Academic Procrastination and Its Impact on Academic Performance in Undergraduate Music Students

This article examines the impact of academic procrastination on academic performance in undergraduate music students. The study was conducted with students from the Faculty of Music at Universidad INCCA de Colombia and analyzes how procrastination influences instrumental practice, rehearsal quality, performance preparation, and emotional factors such as anxiety, guilt, and self-efficacy. The research is based on quantitative survey data and is grounded in theoretical perspectives on academic procrastination proposed by authors such as Steel, Tuckman, Ferrari, and Umerenkova. The findings highlight the need for pedagogical and psychological strategies tailored to the specific demands of musical training. This article is derived from a meritorious undergraduate thesis submitted at the Centro de Educación Militar (CEMIL).