Advisers

Maria Regina V. Baluyut

Discipline

Psychology

Abstract

Fourth-Year Bachelor of Science in Information Technology (BSIT) and Computer Engineering (CPE) students face rigorous academic demands due to capstone projects, technical coursework, and strict deadlines. These pressures may lead to procrastination, increased academic stress, and possible disruptions in sleep quality. Guided by Self-Regulated Learning Theory and the Cognitive Activation Theory of Stress, this study examined the levels of procrastination, academic stress, and sleep quality among Fourth-Year BSIT and CPE students and determined whether significant relationships exist among these variables. This study used a quantitative, non-experimental correlational design. A total of 200 Fourth-Year BSIT and CPE students from Bestlink College of the Philippines were selected through purposive sampling. Data were gathered using a self-made procrastination scale (time management, time pressure, cognitive overload), an academic stress scale (schoolwork, schedule and deadline stress, academic balance and coping), and the Pittsburgh Sleep Quality Index (PSQI). Descriptive statistics were used to determine levels of the variables, while Pearson Product–Moment Correlation Coefficient (r) tested relationships at a 0.05 level of significance. Findings revealed moderate levels of procrastination, academic stress, and sleep-related concerns among both groups. Students reported difficulties in managing time, handling multiple deadlines, and balancing academic responsibilities. A significant moderate positive correlation was found between procrastination and academic stress for both BSIT (r =.45, p <.001) and CPE students (r =.51, p <.001). However, no significant relationship was found between procrastination and sleep quality or between academic stress and sleep quality. The results suggest that procrastination contributes significantly to academic stress among students in technical programs. However, sleep quality may be influenced by other factors beyond procrastination and stress alone. Interventions focusing on self-regulation, time management, and stress reduction are recommended to improve students’ academic well-being.

Keywords

Academic Stress, Sleep Quality, Rocrastination, Self-Regulated Learning, Cognitive Activation Theory of Stress