Strict father, kind mother? Effects of congruent and incongruent parental emotional warmth on academic procrastination.

The increasing prevalence of problematic smartphone use and academic procrastination among vocational students has raised concerns about academic functioning in Technical and Vocational Education and Training (TVET) institutions. This study examines the associations among smartphone addiction, academic procrastination, self-efficacy, and academic achievement among automotive engineering students in Kenyan TVET institutions. A cross-sectional survey approach, was employed on 509 students through validated self-report instruments from Kenyan TVET institutions. The findings indicate strong associations between self-efficacy and academic achievement, as well as between smartphone addiction and academic procrastination, while academic procrastination shows a weaker association with academic performance. Self-efficacy fully mediated the effect of academic procrastination and partially mediated the effect of smartphone addiction on achievement. The study offers insights that may inform student support strategies and pedagogical practices within vocational education. The findings are relevant to educators and policymakers concerned with student engagement and academic functioning in TVET contexts.

The increasing prevalence of digital media tools and applications may influence aspects of university students' lives. Excessive use of these digital applications is associated with increased stress and potentially adverse outcomes related to academic achievement. This study examined the effect of digital stress on academic procrastination and psychological well-being, and whether ego depletion played a mediating role in these relationships. The hypotheses formulated for this purpose were tested within the framework of the analysis of data collected through a survey using a quantitative research design. A cross-sectional study was conducted in 2025 using convenience sampling to collect 768 data points from undergraduate students enrolled in university programmes in Rize, Türkiye. Hayes' Process macro was used for the mediation analysis. The effect of digital stress subdimensions on academic procrastination is positive and significant. The effect of digital stress on psychological well-being (excluding availability stress and online vigilance) is negative and significant. Ego depletion plays a mediating role in both the effect of digital stress on academic procrastination (excluding availability stress) and psychological well-being (excluding availability stress). The effect of academic procrastination on both psychological well-being and academic achievement is negative and significant. Psychological well-being has a positive and significant effect on academic achievement. The results of the current study show that students are negatively affected by digital stress. Digital stress increases ego depletion, which delays the fulfilment of important academic responsibilities. It can also undermine students' positive perceptions of their lives. These effects may also stem from ego depletion. Consequently, students may be susceptible to the detrimental impact of digital media tools when striving for academic achievement. The study offers theoretical and practical recommendations for researchers and university administrators.

The rapid growth of digital technology use among university students has led to maladaptive usage patterns associated with psychological and behavioral problems, such as digital addiction and nomophobia, which may increase academic procrastination. This study examined the effects of digital addiction and nomophobia on academic procrastination among university students and investigated the mediating role of digital addiction in the relationship between nomophobia and academic procrastination. A predictive correlational design was employed with a sample of 306 undergraduate students from a private university in Jordan. Data were collected using the Digital Addiction Scale, the Fırat Nomophobia Scale (FNS), and the Academic Procrastination Scale (APS). Structural equation modeling (SEM) and multiple regression analyses were conducted. Structural equation modeling showed that nomophobia had a significant positive direct effect on academic procrastination (β = 0.240, CR = 6.77, p < 0.001), whereas digital addiction did not exhibit a significant direct effect (β = −0.013, p = 0.664). Mediation analysis revealed a full mediation effect, with digital addiction exerting a significant indirect effect on academic procrastination (β = 0.153, z = 4.51, p < 0.001), while the direct effect remained non-significant. Multiple regression analysis indicated that digital addiction was the strongest predictor of academic procrastination (β = 0.405, t = 4.95, p < 0.001), and the overall model explained 14.7% of the variance in academic procrastination (R² = 0.147). The structural model demonstrated acceptable fit indices (CFI = 0.913, TLI = 0.925, RMSEA = 0.063), supporting the robustness of the findings.

Family communication patterns and perfectionism as predictors of academic procrastination in nursing students.

General Background: Academic procrastination remains a persistent behavioral problem among adolescents in vocational education, often associated with internal psychological factors. Specific Background: Low self-esteem has been identified as one of the internal determinants contributing to students’ tendency to delay academic tasks. Knowledge Gap: Although prior studies have examined the relationship between self-esteem and academic procrastination, limited experimental evidence evaluates structured psychoeducation focusing on self-esteem development in vocational high school settings. Aims: This study aims to examine the effectiveness of self-esteem psychoeducation in reducing academic procrastination among students of SMK Antartika 1 Sidoarjo. Results: Using a quantitative pre-experimental one group pretest-posttest design involving 40 eleventh-grade students, the paired sample t-test revealed a significant difference between pretest and posttest scores (p = 0.004), indicating a decrease in academic procrastination after the intervention. Novelty: This study provides empirical evidence of a structured self-esteem psychoeducation program implemented in a vocational high school context using a pre-experimental approach. Implications: The findings highlight the importance of integrating self-esteem development programs within school counseling services to address academic procrastination behaviors. Keywords: Self Esteem, Academic Procrastination, Psychoeducation, Vocational High School, Pre Experimental Design Key Findings Highlights: Statistical testing shows significant score differences before and after intervention. Structured sessions contribute to behavioral change within three weeks. Counseling-based programs demonstrate measurable student progress.

