Burnout is one of the major problems in higher education and is linked to a decline in students’ academic performance and achievement. Burnout, when prolonged over time and added to stress and high workloads, promotes the intention to drop out of studies, which translates into negative consequences for individuals and groups. Academic engagement is proposed as an effective alternative to offer solutions to improve the quality of education and counteract current negative trends. This study is based on a correlational–descriptive research design. It aimed to find out to what extent students feel engaged in their university studies and to identify and analyze possible correlations between engagement and specific classroom variables. To this end, a sample of 764 college students was studied. The result showed that students feel connected to and interested in their studies and that the area of knowledge impacts student engagement. They also indicate how learning strategies used in the classroom positively impact academic engagement.

This study examines the relationship between electronic device use and psychological dimensions of procrastination in university students. The main objectives were to identify screen usage habits, explore their association with key psychological factors, and determine whether these factors predict perceived procrastination. An ad hoc instrument and descriptive, correlational, and regression techniques were used for data analysis of a sample of 924 Spanish university students. From this sample, a target subsample of 386 students who reported high levels of procrastination was selected to analyse screen-use patterns and their links with procrastination dimensions. In contrast, the full sample was used to estimate the predictive regression models. Results showed high screen use among students, with 20% potentially at risk for problematic use. High screen use correlated with lower self-regulation, self-efficacy, and self-esteem, and higher anxiety. Conversely, higher self-regulation and self-efficacy were linked to more motivation, better self-esteem, and less anxiety. Regression results indicated that screen time, self-regulation, and self-efficacy significantly predict procrastination levels. These findings suggest that psychological factors play a key role in how screen use relates to procrastination.

This study explores the incidence of using electronic devices on academic procrastination in university students. The procrastination profile, screen use habits, and perceived academic performance are analyzed, assessing the impact of screen use on the psychological dimensions of procrastination. An ad-hoc instrument and descriptive and correlational techniques were used for data analysis. The results reveal that procrastination is common among students, and they perceive their academic performance as good or very good with a similar result in their grade point average, indicating that procrastination does not seem to affect their performance significantly. About 50% report frequent use of screens, and although no widespread addictive behaviors are detected, 20% may be at risk of addiction. The dimensions of self-regulation, self-efficacy, and self-esteem show an inverse correlation with screen use, suggesting that less screen use improves these dimensions and reduces procrastination. In addition, high screen use is associated with higher levels of anxiety. Self-efficacy emerges as crucial to mitigating procrastination. In conclusion, although procrastination is prevalent, it does not appear to affect academic performance significantly, but excessive use of electronic devices negatively impacts key psychological dimensions and increases anxiety.