Abstract:

Procrastination is a common phenomenon among students that causes problems in the academic environment, hindering the teaching-learning process. This behavior consists of delaying an activity for later, causing students not to comply with the time set by the teacher.

Among the psychological dimensions associated with procrastination behaviors is the students' level of self-esteem. Self-esteem is one of the dimensions with the most significant impact on young people today. It is currently of the utmost concern in academic environments since, in addition to personal damage, it affects student engagement and burnout and is one of the leading causes of school dropout.

The increasing use of electronic devices has raised concerns about their possible effects on students' psychological well-being and academic performance. The abuse of social networks and exposure to screens are associated with low levels of self-esteem, which in academic settings leads to increased procrastination and demotivation in students.

In a context where the authors are particularly aware of aspects such as motivation, mental health, or anxiety, which are affected by the massive use of social networks or the indiscriminate use of screens by young people, it is all necessary to highlight the importance of working on these dimensions in the classroom. This data reflects the convenience of investing efforts in the development of actions that allow us to measure and predict the impact of these dimensions on students' academic performance and create intervention programs to educate them on the healthy use of devices.

This study aims to assess screen use's impact on young university students, examining the relationship between their levels of self-esteem and procrastination and how these affect their academic performance.

A methodology with a quantitative approach and an ex post facto non-experimental design of the survey type was selected to carry out the study's objective. This methodology was selected to identify student profiles about the variables studied (self-esteem, screen use, and academic performance) and to measure the relationship between these. The sample in this study will comprise higher education students who will be sampled following the simple random sampling criterion for finite samples.

The expected results show a significant relationship between excessive screen time and a decrease in students' self-esteem associated with academic procrastination behaviors. Those who spend more hours in front of screens or electronic devices will have lower self-esteem levels. In addition, students' self-esteem is expected to be strongly related to procrastination and academic performance.

In the educational context, university students are grappling with challenges that can significantly impact their psychological well-being and academic performance. Procrastination, burnout, low self-esteem, dropout, and excessive use of electronic devices have emerged as pivotal factors contributing to these issues. To effectively tackle these challenges, adopting a holistic approach that melds interventions and educational programs aimed at fortifying resilience and fostering healthy habits among students is imperative. This study can offer insights to confront the current digital age's challenge to young people's education and mental health.

Keywords:

Self-esteem, procrastination, screen use, academic performance, higher education.