Autistic Traits and Academic Procrastination Among University Students: Latent Profile Analysis and Mediation Analysis

Using Latent Profile Analysis and Related Approaches in Adolescent Health Research

BackgroundAutistic traits are prevalent among college students and are associated with impaired social functioning and mental health. Although physical activity is considered a protective factor, the underlying mechanisms, particularly the mediating role of social anxiety and the heterogeneity of autistic traits, remain unclear. This study aimed to examine the association between physical activity and autistic traits, test the mediating role of social anxiety, and identify latent subgroups among female college students.MethodsA cross-sectional survey was conducted among 2,137 female college students (M_age = 19.31, SD = 1.17). Autistic traits, social anxiety, and physical activity were assessed using the Autism-Spectrum Quotient-10 (AQ-10), the Social Interaction Anxiety Scale-6 (SIAS-6) and the Social Phobia Scale-6 (SPS-6), and the Physical Activity Rating Scale-3 (PARS-3), respectively. Mediation analysis was performed using PROCESS (Model 4), and latent profile analysis (LPA) was conducted to identify subgroups.ResultsPhysical activity was significantly negatively associated with social anxiety (β = -0.205, p < 0.001) and autistic traits (β = -0.197, p < 0.001), while social anxiety was positively associated with autistic traits (β = 0.425, p < 0.001). Social anxiety partially mediated this relationship (indirect effect = -0.087, 95% CI [-0.106, -0.067]), accounting for 31% of the total effect. Latent profile analysis identified two profiles: low autistic traits (74.54%) and high autistic traits (25.46%). The high trait group showed lower physical activity (t = 7.91, p < 0.001, d = 0.39) and higher social anxiety (t = -23.25, p < 0.001, d = -1.16).ConclusionsPhysical activity and social anxiety are key modifiable factors associated with autistic traits. Interventions should promote physical activity while reducing social anxiety, particularly for students with elevated autistic traits.

Academic procrastination of nursing students in higher vocational college: Application of latent profile analysis and network analysis

BackgroundIn parallel with developing technologies, university students may experience digital burnout and postpone their academic tasks because of the need to be in digital environments. This study aimed to examine the relationship between digital burnout and academic procrastination and the mediating roles of life satisfaction and fatigue in this relationship. For this purpose, the direct relationships between the variables and the indirect effects of digital burnout on academic procrastination through the mediating variables were tested.MethodsA total of 277 sport sciences students participated in the study conducted with the relational survey model. The Personal Information Form, Digital Burnout Scale, Satisfaction with Life Scale, Calder Fatigue Scale, and Academic Procrastination Scale were used as data collection tools. Descriptive statistics, Pearson correlation, SEM and mediation analysis were used in the analysis of the data. Mediation analysis is a popular statistical procedure for testing hypotheses about the mechanisms by which a causal effect operates. Path analysis of the research model was conducted.ResultsReferences numbered 53 in Question 7 and 107 and 126 in Question 10 were retrieved from the Turkish National Thesis Center, where the corresponding thesis titles can be located through the database search function. Additionally, Reference 116 is available as an open-access source provided by the University of Alabama. As no specific citation guidelines for theses were supplied, these references have been formatted in accordance with the available information. I look forward to your response and any suggestions you may have. Sincerely,The results revealed that digital burnout had a negative effect on life satisfaction, a positive effect on fatigue and academic procrastination, and that life satisfaction and fatigue had positive and significant effects on academic procrastination. It was concluded that digital burnout had a positive and significant effect on academic procrastination in the absence of other mediating variables and that life satisfaction and fatigue had a partial mediating effect on the effect of digital burnout on academic procrastination.ConclusionsNegative and significant relationships were found between digital burnout and life satisfaction, as well as between life satisfaction and academic procrastination. In contrast, positive and significant relationships were observed between digital burnout and fatigue, and between digital burnout and academic procrastination. Furthermore, both digital burnout and fatigue were found to increase academic procrastination. The analyses indicated that life satisfaction and fatigue played a partial mediating role in the relationship between digital burnout and academic procrastination.Future research may investigate potential strategies to reduce the effects of digital burnout on academic procrastination (e.g., social activities, sports). Additionally, longitudinal data could be used in various disciplines to examine differences in mediation effects across demographic variables, and cultural differences could be explored in samples from diverse cultural contexts.

