In recent years, electronic devices and social networks have intensified significantly among university students, transforming how they access information, communicate and manage their time. However, this constant presence of digital stimuli has also shown adverse effects on academic environments, raising concerns about its effects on psychological well-being and performance. Many students spend long hours connected to social networks, neglecting studies, family and friends. This lack of control over screen use affects academic performance by interfering with self-regulation processes and encouraging procrastination of academic activities. One of the most frequent phenomena resulting from this high use of electronic devices is academic procrastination, understood as the voluntary and irrational postponement of academic tasks despite knowing the negative consequences. This behaviour is widespread in university contexts and has been consistently associated with poor academic performance, as it hinders the learning process of each individual student as well as the teaching-learning process. The literature points out that academic procrastination is not an isolated phenomenon, but is related to several psychological dimensions. The most relevant dimensions are self-regulation, self-efficacy, motivation, self-esteem and anxiety. All these dimensions, in turn, are influenced by the excessive or problematic use of digital technologies, suggesting the existence of a complex interaction of factors and contexts that affect students' performance.

Therefore, this study explores how university students' perceived academic performance is related to academic procrastination, the use of electronic devices and the psychological dimensions related to these behaviours.

To carry out the objective of the study, a methodology with a quantitative approach and a non-experimental ex post facto survey-type design was selected. Through a quantitative correlational design, the aim is to identify correlation patterns between these factors and better understand how the digital environment may be conditioning study habits and academic performance. The sample is composed of Slovenian university students sampled according to the simple random sampling criterion for finite samples.

The expected results show significant relationships between excessive screen time and students' procrastination behaviours and academic performance, as well as with psychological variables linked to these behaviours. Students who spend more hours in front of screens or electronic devices expected to have poorer academic performance, higher levels of procrastination, lower self-regulation, lower self-efficacy, lower motivation and self-esteem and higher anxiety levels.

University students face challenges that can affect their psychological well-being and academic performance in the current educational context. Currently, authors are particularly aware of aspects such as motivation, mental health or anxiety, which are affected by use of social networks or screens by young people. Therefore, it is necessary to know the relationships between these dimensions in order to be able to cope with them in the classroom, thus making it possible to create intervention programmes to educate students in the healthy use of electronic devices. On the basis of the study results, also some classroom- policy decisions regarding the use of electronics devices during the university courses will be discussed.

Keywords: Electronic devices, academic procrastination, psychological dimensions, academic performance.