Abstract
Blended learning combines traditional education with digital technologies. The current study investigates the levels of academic procrastination and psychological well-being and examines the correlation between these two variables among students in blended learning in a public university in Jordan. The sample encompassed 709 students, consisting of individuals from both genders. The data-gathering procedure involved the utilization of measurement instruments to assess both academic procrastination and psychological well-being. The students exhibited a low level of academic procrastination, pointing toward a positive impact of the blended learning model in their academic environment. This is apparent through the significant rise in their levels of psychological well-being. Intriguingly, an inverse correlation between academic procrastination and psychological well-being was noted. Furthermore, the findings indicated that academic procrastination exerts a detrimental influence on psychological well-being, aligning with the outcomes documented in the literature review, which emphasized how academic procrastination diminishes subjective well-being and reduces overall happiness. This study is confined to a specific university context and the sphere of blended learning, thereby limiting its generalizability to other educational models.
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