The transition from elementary to junior high school presents developmental challenges, particularly for students with neurodevelopmental traits. This study examined how autism, attention-deficit/hyperactivity disorder (ADHD) traits and effortful control (EC) were related to changes in mental health during this transition in a large Japanese community sample (N = 2,564). This longitudinal study used data from a community-based cohort of Japanese students and their parents/guardians (N = 2,692). Autism traits were measured using the Autism Spectrum Screening Questionnaire (ASSQ). ADHD traits were assessed with the Attention Deficit/Hyperactivity Disorder Rating Scale (ADHD-RS). Effortful control (EC) was evaluated using the "Effortful Control" subscale of the Early Adolescent Temperament Questionnaire-Revised (EATQ-R). Mental health problems were assessed using the Strengths and Difficulties Questionnaire (SDQ) before and after the transition. Generalized estimating equations (GEE) and latent profile analysis (LPA) were conducted to examine associations among autism and ADHD traits, EC, and mental health across the transition. GEE revealed that higher autism and ADHD traits and lower EC predicted more severe mental health problems. The LPA identified three distinct subgroups characterized by high, moderate, and low SDQ scores across the transition. The high-SDQ group showed elevated autism and ADHD traits and low EC, whereas the low-SDQ group showed low auism and ADHD traits and high EC. The moderate group exhibited intermediate levels for all measures. These findings suggest that pre-existing mental health problems tend to persist during the transition period. Importantly, students with higher autism and ADHD traits and lower EC exhibited diverse adaptation patterns-some improved while others worsened-highlighting that high autism traits are not necessarily associated with post-transition mental health deterioration. This underscores the need for support tailored to neurodevelopmental and self-regulatory profiles.

Academic procrastination is the tendency to delay academic activities such as carrying out tasks, studying for exams and similar. This behaviour may be related to the inappropriate use of social networks, especially by those students who procrastinate the most. The aim of this study is to identify latent profiles of academic procrastination and determine whether there are differences in terms of the areas of delay (academic activities, final degree projects, studying for exams and keeping abreast of academic tasks) and the factors of inadequate use of social networks (obsession with networks, a lack of better control and excessive use). The participants in this study were 1784 students from 24 Spanish universities. The Spanish version of the procrastination assessment scale and the questionnaire on addiction to social networks were used for information gathering. A Latent Profile Analysis, multivariate analysis of variance (MANOVA) and multivariate covariance analysis (MANCOVA) were carried out to examine the differences between the profiles detected, delay areas and social network addiction factors. The results showed three latent profiles in procrastination behaviour: low, moderate and high procrastination. Moreover, significant differences were observed in terms of the areas of delay and network addiction factors. In conclusion, the greater the procrastinating behaviour, the greater the tendency to delay academic activities and present more frequently inadequate conduct in the use of social networks.

This study aims to investigate the relationship between academic anxiety and academic procrastination, with perceived stress as a mediator, among university students in Pakistan. A quantitative correlational design was employed, and data were collected from 292 students aged 18 to 35 years, enrolled in public and private universities. Standardized measures, including the academic anxiety scale, perceived stress scale, and academic procrastination scale, were administered. Results indicate that academic anxiety is positively and significantly associated with both perceived stress and academic procrastination, while perceived stress is also positively and significantly related to academic procrastination. Mediation analysis using Hayes Process Macro 4.2 (Model 4) further demonstrates that perceived stress partially mediates the relationship between academic anxiety and academic procrastination, as the direct effect remains significant. The study emphasizes the importance of stress management and psychological support programs in reducing procrastination and enhancing academic performance among university students.

Academic procrastination is a common behavioral issue among university students. Recent studies indicate that chronotype is associated with procrastination tendencies, anxiety and depression symptoms, as well as physical activity levels. This study aims to examine the relationship between chronotype and academic procrastination, and to investigate whether anxiety and depression symptoms and physical activity mediate this association. This cross-sectional online study included 1,207 university students. The participants completed measures of chronotype (a Morningness-Eveningness Questionnaire), academic procrastination (the Tuckman Procrastination Scale), physical activity (a Global Physical Activity Questionnaire), and anxiety-depression symptoms (total score of the Hospital Anxiety and Depression Scale). Correlational and serial mediation analyses (PROCESS macro Model 6, 5,000 bootstrap samples) were conducted to examine the direct and indirect effects. Evening-type individuals reported higher academic procrastination (p < .001) and anxiety-depression symptoms (p < .001), and lower physical activity (p = .002) compared to other chronotypes. The chronotype was negatively correlated with the academic procrastination (r = -.27, p < .001) and the anxiety-depression symptoms (r = -.18, p < .001), and positively correlated with the physical activity (r = .09, p = .001). A mediation analysis showed that 80.4% of the total effect of the chronotype on the procrastination was direct (B = -0.267, p < .001), while 19.6% was indirect, primarily through the anxiety-depression symptoms (B = -0.056, 95% CI [-0.082, -0.035]) and to a lesser extent through the physical activity (B = -0.007, 95% CI [-0.015, -0.001]). However, no significant indirect path was found through the serial mediation of the anxiety-depression symptoms and the physical activity (95% CI [-0.002, 0.001]). Chronotype is significantly associated with academic procrastination, with anxiety-depression symptoms and physical activity partially mediating this relationship. Chronotype, anxiety and depression symptoms, and physical activity levels should be considered in designing interventions targeting the academic behavior and well-being in students.

