<?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>1692-7273</journal-id>
<journal-title><![CDATA[Revista Ciencias de la Salud]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Cienc. Salud]]></abbrev-journal-title>
<issn>1692-7273</issn>
<publisher>
<publisher-name><![CDATA[Editorial Universidad del Rosario]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1692-72732022000300004</article-id>
<article-id pub-id-type="doi">10.12804/revistas.urosario.edu.co/revsalud/a.11664</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrés académico, procrastinación y usos del Internet en universitarios durante la pandemia por COVID-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic Stress, Procrastination, and Internet Uses Among College Students During the COVID-19 Pandemic]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estresse acadêmico, procrastinação e uso da Internet em estudantes universitários durante a pandemia de COVID-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez-Gil]]></surname>
<given-names><![CDATA[Esmeralda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reyes-Castillo]]></surname>
<given-names><![CDATA[Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas-Solís]]></surname>
<given-names><![CDATA[José Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fragoso-Luzuriaga]]></surname>
<given-names><![CDATA[Rocío]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Benemérita Universidad Autónoma de Puebla  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>20</volume>
<numero>3</numero>
<fpage>1</fpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1692-72732022000300004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1692-72732022000300004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1692-72732022000300004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  la pandemia por COVID-19 repercutió en las prácticas educativas y convirtió a las tecnologías de la información y la comunicación -sobre todo Internet- en medios indispensables para continuar con las actividades académicas; pero a la par incrementaron el riesgo de que los estudiantes usen mal estas herramientas y con ello aparezcan fenómenos como la procrastinación. Por tanto, el objetivo fue analizar la relación entre el estrés académico, el uso problemático de Internet, la adicción a las redes sociales y la procrastinación académica.  Materiales y métodos:  estudio cuantitativo, no experimental, de corte transversal. Se utilizó el inventario siseo de estrés académico, el CUPI para uso problemático de Internet, la SMAS-SF de adicción a redes sociales y la Escala de Procrastinación Académica. La muestra la conformaron 448 estudiantes universitarios mexicanos entre los 17 y los 34 años.  Resultados:  se hallaron diferencias significativas por sexo, en cuanto a las reacciones ante el estrés académico, y en la categoría de la autorregulación, donde los hombres indicaron una baja autorregulación. Por su parte, en la sub-muestra de mujeres se encontró una relación positiva y significativa entre el uso de las redes sociales y la procrastinación académica; mientras que en los hombres, entre los problemas por el uso de las redes sociales y las reacciones psicológicas ante el estrés.  Conclusión:  el cambio de modalidad de estudio (de presencial a virtual) ha generado consecuencias en los universitarios, como estrés académico, procrastinación y usos inadecuados de Internet.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  The COVID-19 pandemic has affected educational practices, turning the information and communication technologies and the Internet into essential means to continue academic activities while increasing the risk of students misusing these tools, favoring phenomena such as procrastination. This study aimed to analyze the relationship between academic stress, problematic Internet use, social media addiction, and academic procrastination.  Materials and methods:  In this quantitative, non-experimental, and cross-sectional study, the SISCO inventory for academic stress, CUPI for problematic Internet use, SMAS-SF for addiction to social networks, and academic procrastination scale were used. The sample was made up of 448 Mexican university students aged 17-34 years.  Results:  Significant differences were found by sex in terms of reactions to academic stress and in the category of self-regulation, where men indicated low self-regulation. Moreover, a positive and significant relationship was found between the use of social networks and academic procrastination in women and the problems due to the use of social networks and psychological reactions to stress in men.  Conclusion:  The change from face-to-face to virtual modality has led to consequences such as academic stress, procrastination, and inappropriate use of the Internet among university students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução:  a pandemia do COVID-19 impactou as práticas educacionais, tornando as Tecnologias da Informação e Comunicação (TIC) e principalmente a Internet meios indispensáveis para a continuidade das atividades acadêmicas; mas ao mesmo tempo aumenta o risco de que os alunos façam mau uso dessas ferramentas e com isso apareçam fenômenos como a procrastinação. Portanto, o objetivo do presente estudo foi analisar a relação entre estresse acadêmico, uso problemático da Internet, vício em redes sociais e procrastinação acadêmica.  Materiais e métodos:  estudo quantitativo, não experimental e transversal. Foram utilizados o Inventário SISCO de estresse acadêmico, o CUPI para uso problemático da Internet, o SMAS-SF para vício em redes sociais e a escala de procrastinação acadêmica (EPA). A amostra foi composta por 448 estudantes universitários mexicanos com idades entre 17 e 34 anos.  Resultados:  foram encontradas diferenças significativas em função do sexo nas reações ao estresse acadêmico e na categoria de auto-regulamentação, onde os homens indicaram baixa auto-regulamentação. Por outro lado, foi encontrada uma relação positiva e significativa, na subamostra de mulheres, entre o uso de redes sociais e procrastinação acadêmica, enquanto que para os homens houve relação positiva e significativa entre problemas devido ao uso de redes sociais e reações psicológicas ao estresse.  Conclusão:  a mudança da modalidade presencial para a virtual gerou consequências em universitários como estresse acadêmico, procrastinação e uso inadequado da Internet.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[estrés académico]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[Internet]]></kwd>
<kwd lng="es"><![CDATA[procrastinación académica]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[academic stress]]></kwd>
<kwd lng="en"><![CDATA[college students]]></kwd>
<kwd lng="en"><![CDATA[Internet]]></kwd>
<kwd lng="en"><![CDATA[academic procrastination]]></kwd>
<kwd lng="pt"><![CDATA[COVID-19]]></kwd>
<kwd lng="pt"><![CDATA[estresse acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[estudantes universitários]]></kwd>
<kwd lng="pt"><![CDATA[Internet]]></kwd>
<kwd lng="pt"><![CDATA[procrastinação acadêmica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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