La Procrastinación (PCT) es el aplazamiento de la realización de tareas académicas con malestar subjetivo asociado (Gil Flores, et al, 2019). Este estudio busca conocer la relación entre la PCT, las Creencias de Autoeficacia (CA) o juicios que cada sujeto efectúa sobre sus capacidades, que lo conducirá a alcanzar una meta deseada (Bandura,1987); y el Rendimiento Académico (RA), en estudiantes de Psicología y Psicopedagogía de la Universidad Católica de Santa Fe. Con este objetivo y desde un enfoque principalmente cuantitativo, se administró a una muestra intencional (n=206) la Escala de Procrastinación de Tuckman (TPS,1990), adaptada por Furlan, et al. (2010), la Escala de Autoeficacia General (EAG, Jerusalem y Schwarzer,1992) adaptada por Brenlla, et al. (2010); y obtuvieron notas promedio. Los resultados indican que la PCT no prevalece en esta población; los motivos principales señalan el cumplimiento de proyectos de vida y la evitación de sentimientos de frustración. Sin embargo se encontraron relaciones significativas entre niveles de PCT y CA (p < .001), PCT y tipo de carrera (p < .023); y correlaciones entre PCT y CA (r = -.49; p < 3.98x10-3), en sujetos con bajo nivel de PCT. Se discuten aspectos estructurales del estudio. Palabras clave Procrastinación - Autoeficacia - Rendimiento académico - Estu- diantes universitario ABSTRACT PROCRASTINATION, SELF-EFFICACY, AND ACADEMIC PERFORMANCE IN PSYCHOLOGY AND EDUCATIONAL PSYCHOLOGY AT UCSF STUDENTS Procrastination (PCT) refers to the postponement of academic tasks, often accompanied by subjective discomfort (Gil Flores et al., 2019). This study aims to examine the relationship between PCT, Self-Efficacy Beliefs (SEB)–understood as individuals’ judgments about their capabilities that guide them toward achieving desired goals (Bandura, 1987)–and Academic Performance (AP) among Psychology and Educational Psychology students at the Catholic University of Santa Fe (UCSF). With this objective, and following a primarily quantitative approach, an intentional sample (n = 206) was administered the Tuckman Procrastination Scale (ATPS, 1990), adapted by Furlan et al. (2010), and the General Self-Efficacy Scale (EAG, Jerusalem & Schwarzer, 1992), adapted by Brenlla et al. (2010), along with average grades. Results indicate that PCT is not prevalent in this population; the main reasons cited include commitment to life projects and the avoidance of frustration. However, significant relationships were found between levels of PCT and SEB (p < .001), PCT and type of degree program (p < .023); and correlations between PCT and SEB (r = -.49; p < 3.98×10?³) among individuals with low PCT levels. Structural aspects of the study are discussed. Keywords Procrastination - Self-efficacy - Academic performance - Univer-