<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582026000100242</article-id>
<article-id pub-id-type="doi">10.15359/ree.30-1.21261</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Academic procrastination among peruvian university students: Its relationship with the use of virtual academic media, adaptation to university life, and social media addiction]]></article-title>
<article-title xml:lang="es"><![CDATA[Procrastinación académica en universitarios peruanos: Su relación con el uso de medios académicos virtuales, la adaptabilidad a la vida universitaria y la adicción a redes sociales]]></article-title>
<article-title xml:lang="pt"><![CDATA[Procrastinação acadêmica em universitários peruanos: Sua relação com o uso de meios acadêmicos virtuais, a adaptação à vida universitária e a adição às redes sociais]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quispe-Figueroa]]></surname>
<given-names><![CDATA[Orfa Lizet]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Huanca-Galindo]]></surname>
<given-names><![CDATA[Marleny]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Huanca-López]]></surname>
<given-names><![CDATA[Sanny Raquel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Turpo-Chaparro]]></surname>
<given-names><![CDATA[Josué Edison]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Peruana Unión Escuela de Posgrado ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Peruana Unión Escuela de Posgrado ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Peruana Unión Facultad de Ciencias Empresariales ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Peruana Unión Facultad de Ciencias Humanas y Educación ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<volume>30</volume>
<numero>1</numero>
<fpage>242</fpage>
<lpage>259</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582026000100242&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582026000100242&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582026000100242&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction.  The research objective was to determine whether the use of virtual academic media, adaptability to university life, and addiction to social media are associated with academic procrastination in Peruvian university students.  Method.  The design used was predictive and cross-sectional, which allows analyzing relationships at a single point but does not permit causal inferences. 581 university students from public and private institutions in the country were surveyed, mostly between 18 and 25 years old (86.4%), male (57.3%), mainly from private universities (54.0%) and from the mountain region (74.5%). The instruments used were the Scale of Use of Virtual Academic Media, Adaptability to University Life, Addiction to Social Media, and Academic Procrastination.  Results.  The structural model showed an adequate fit to the data (CMIN/DF = 1.031, CFI = 0.960, SRMR = 0.044, RMSEA = 0.037). Social media addiction (&#946; = 0.10, p &lt; 0.001) and adaptability to university life (&#946; = 0.11, p &lt; 0.001) were significantly associated with academic procrastination, whereas the use of virtual academic media was not significant (&#946; = &#8722;0.04, p &gt; 0.05). The model explained 9% of the variance in academic procrastination (R² = 0.09).  Conclusions.  Furthermore, the resulting model showed that adaptability to university life and social media addiction were significantly associated with academic procrastination, whereas the use of virtual academic media was not significantly related.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción.  El objetivo de la investigación fue determinar si el uso de medios académicos virtuales, la adaptabilidad a la vida universitaria y la adicción a las redes sociales se asocian con la procrastinación académica en estudiantes universitarios peruanos.  Método.  El diseño utilizado fue predictivo y transversal, lo que permite analizar las relaciones en un único momento, pero no permite inferencias causales. Se encuestaron 581 estudiantes de universidades públicas y privadas del país, en su mayoría de entre 18 y 25 años (86,4%), de sexo masculino (57,3%), procedentes principalmente de universidades privadas (54,0%) y de la región de la sierra (74,5%). Los instrumentos utilizados fueron la Escala de uso de medios académicos virtuales, Adaptabilidad a la vida universitaria, Adicción a las redes sociales y Procrastinación académica.  