Author

Thara D. Del Rosario*
Bulacan State University – Main Campus
Malolos, Bulacan, Philippines
Email: tharadel1505@gmail.com

Aizel Joyce C. Domingo
Bulacan State University – Main Campus
Malolos, Bulacan, Philippines
Email: aizeljoyce12@gmail.com

Randel S. Sebastian
Bulacan State University – Main Campus
Malolos, Bulacan, Philippines
Email: randels1417@gmail.com

Jefhanie Bianca P. Trinidad
Bulacan State University – Main Campus
Malolos, Bulacan, Philippines
Email: jefhaniebiancatrinidad@gmail.com

Ma. Theresa F. Reyes
Bulacan State University – Main Campus
Malolos, Bulacan, Philippines
Email: matheresa.reyes@bulsu.edu.ph

Abstract

Academic Petsa-de-Peligro refers to the practice of completing all schoolwork at the last minute, despite the risk of failing. The study has examined how the deadline terror left 50 Computer Engineering Students at Bulacan State University in panic. The panic created a Survival Reflex that compelled them to begin working, finally. Through surveys and interviews, the students could gather information. The responses indicated that none of the students began the work by the deadline, and 64 percent of the students believed that academic procrastination would help them achieve good Academic Performance. The adverse effects were significant: 74 percent of respondents reported failing to eat or sleep to complete their task. The respondents explained that it is all due to peer pressure, not because they like studying, not due to a lack of time, and not due to fear of failure. Overall, cramming brought them into a frenzy of stress and fatigue. This study concludes that the university should implement a more effective mental health support and time management strategy to help students study more healthily.

Keywords: Academic performance, Computer Engineering Students, deadline terror, academic procrastination, survival reflex

*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS0501860

Recommended citation:
Del Rosario, T. D., Domingo, A. J. C., Sebastian, R. S., Trinidad, J. B. P., & Reyes, M. T. F. (2026). Academic Petsa-de-Peligro: A study on deadline terror and sudden academic brilliance among the Computer Engineering students of Bulacan State University. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 9688-9696. http://doi.org/10.69651/PIJHSS0501860

Read the full text

References

Bai, H., Li, X., Wang, X., Tong, W., Li, Y., & Hu, W. (2023). Active procrastination incubates more creative thinking: The sequential mediating effect of personal mastery and creative self-concept. Creativity Research Journal, 36(4), 675–687. https://doi.org/10.1080/10400419.2023.2171721

Covington, M. V. (1984). The self-worth theory of achievement motivation: Findings and implications. The Elementary School Journal, 85(1), 5–20. https://doi.org/10.1086/461388

Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. Jossey-Bass.

De Guia, J., Mercado, R., & Ramos, S. (2024). Evolution of habitual procrastination in engineering education. International Journal of Research and Innovation in Social Science, 8(2), 112–125.

Dela Cruz, R., & Mendoza, L. (2020). Academic diskarte: Filipino students’ survival mechanisms in higher education. Philippine Journal of Social Sciences, 15(3), 45–58.

Folkman, S., & Moskowitz, J. T. (2000). Stress, positive affect, and coping. American Psychologist, 55(6), 647–654. https://doi.org/10.1037/0003-066X.55.6.647

Hsin, C., & Liu, Y. (2024). Active procrastination and academic performance: A modern review. Journal of Educational Research, 117(1), 89–104.

Republic of the Philippines. (2012, August 15). Republic Act No. 10173: Data Privacy Act of 2012. Official Gazette of the Republic of the Philippines. https://www.officialgazette.gov.ph/2012/08/15/republic-act-no-10173/

Steel, P., & König, C. J. (2006). Integrating theories of motivation. Academy of Management Review, 31(4), 889–913. https://doi.org/10.5465/amr.2006.22527462

Yerkes, R. M., & Dodson, J. D. (1908). The relation of strength of stimulus to rapidity of habit formation. Journal of Comparative Neurology and Psychology, 18(5), 459–482. https://doi.org/10.1002/cne.920180503

Zhu, X., & Zhang, Q. (2022). The deadline effect and time-pressure induced focus. Frontiers in Psychology, 13, Article 854. https://doi.org/10.3389/fpsyg.2022.00854