Relación de la adicción a las redes sociales y la procrastinación en estudiantes de la Universidad –Santo Tomás seccional Villavicencio

Abstract

Currently, the constant use of social media is part of the daily life of university students. Although these platforms facilitate communication and access to information, they have also been associated with difficulties in time management and the fulfillment of academic responsibilities. In this context, the present study aimed to establish the relationship between social media addiction and academic procrastination among undergraduate students at Universidad Santo Tomás, Villavicencio campus. The research was conducted under a quantitative approach, with a correlational scope and a non-experimental cross-sectional design. The sample consisted of 357 students selected through probabilistic cluster sampling. The Academic Procrastination Scale and the Social Media Addiction Questionnaire were applied, assessing the dimensions of task postponement, academic self-regulation, social media obsession, lack of personal control, and excessive use. Data analysis was carried out using Spearman’s Rho test. High correlations were identified among the dimensions of social media addiction: obsession and lack of personal control (rₛ = .701; p < .01), obsession and excessive use (rₛ = .655; p < .01), and lack of control and excessive use (rₛ = .680; p < .01). Regarding the relationship between addiction and academic procrastination, positive associations of low to moderate magnitude were found with task postponement: obsession (rₛ = .344; p < .01), lack of personal control (rₛ = .395; p < .01), and excessive use (rₛ = .398; p < .01). Likewise, obsession was negatively related to academic self-regulation (rₛ = −.250; p < .01). Overall, the results show a positive and significant relationship between social media addiction and academic procrastination, particularly in the tendency to postpone activities, highlighting the importance of strengthening self-regulation strategies and promoting responsible technology use in the university context.