Resultados.  El modelo estructural mostró un ajuste adecuado a los datos (CMIN/DF = 1,031, CFI = 0,960, SRMR = 0.044, RMSEA = 0,037). La adicción a las redes sociales (&#946; = 0,10, p &lt; 0,001) y la adaptabilidad a la vida universitaria (&#946; = 0,11, p &lt; 0,001) se asociaron significativamente con la procrastinación académica, mientras que el uso de medios académicos virtuales no fue significativo (&#946; = &#8722;0,04, p &gt; 0,05). El modelo explicó el 9% de la varianza de la procrastinación académica (R² = 0,09).  Conclusiones.  Además, el modelo resultante mostró que la adaptabilidad a la vida universitaria y la adicción a las redes sociales se asocian significativamente con la procrastinación académica, mientras que el uso de medios académicos virtuales no presentó una relación significativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  O objetivo desta pesquisa foi determinar se o uso de recursos acadêmicos virtuais, a adaptabilidade à vida universitária e o vício em mídias sociais estão associados à procrastinação acadêmica em estudantes universitários peruanos.  Método.  Foi utilizado um delineamento transversal preditivo, o que permite analisar relações em um único ponto no tempo, mas não possibilita inferências causais. Foram entrevistados 581 estudantes universitários de instituições públicas e privadas do país, a maioria com idades entre 18 e 25 anos (86,4%), do sexo masculino (57,3%), provenientes principalmente de universidades privadas (54,0%) e da região montanhosa (74,5%). Os instrumentos utilizados foram a Escala de Uso de Recursos Acadêmicos Virtuais, a Escala de Adaptabilidade à Vida Universitária, a Escala de Vício em Mídias Sociais e a Escala de Procrastinação Acadêmica.  Resultados.  O modelo estrutural apresentou ajuste adequado aos dados (CMIN/DF = 1.031, CFI = 0.960, SRMR = 0.044, RMSEA = 0.037). O vício em redes sociais (&#946; = 0.10, p &lt; 0.001) e a adaptabilidade à vida universitária (&#946; = 0.11, p &lt; 0.001) estiveram significativamente associados à procrastinação acadêmica, enquanto o uso de recursos acadêmicos virtuais não foi significativo (&#946; = &#8722;0.04, p &gt; 0.05). O modelo explicou 9% da variância da procrastinação acadêmica (R² = 0.09).  Conclusões.  Além disso, o modelo resultante mostrou que a adaptabilidade à vida universitária e a adição às redes sociais estiveram significativamente associadas à procrastinação acadêmica, enquanto o uso de meios acadêmicos virtuais não apresentou associação significativa.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Adaptability to university life]]></kwd>
<kwd lng="en"><![CDATA[addiction to social media]]></kwd>
<kwd lng="en"><![CDATA[academic procrastination]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
<kwd lng="en"><![CDATA[use of virtual academic media]]></kwd>
<kwd lng="en"><![CDATA[SDG 3]]></kwd>
<kwd lng="en"><![CDATA[good health and well-being]]></kwd>
<kwd lng="en"><![CDATA[SDG 4]]></kwd>
<kwd lng="en"><![CDATA[quality education]]></kwd>
<kwd lng="es"><![CDATA[Adaptabilidad a la vida universitaria]]></kwd>
<kwd lng="es"><![CDATA[adicción a las redes sociales]]></kwd>
<kwd lng="es"><![CDATA[procrastinación académica]]></kwd>
<kwd lng="es"><![CDATA[estudiantado universitario]]></kwd>
<kwd lng="es"><![CDATA[uso de medios académicos virtuales]]></kwd>
<kwd lng="es"><![CDATA[ODS 3]]></kwd>
<kwd lng="es"><![CDATA[salud y bienestar]]></kwd>
<kwd lng="es"><![CDATA[ODS 4]]></kwd>
<kwd lng="es"><![CDATA[educación de calidad]]></kwd>
<kwd lng="pt"><![CDATA[Adaptabilidade à vida universitária]]></kwd>
<kwd lng="pt"><![CDATA[vício em redes sociais]]></kwd>
<kwd lng="pt"><![CDATA[procrastinação acadêmica]]></kwd>
<kwd lng="pt"><![CDATA[estudantes universitários]]></kwd>
<kwd lng="pt"><![CDATA[uso de recursos acadêmicos virtuais]]></kwd>
<kwd lng="pt"><![CDATA[ODS 3]]></kwd>
<kwd lng="pt"><![CDATA[saúde de qualidade]]></kwd>
<kwd lng="pt"><![CDATA[ODS 4]]></kwd>
<kwd lng="pt"><![CDATA[educação de qualidade]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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