Schraw, T. Wadkins, and L. Olafson, “Doing the things we do: A grounded theory of academic procrastination,” J. Educ. Psychol., vol. 99, no. 1, pp. 12–25, Jan. 2007, doi: 10.1037/0022-0663.99.1.12. DOI: https://doi.org/10.1037/0022-0663.99.1.12
    13. H. Sailo and V. Varghese, “Academic stress, its sources, effects, and coping mechanisms among college students,” Int. J. Sci. Health Res., vol. 9, no. 3, pp. 124–132, Mar. 2024, doi: 10.52403/ijshr.20240316. DOI: https://doi.org/10.52403/ijshr.20240316
    14. R. S. Lazarus and S. Folkman, Stress, Appraisal and Coping. Springer Publishing, New York, 1984.
    15. Y. Zhang, S. Dong, W. Fang, X. Chai, and J. Mei, “The interplay of academic procrastination, self-generated stress, and academic performance: A serial mediation model,” BMC Psychol., vol. 12, Article 105, 2024, doi: 10.1186/s40359-024-02105-w. DOI: https://doi.org/10.1186/s40359-024-02105-w
    16. P. Steel and C. J. König, “Integrating theories of motivation,” Acad. Manage. Rev., vol. 31, no. 4, pp. 889–913, Oct. 2006, doi: 10.5465/amr.2006.22527462. DOI: https://doi.org/10.5465/amr.2006.22527462
    17. A. Özdoğru, “Bronfenbrenner’s Ecological Theory,” in Encyclopedia of Child Behavior and Development, S. Goldstein and J. A. Naglieri, Eds. Boston, MA: Springer, 2011, doi: 10.1007/978-0-387-79061-9_940. DOI: https://doi.org/10.1007/978-0-387-79061-9_437
    18. J. W. Creswell and J. D. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 6th ed. SAGE Publications, 2023.
    19. B. Kim, “Introduction to mediation analysis,” University of Virginia Library, 2016, https://library.virginia.edu/data/articles/introduction-to-mediation-analysis
    20. J. McCloskey and S. A. Scielzo, “Finally!: The development and validation of the academic procrastination scale,” [Manuscript submitted for publication], 2015, doi: 10.13140/RG.2.2.23164.64640.
    21. D. Bedewy and A. Gabriel, “Examining perceptions of academic stress and its sources among university students: The perception of academic stress scale,” Health Psychol. Open, vol. 2, no. 2, 2015, doi: 10.1177/2055102915596714. DOI: https://doi.org/10.1177/2055102915596714
    22. E. Bresó, M. Salanova, and W. B. Schaufeli, “In search of the ‘third dimension’ of burnout: Efficacy or inefficacy?,” Appl. Psychol., vol. 56, no. 3, pp. 460–478, Jul. 2007, doi: 10.1111/j.1464-0597.2007.00290.x. DOI: https://doi.org/10.1111/j.1464-0597.2007.00290.x
    23. National Center for Biotechnology Information (NCBI), “National Center for Biotechnology Information,” National Library of Medicine, 2019, https://www.ncbi.nlm.nih.gov/
    24. A. Hayes, “How stratified random sampling works, with examples,” Investopedia, Mar. 23, 2023, https://www.investopedia.com/terms/stratified_random_sampling.asp
    25. C. M. Ringle, S. Becker, and J.-M. Wende, SmartPLS 4. Oststeinbek: SmartPLS, 2022, https://www.smartpls.com/documentation/algorithms-and-techniques/bootstrapping
    26. P. M. D. Santos and M. Â. Cirillo, “Construction of the average variance extracted index for construct validation in structural equation models with adaptive regressions,” Commun. Stat. Simul. Comput., vol. 52, no. 4, pp. 1639–1650, 2021, doi: 10.1080/03610918.2021.1888122. DOI: https://doi.org/10.1080/03610918.2021.1888122
    27. J. Henseler, C. M. Ringle, and M. Sarstedt, “A new criterion for assessing discriminant validity in variance-based structural equation modeling,” J. Acad. Market. Sci., vol. 43, no. 1, pp. 115–135, Jan. 2014, doi: 10.1007/s11747-014-0403-8. DOI: https://doi.org/10.1007/s11747-014-0403-8
    28. O. Gonzalez and D. P. MacKinnon, “The measurement of the mediator and its influence on statistical mediation conclusions,” Psychol. Methods, vol. 26, no. 1, pp. 1–10, Jan. 2021, doi: 10.1037/met0000263. DOI: https://doi.org/10.1037/met0000263
    29. L. S. Feldt and R. A. Charter, “Estimating the reliability of a test split into two parts of equal or unequal length,” Psychol. Methods, vol. 8, no. 1, pp. 102–109, Mar. 2003, doi: 10.1037/1082-989X.8.1.102. DOI: https://doi.org/10.1037/1082-989X.8.1.102
    30. D. Thissen and H. Wainer, Eds., Test Scoring. 1st ed. Lawrence Erlbaum Associates, 2001. DOI: https://doi.org/10.4324/9781410604729
    31. S. Messick, “Validity,” in Educational Measurement, 3rd ed., R. L. Linn, Ed. New York, NY: American Council on Education and Macmillan, 1989, pp. 13–103.
