The association between procrastination in academic writing and negative emotional states during the COVID-19 pandemic: the indirect effects of stress coping styles and self-efficacy

Abstract

ABSTRACT Background and Objectives: Limited research has examined the mediating mechanisms underlying the association between procrastination in academic writing and negative emotional states during the COVID-19 pandemic. In the present study, we examined whether stress coping styles and self-efficacy for self-regulation of academic writing mediated the relationship between procrastination in academic writing and negative emotional states. Design and Method: Graduate students (N = 475, 61.7% female, M age of students at baseline = 29.02 years, SD = 5.72) completed questionnaires at Time 1 (March 2020; Procrastination in Academic Writing and Coping Inventory for Stressful Situations), and Time 2 (June 2020; The Self-Efficacy for Self-Regulation of Academic Writing Scale and Depression, Anxiety, and Stress Scale – 21). Results: Emotion-oriented coping and the self-efficacy for self-regulation of academic writing serially mediated the association between procrastination in academic writing and negative emotional states. Meanwhile, task-oriented coping and self-efficacy for self-regulation of academic writing also serially mediated the association between procrastination in academic writing and negative emotional states. Conclusions: These findings provide a plausible explanation of the roles that stress coping styles and self-efficacy for self-regulation of academic writing play in the association between procrastination in academic writing and negative emotional states.