Supportive care needs, decision-making participation attitudes, and quality of life in young and middle-aged Chinese patients with cancer: A latent profile and mediation analysis

This study examined empirically derived symptom cluster profiles among patients who present with insomnia using clinical data and polysomnography. Latent profile analysis was used to identify symptom cluster profiles of 175 individuals (63% female) with insomnia disorder based on total scores on validated self-report instruments of daytime and nighttime symptoms (Insomnia Severity Index, Glasgow Sleep Effort Scale, Fatigue Severity Scale, Beliefs and Attitudes about Sleep, Epworth Sleepiness Scale, Pre-Sleep Arousal Scale), mean values from a 7-day sleep diary (sleep onset latency, wake after sleep onset, and sleep efficiency), and total sleep time derived from an in-laboratory PSG. The best-fitting model had three symptom cluster profiles: "High Subjective Wakefulness" (HSW), "Mild Insomnia" (MI) and "Insomnia-Related Distress" (IRD). The HSW symptom cluster profile (26.3% of the sample) reported high wake after sleep onset, high sleep onset latency, and low sleep efficiency. Despite relatively comparable PSG-derived total sleep time, they reported greater levels of daytime sleepiness. The MI symptom cluster profile (45.1%) reported the least disturbance in the sleep diary and questionnaires and had the highest sleep efficiency. The IRD symptom cluster profile (28.6%) reported the highest mean scores on the insomnia-related distress measures (eg, sleep effort and arousal) and waking correlates (fatigue). Covariates associated with symptom cluster membership were older age for the HSW profile, greater obstructive sleep apnea severity for the MI profile, and, when adjusting for obstructive sleep apnea severity, being overweight/obese for the IRD profile. The heterogeneous nature of insomnia disorder is captured by this data-driven approach to identify symptom cluster profiles. The adaptation of a symptom cluster-based approach could guide tailored patient-centered management of patients presenting with insomnia, and enhance patient care.

The present study aimed to investigate the relationship between perfectionism and academic procrastination and psychological distress in undergraduate university students. It was hypothesized that maladaptive perfectionism and academic procrastination are likely to predict psychological distress. Further aim of the study was to determine the mediating role of academic procrastination in the relationship between maladaptive perfectionism and psychological distress in undergraduate university students. A correlational research design was employed, using a purposive sampling technique to collect online data. The sample comprised of 244 male and female undergraduate students from both public and private sector universities. Assessment tools included the Almost Perfect Scale- Revised (APS-R), Procrastination Assessment Scale-Students (PASS) and Depression, Anxiety and Stress Scale (DASS-21) were used to measure perfectionism, academic procrastination and psychological distress respectively. The data were analyzed by applying descriptive statistics, reliability analysis, Pearson product correlation, multiple hierarchal regression and mediation analysis. The results showed that maladaptive perfectionism and academic procrastination were positively correlated with psychological distress, whereas adaptive perfectionism had no significant relationship with psychological distress. Moreover, maladaptive perfectionism and academic procrastination emerged as significant positive predictors of psychological distress among undergraduate university students. The main findings of mediation analysis revealed that academic procrastination partially mediated the relationship between maladaptive perfectionism and psychological distress. The result was discussed in the light of previous literature, theoretical and cultural background.