This study examines the relationship between online gaming intensity and academic procrastination among university students. General Background: Academic procrastination is a persistent behavioral issue in higher education that may reduce academic performance and psychological well-being. Specific Background: The increasing engagement of students in online gaming activities raises concerns regarding time management and academic responsibility. Knowledge Gap: Although prior studies have explored procrastination and digital behavior, differences in research subjects, variables, and settings indicate the need for contextual empirical evidence among psychology students in Indonesia. Aims: This study aims to analyze the role of online gaming intensity in predicting academic procrastination among students of the Faculty of Psychology and Education at a private university in Sidoarjo. Results: Using a quantitative correlational design with 399 participants and simple linear regression analysis, the findings reveal a positive and statistically significant relationship (B = 0.571; β = 0.593; p < 0.001), indicating that higher gaming intensity is associated with higher levels of academic procrastination. Novelty: The study provides localized empirical evidence by focusing on psychology students and applying regression analysis to quantify predictive contribution. Implications: The findings underline the importance of time management, self-control, and digital literacy programs to prevent maladaptive academic behavior in higher education contexts. Keywords: Academic Procrastination, Online Gaming Intensity, University Students, Digital Behavior, Time Management Key Findings Highlights: Higher gaming frequency and duration are associated with increased task delay tendencies. Statistical modeling confirms a significant predictive contribution of digital engagement toward task postponement. Preventive strategies involving self-regulation and structured scheduling are recommended within campus settings.

Academic procrastination is widely recognized as a pervasive self-regulatory problem in higher education and is consistently associated with lower performance, heightened distress, and impaired well-being. Contemporary evidence suggests that procrastination is not adequately explained by “poor time management” alone, but is closely linked to students’ cognitive appraisals of tasks and of the self. Within cognitive-behavioral frameworks, cognitive distortions—systematic errors in thinking such as catastrophizing, overgeneralization, selective abstraction, mind reading, and “should” statements—can intensify negative task-related emotions, undermine self-efficacy, and promote avoidance-based coping, thereby increasing the likelihood of academic delay. This article synthesizes research on the cognitive predictors of procrastination with a focus on cognitive distortions and related dysfunctional belief systems among university students. A narrative review approach was applied to peer-reviewed studies and seminal theoretical sources identified through searches of major databases and reference chaining. Findings converge on three propositions: maladaptive cognitions (cognitive distortions, irrational beliefs, dysfunctional attitudes) show reliable associations with procrastination indicators, although effect sizes vary by measurement and context; fear of failure, depressive symptoms, low self-esteem, and reduced academic self-efficacy frequently function as mediating pathways linking distorted cognitions to delay behavior; and interventions that target maladaptive appraisals (e.g., cognitive restructuring, appraisal inquiry, CBT-based skills training) demonstrate reductions in procrastination, supporting the plausibility of a cognitive mechanism. The review concludes with implications for assessment and university counseling and proposes priorities for future research, including longitudinal and experimental designs and more fine-grained measurement of distortion profiles across academic tasks.

Academic procrastination is often described as a voluntary delay of intended coursework despite awareness of negative consequences. Although motivational and emotional explanations have strong empirical support, a growing body of research suggests that procrastination is also meaningfully related to executive dysfunction, understood as difficulties in cognitive control processes that enable goal-directed behavior. From a cognitive control perspective, procrastination can be conceptualized as a breakdown in the capacity to maintain academic goals, resist competing temptations, initiate effort in the face of aversive affect, and flexibly regulate attention and action across time. This article synthesizes theoretical and empirical literature linking executive functions to procrastination in university students, with emphasis on how deficits in inhibition, working memory, goal maintenance, task switching, and emotion-related control may contribute to delays in starting and sustaining academic work. A narrative review approach is used to integrate evidence from self-report and performance-based executive function measures, findings from ADHD-related research, and cognitive neuroscience models of control including conflict monitoring and proactive versus reactive control. The reviewed evidence converges on the view that executive dysfunction is not merely an accompanying feature of procrastination but can operate as a psychological vulnerability that increases reliance on short-term mood repair and reward-driven choice at the expense of long-term academic goals. Implications for assessment, prevention, and intervention are discussed, highlighting the value of integrating cognitive control training, environmental design, and cognitive-behavioral techniques in university support services.