    32. K. S. Taber, “The use of Cronbach's alpha when developing and reporting research instruments in science education,” Res. Sci. Educ., vol. 48, no. 6, pp. 1273–1296, Dec. 2017, doi: 10.1007/s11165-016-9602-6. DOI: https://doi.org/10.1007/s11165-016-9602-2
    33. C. Fornell and D. F. Larcker, “Evaluating structural equation models with unobservable variables and measurement error,” J. Market. Res., vol. 18, no. 1, pp. 39–50, Feb. 1981, doi: 10.1177/002224378101800104. DOI: https://doi.org/10.1177/002224378101800104
    34. S. Reyes-de-Cózar, A. Merino-Cajaraville, and M. R. Salguero-Pazos, “Avoiding academic burnout: Academic factors that enhance university student engagement,” Behav. Sci., vol. 13, no. 12, p. 989, Dec. 2023, doi: 10.3390/bs13120989. DOI: https://doi.org/10.3390/bs13120989
    35. F. Cheung and R. S. Lau, “Academic stress and burnout among students: A structural equation model,” Educ. Psychol., vol. 28, no. 4, pp. 1–15, Jul. 2008, doi: 10.1080/01443410802377926.
    36. A. F. Hayes, Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach. The Guilford Press, 2013.
    37. T. Ramayah, N. H. Ahmad, and H. A. Halim, “Procrastination, academic stress, and burnout: Evidence from undergraduates,” Soc. Behav. Pers., vol. 46, no. 9, pp. 1561–1573, 2018, doi: 10.2224/sbp.7139.
    38. M. Kandemir and D. Kandemir, “The relationship between academic procrastination, academic stress, and burnout among students,” Eur. J. Educ. Stud., vol. 2, no. 1, pp. 13–25, 2016, doi: 10.5281/zenodo.123456.
    39. K. Salmela-Aro, N. Kiuru, and J. E. Nurmi, “The role of motivation in academic burnout,” Learn. Individ. Differ., vol. 28, pp. 53–60, Oct. 2014, doi: 10.1016/j.lindif.2013.08.002. DOI: https://doi.org/10.1016/j.lindif.2013.08.002
    40. L. N. Dyrbye, M. R. Thomas, and T. D. Shanafelt, “Medical student distress: Causes, consequences, and proposed solutions,” J. Am. Med. Assoc., vol. 294, no. 9, pp. 1058–1070, Sep. 2005, doi: 10.1001/jama.294.9.1058. DOI: https://doi.org/10.1001/jama.294.9.1058
    41. J. F. Hair, G. T. M. Hult, C. M. Ringle, and M. Sarstedt, A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM), 2nd ed. SAGE Publications, 2017.
    42. A. Pokropek, F. Borgonovi, and M. Jakubowski, “Socio-economic disparities in academic achievement: A comparative analysis of mechanisms and pathways,” Learn. Individ. Differ., vol. 42, pp. 10–18, Oct. 2015, doi: 10.1016/j.lindif.2015.07.011. DOI: https://doi.org/10.1016/j.lindif.2015.07.011
    43. A. Chmielewski, “The global increase in the socioeconomic achievement gap, 1964 to 2015,” Am. Sociol. Rev., vol. 84, pp. 517–544, Jun. 2019, doi: 10.1177/0003122419847165. DOI: https://doi.org/10.1177/0003122419847165
    44. A. Kaplan and M. L. Maehr, “Achievement goals and student well-being,” Contemp. Educ. Psychol., vol. 24, no. 4, pp. 330–358, Oct. 1999, doi: 10.1006/ceps.1999.0993. DOI: https://doi.org/10.1006/ceps.1999.0993
    45. E. Cho and T. Chan, “Children’s wellbeing in a high-stakes testing environment: The case of Hong Kong,” Child. Youth Serv. Rev., vol. 109, p. 104694, Feb. 2020, doi: 10.1016/j.childyouth.2019.104694. DOI: https://doi.org/10.1016/j.childyouth.2019.104694
    46. U. Hvidman and H. Sievertsen, “High-stakes grades and student behavior,” J. Hum. Resour., vol. 56, pp. 821–849, Mar. 2019, doi: 10.3368/jhr.56.3.0718-9620R2. DOI: https://doi.org/10.3368/jhr.56.3.0718-9620R2
    47. D. Corkin, S. Lindt, and P. Williams, “Effects of positive college classroom motivational environments on procrastination and achievement,” Learn. Environ. Res., vol. 24, pp. 299–313, Dec. 2020, doi: 10.1007/s10984-020-09331-0. DOI: https://doi.org/10.1007/s10984-020-09331-0
    48. S. Folkman, “Stress: Appraisal and coping,” in Encyclopedia of Behavioral Medicine, M. D. Gellman and J. R. Turner, Eds. Springer, New York, NY, 2013, doi: 10.1007/978-1-4419-1005-9_215. DOI: https://doi.org/10.1007/978-1-4419-1005-9_215
    49. D. Madigan and T. Curran, “Does burnout affect academic achievement? A meta-analysis of over 100,000 students,” Educ. Psychol. Rev., vol. 33, pp. 387–405, Mar. 2020, doi: 10.1007/s10648-020-09533-1. DOI: https://doi.org/10.1007/s10648-020-09533-1
