Bridging Academic Stress and Burnout: Procrastination as a Mediator and Implications for Education Policy
Year: 2025
Type: article
Study design: Observational Study
Abstract: 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.
Authors: Brandon N. Obenza, Marlou Jay G. Fordan, Jianna Mae S. Tripole, Frankie Dawn Erica C. Cantor, Archer James G. Parantar, Alexis Joseph M. Florenosos, Aice Jean B. Ando, Apple Mae C. Reyes, Gideon S. Sumayo
Institutions: University of Mindanao, University of Southern Mindanao
Language: English
Topic: Stress and Burnout Research
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4410922801