Academic procrastination and perfectionism, as well as self-efficacy, are deeply interconnected. This paper aims to explore the potential impact of these three variables on academic procrastination among university students. It was hypothesized that self-efficacy will mediate perfectionism and academic procrastination. The study consisted of 107 participants, comprising 56 males and 51 females from different universities. To measure self-efficacy, perfectionism, and academic procrastination, the general self-efficacy scale, multidimensional scale, and academic procrastination scale were used. In order to interpret the data, mediation analysis and descriptive analysis were conducted. All statistical computation was done through Statistical Package for Social Sciences (SPSS, V-20). The findings of the study indicated that perfectionism had a significant effect on procrastination whereas self-efficacy had no effect on procrastination. It is recommended to include qualitative methods to get more detailed understanding of students’ experiences and perceptions.

This study aims to describe: (1) students' academic procrastination, (2) students' academic stress, and (3) examine the relationship between academic procrastination and academic stress among students. This research uses a quantitative method with correlational analysis. The population of this study consists of 1,078 students enrolled in grades X, XI, and XII at SMAN 2 Bukittinggi for the July-December semester of the 2025/2026 academic year. The sample consists of 313 students selected through Stratified Random Sampling. Data were collected using an academic procrastination checklist and an academic stress checklist in the form of a Likert scale. The data were analyzed using descriptive analysis and Pearson Product Moment correlational analysis. The results show that (1) academic procrastination is in the low category, (2) academic stress is in the low category, and (3) there is a significant positive relationship between academic procrastination and academic stress among students. This study indicates that when the level of academic procrastination is low, academic stress is also low.

The increasing intensity of smartphone use among college students has the potential to affect academic workload and trigger maladaptive behavior. This study aims to analyze the role of academic procrastination as a mediator in the relationship between smartphone addiction and academic stress. This study used quantitative methods with a correlational design. The participants in this study consisted of 264 college students in the Special Region of Yogyakarta. The instruments used in this study included the Academic Stress Scale, the Smartphone Addiction Scale (SAS), and the Academic Procrastination Scale (APS). Data were analyzed using simple linear regression, multiple linear regression, and mediation analysis. The main findings indicate that smartphone addiction is significantly associated with academic stress, both directly (Direct = 0.307, 95% CI [0.179, 0.431], p < 0.001) and indirectly (Indirect = 0.224, 95% CI [0.144, 0.315], p < 0.001) through academic procrastination (Total = 0.531, 95% CI [0.415, 0.665], p < 0.001). This means that academic procrastination partially mediates the relationship between smartphone addiction and academic stress. This study highlights that increased smartphone addiction tends to elevate academic procrastination, which in turn leads to academic stress.

Beyond positive thinking: A randomized trial of mental contrasting with implementation intentions to curb academic procrastination.

Academic procrastination: A systematic review of causal factors and interventions

Phubbing – ignoring others by focusing on smartphones – has become prevalent among university students, potentially contributing to foreign language anxiety (FLA) and academic delay behaviors. Despite growing research interest, the psychological mechanisms linking these phenomena remain underexplored. This study examined whether FLA mediates the relationship between phubbing and academic delay behaviors among Egyptian university students using a cross-sectional correlational design. Two samples participated: a psychometric validation sample (N = 642) and a main study sample (N = 1,062), recruited from Al-Azhar University, Egypt, through convenience sampling via their respective academic departments. Participants completed online questionnaires via Google Forms including the Generic Scale of Phubbing, Short-Form Foreign Language Anxiety Scale, and Academic Procrastination Scale–Short Form. Data analysis was conducted using SPSS-29 and AMOS-27, with mediation analysis employing Hayes' PROCESS macro, Model 4, with 5,000 bootstrap resamples. Results revealed that FLA significantly mediated the phubbing-academic delay relationship, accounting for 40.21% of the total effect (indirect effect: b = 0.020, 95% CI [0.011, 0.029]), with the direct effect remaining significant, indicating partial mediation. Significant positive correlations emerged among all variables, with phubbing predicting FLA (? = 0.292) and FLA predicting academic delays (? = 0.328). This study is among the first to explore this relationship in Egyptian higher education, indicating that anxiety is a key pathway linking smartphone-related disruptions to academic performance. Universities should consider strategies that combine smartphone management with anxiety reduction, while future research should use longitudinal designs and examine other potential mediators.