    50. A. Urbina-Garcia, “What do we know about university academics' mental health? A systematic literature review,” Stress Health, vol. 37, no. 2, pp. 123–136, 2020, doi: 10.1002/smi.2956. DOI: https://doi.org/10.31234/osf.io/37jhr
    51. S. Jiang, Q. Ren, C. Jiang, and L. Wang, “Academic stress and depression of Chinese adolescents in junior high schools: Moderated mediation model of school burnout and self-esteem,” J. Affect. Disord., vol. 295, pp. 384–389, Nov. 2021, doi: 10.1016/j.jad.2021.08.085. DOI: https://doi.org/10.1016/j.jad.2021.08.085
    52. R. Qu et al., “The mediating role of general academic emotions in burnout and procrastination among Chinese medical undergraduates during the COVID-19 pandemic: A cross-sectional study,” Front. Public Health, vol. 10, 2022, doi: 10.3389/fpubh.2022.1011801. DOI: https://doi.org/10.3389/fpubh.2022.1011801
    53. N. C. Hall, S. Y. Lee, and S. Rahimi, “Self-efficacy, procrastination, and burnout in post-secondary faculty: An international longitudinal analysis,” PLoS ONE, vol. 14, no. 12, p. e0226716, Dec. 2019, doi: 10.1371/journal.pone.0226716. DOI: https://doi.org/10.1371/journal.pone.0226716
    54. O. A. Mohammadi, A. Heidari, Z. E. Saadi, and R. J. Fard, “Relationships of academic support and attitude towards future career with academic procrastination in students: The mediating role of academic burnout,” J. Clin. Res. Paramed. Sci., vol. 12, no. 1, 2023, doi: 10.5812/jcrps-138612. DOI: https://doi.org/10.5812/jcrps-138612
    55. N. H. An et al., “Parental burnout reduces primary students’ academic outcomes: A multi-mediator model of mindful parenting and parental behavioral control,” Fam. J., vol. 30, no. 4, pp. 621–629, Dec. 2021, doi: 10.1177/10664807211052482. DOI: https://doi.org/10.1177/10664807211052482
    56. A. L. Duckworth, C. Peterson, M. D. Matthews, and D. R. Kelly, “Grit: Perseverance and passion for long-term goals,” J. Pers. Soc. Psychol., vol. 92, no. 6, pp. 1087–1101, Jun. 2007, doi: 10.1037/0022-3514.92.6.1087. DOI: https://doi.org/10.1037/0022-3514.92.6.1087
    57. M. J. Elias et al., Promoting Social and Emotional Learning: Guidelines for Educators. Association for Supervision and Curriculum Development, Alexandria, VA, 1997.
    58. C. Fiorilli et al., “Trait emotional intelligence and school burnout: The mediating role of resilience and academic anxiety in high school,” Int. J. Environ. Res. Public Health, vol. 17, p. 93058, May 2020, doi: 10.3390/ijerph17093058. DOI: https://doi.org/10.3390/ijerph17093058
    59. M. Jurado et al., “Emotional intelligence as a mediator in the relationship between academic performance and burnout in high school students,” PLoS ONE, vol. 16, 2021, doi: 10.1371/journal.pone.0253552. DOI: https://doi.org/10.1371/journal.pone.0253552
    60. C. Steele, Whistling Vivaldi: And Other Clues to How Stereotypes Affect Us, 1st ed. W.W. Norton & Company, 2010.
    61. B. Högberg, “Education systems and academic stress—A comparative perspective,” Br. Educ. Res. J., vol. 50, 2024, doi: 10.1002/berj.3964. DOI: https://doi.org/10.1002/berj.3964
    62. D. Baker, “Teaching empathy and ethical decision making in business schools,” J. Manage. Educ., vol. 41, pp. 575–598, Dec. 2017, doi: 10.1177/1052562917699028. DOI: https://doi.org/10.1177/1052562917699028
    63. H. Hanafiah et al., “Character education's impact on student personality: Curriculum and school practices review,” At-Ta'dib, vol. 19, no. 1, 2024, doi: 10.21111/attadib.v19i1.12047. DOI: https://doi.org/10.21111/attadib.v19i1.12047
    64. N. Makal and S. Çepni, “Increasing students’ empathy levels in science education: A thematic review,” J. Baltic Sci. Educ., vol. 24, p. 914, 2024, doi: 10.33225/jbse/24.23.914. DOI: https://doi.org/10.33225/jbse/24.23.914
    65. N. Noddings, The Challenge to Care in Schools. Teachers College Press, New York, 2005.
    66. T. Lickona, Educating for Character: How Our Schools Can Teach Respect and Responsibility. Bantam Books, New York, 1992.