Academic Stress, Procrastination, and Mental Well-Being Among Engineering Students: A Multivariate Correlational and Predictive Study
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Abstract
This study investigated the predictive influence of academic stress and procrastination on mental well-being among university students in the Philippines, with gender as a covariate. Grounded in the Procrastination Health Model and Self-Determination Theory, the study utilized a non-experimental correlational design involving 378 undergraduate students selected through stratified random sampling. Standardized instruments measured academic stress, procrastination, and mental well-being, and reliability analysis yielded strong internal consistency across all constructs (Cronbach’s α = 0.900 to 0.906; McDonald’s ω = 0.902 to 0.910). Exploratory Factor Analysis confirmed the construct validity of the scales, with factor loadings ranging from 0.303 to 0.922. Correlation analysis revealed that academic stress and procrastination were both significantly associated with mental well-being, although in nuanced directions. Multiple regression analysis showed that academic stress (β = 0.339, p < .001), procrastination (β = 0.130, p = .031), and gender (β = -0.361, p < .001) significantly predicted mental well-being, accounting for 14.0% of the total variance (R² = 0.140, F = 20.2, p < .001). The findings challenge conventional assumptions by suggesting that moderate academic stress may positively influence well-being and that procrastination, when managed, may not be entirely detrimental. These results highlight the need for differentiated stress management and time regulation programs in higher education. The study offers theoretical contributions to models of academic behavior and underscores the importance of contextual and gender-sensitive approaches to student mental health.
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