Graduate School of Management, Post Graduate Centre, Management and Science University, Persiaran Olahraga Section 13, Shah Alam 40100, Selangor, Malaysia,

The role of construal level in active academic procrastination: The mediating effects of academic delay of gratification and self-Regulated learning in junior High school students

The widespread adoption of social media in everyday life has also raised concerns about its potential effects on university students' self-regulatory behaviors. The current investigation not only explored the relationship between social media addiction, bedtime procrastination, and academic procrastination, but also made comparisons on gender, university type, and residential background. A cross-sectional survey study was adopted using 300 university students. The young people were surveyed on Social Media Addiction Scale, Bedtime Procrastination Scale, and Academic Procrastination Scale. The statistical analyses to test the four hypotheses were Pearson correlation and independent samples t-tests. Findings have shown that social media addiction is significantly and positively correlated with bedtime procrastination (r =.57, p <.01), indicating that the higher the addictive social media activity, the more likely it is the delay in sleep behavior. Surprisingly enough, social media addiction was not positively correlated with academic procrastination (r = -.76, p <.01). The difference between genders appeared only when it came to academic procrastination, with the female population reporting more than the male population. The effects of institutional context were found to be strong: social media addiction and bedtime procrastination were weaker in the case of private university students; academic procrastination was significantly stronger in the case of public university students. Bedtime procrastination was found to be more common among urban students than it was among rural students. The results are explained in the framework of self-regulation and self-determination theories, where it is observed that the negative impact of digital overuse on biological processes, including sleep, is more immediate, and academic procrastination seems to be a more general motivational and situational phenomenon. Discussed are implications for digital hygiene interventions and policy within institutions.

Active involvement in campus organizations requires students to manage academic responsibilities alongside organizational commitments. In practice, this dual role often creates challenges in self-control and time use, which can lead to delays in completing academic tasks. This situation underlies the need to examine how self-regulation and time management are related to academic procrastination among students who are actively engaged in organizations at the Faculty of Psychology and Educational Sciences, Universitas Muhammadiyah Sidoarjo. The research employed a quantitative approach with a correlational design. The population consisted of 340 students who were actively involved in campus organizations, while a sample of 180 students was determined using the Isaac and Michael table with a 5% margin of error and selected through a simple random sampling technique. Data were collected using self-regulation, time management, and academic procrastination scales. The collected data were analyzed using multiple linear regression analysis. The results showed that self-regulation and time management simultaneously had a significant effect on academic procrastination. Partially, self-regulation had a negative and significant effect on academic procrastination, indicating that better self-regulation is associated with lower levels of academic procrastination. In addition, time management also had a negative and significant effect on academic procrastination, suggesting that students who are better at managing their time tend to show lower tendencies toward academic procrastination. These findings highlight the importance of self-regulation and effective time management in minimizing academic procrastination among students who are actively involved in campus organizations.

Abstract Objectives To examine the association between smartphone addiction and academic procrastination among medical students and to explore related sociodemographic and lifestyle factors. Background Academic procrastination refers to the deliberate postponement of academic tasks despite the potential negative consequences. It is frequently encountered among medical students due to their intense workload, high stress levels, and long training periods. This study investigates the prevalence of academic procrastination and smartphone addiction, examining the sociodemographic and behavioral factors associated with this prevalence. Methods This descriptive cross-sectional study was conducted at Selçuk University Faculty of Medicine between March and June 2024 with 1212 students. Data were collected via supervised, self-administered paper questionnaires administered during lecture hours, including a sociodemographic form, the Aitken Procrastination Inventory (API), and the Smartphone Addiction Scale–Short Version (SAS-SV). Analyses comprised independent-samples t-tests, one-way ANOVA, and correlation tests; p < 0.05 was considered statistically significant. Results The mean age of the participants was 21.69 ± 2.27, and the ages ranged from 18 to 30. The API score of male students (44.88 ± 8.34) was significantly higher than that of female students (42.13 ± 9.66) ( p < 0.001). The smartphone addiction rate in males is 51.2%, higher than that of females (p < 0.001). Year 1 students had the highest addiction rate (57.2%, p < 0.001). The API scores of students who used alcohol (46.91 ± 8.99) or smoked cigarettes (46.68 ± 8.78) were significantly higher than that of non-users ( p < 0.001). Students with smartphone addiction had significantly higher API scores (46.70 ± 8.00) compared to students without addiction (40.47 ± 9.20, p < 0.001). Conclusion Among medical students, smartphone addiction scores were significantly associated with academic procrastination. Condensed abstract In this cross-sectional study of 1212 medical students, smartphone addiction was associated with higher academic procrastination. Procrastination was also higher in males and in students who reported alcohol use or smoking, and may be influenced by other factors. Smartphone addiction severity showed a moderate correlation with procrastination.