The issue of academic procrastination is highly prevalent among university students. It not only has a deterimental effect on students' academic performance but also poses a risk to their physical and mental well-being. Anxiety, as a negative emotion, has attracted researchers’ attention in relation to academic procrastination. Research indicates a correlation between state anxiety and academic procrastination, but the underlying mechanisms that drive this association remain unclear. When individuals experience ego-depletion, it can lead to psychological exhaustion, subsequently leading to procrastination. Gender role conceptions, shaped by sociocultural and psychological mechanisms, have profound implications on individuals’ cognition, emotions, and behaviors. This study primarily aims to explore the relationship between state anxiety and academic procrastination among university students, with a particularly focus on the mediating role of ego-depletion and the moderating role of gender. A survey using the State Anxiety Scale, Ego-Depletion Scale, and Irrational Procrastination Scale was administered to 3370 undergraduates. State anxiety shows positive correlations with ego depletion and academic procrastination (r = 0.665, p < 0.01; r = 0.491, p < 0.01), while ego depletion is also positively linked to academic procrastination (r = 0.500, p < 0.01). State anxiety serves as a positive predictor of academic procrastination, with a confidence interval of 95% [0.626, 0.696]; additionally, ego depletion partially mediates the relationship between state anxiety and academic procrastination, with a confidence interval of 95% [0.168, 0.251]. Gender acts as a moderator in directly predicting the impact of state anxiety on academic procrastination and in the latter stage of mediating the effect of ego depletion. State anxiety can significantly and positively predict academic procrastination among university students. Ego-depletion partially mediates the relationship between state anxiety and academic procrastination. The direct predictive effect of state anxiety on academic procrastination, as well as the mediating role of ego-depletion, is moderated by gender. This provides educators and university students themselves with reference for addressing the issue of academic procrastination.

Purpose: Generalized anxiety traits are frequently observed among university students and have a detrimental impact on academic performance, often contributing to procrastination. Despite this, the mediating roles of perceived stress and fear of negative evaluation in the relationship between generalized anxiety traits and academic procrastination remain underexplored, particularly within the Pakistani university context. This study aims to fill that gap. Methodology: A cross-sectional correlational design was employed, using purposive sampling to recruit 246 university students in Pakistan (men and women), aged 18 to 35 years (M = 21.33, SD = 1.89). Standardized instruments included the Generalized Anxiety Disorder Scale (GAD-7), Perceived Stress Scale (PSS), Brief Fear of Negative Evaluation Scale – Revised (BFNE-R), and the Procrastination Assessment Scale - Students. Correlation analysis and independent samples t-tests were conducted. Findings: Generalized anxiety traits, perceived stress, fear of negative evaluation, and academic procrastination were all positively and significantly correlated. Mediation analysis using Hayes' PROCESS macro version 4.2 revealed that perceived stress significantly mediated the relationship between generalized anxiety traits and academic procrastination. However, fear of negative evaluation did not serve as a significant mediator, as the indirect effect was not statistically significant. No significant gender differences were found across the study variables. Unique Contribution to Theory, Policy, and Practice: The study advances theoretical understanding by highlighting perceived stress as a key mediating factor linking anxiety traits to academic procrastination, while challenging the assumed mediating role of fear of negative evaluation. The findings suggest practical implications for mental health interventions in academic settings, emphasizing the need for stress management and cognitive-behavioral support programs. Policymakers and universities should develop mental health strategies to reduce academic procrastination and enhance student well-being

This study uses latent profile analysis (LPA) to examine how family functioning profiles relate to high school students' aggressive behaviour, with peer relationship problems and self‐control as mediators and gender as a moderator. Drawing on data from a sample of 1192 adolescents (M age = 16.68, SD age = 0.66; 52.9% males), the analyses were conducted using LPA and the Hayes PROCESS macro (Models 4 and 59). LPA revealed four distinct family functioning profiles: low family functioning profile (23.7%), moderate family functioning profile (46.3%), high family functioning profile (20.5%) and low family functioning–high problem‐solving profile (9.4%). Notably, negative family functioning was significantly associated with higher levels of aggressive behaviour. Mediation analysis showed that peer relationship problems and self‐control mediated the relationship between family functioning and aggressive behaviour in the moderate and high family functioning profiles. Moderation analysis further revealed that males were more vulnerable to aggression resulting from peer problems, with self‐control offering stronger protection than in females. Gender also significantly moderated the indirect paths from the moderate and low family functioning–high problem‐solving groups to aggression through peer problems, significant only in males. These findings highlight the distinct impacts of different family functioning profiles on adolescent aggression, offering new insights and empirical support for family‐based interventions and adolescent behaviour programmes.

Exploring different types of academic delayers: A latent profile analysis