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Copyright of Larq Journal for Philosophy, Linguistics & Social Sciences is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Online shopping addiction has been identified as a detrimental behavioral pattern, necessitating the development of effective mitigation strategies. Objective: This study aims to elucidate the psychological mechanisms underlying online shopping addiction through constructing and analyzing a C5.0 decision tree model, with the ultimate goal of facilitating more efficient intervention methods. Methodology: A comprehensive survey was conducted among 457 university students in Sichuan, China, utilizing validated psychometric instruments, including the Online shopping addiction Scale, College Academic Self-Efficacy Scale, College Students' Sense of Life Meaning Scale, Negative Emotion Scale, Social Anxiety Scale, Sense of Place Scale, and Tuckman Procrastination Scale. Results: The predictive model demonstrated an accuracy of 79.45%, identifying six key factors predictive of online shopping addiction: academic procrastination (49.0%), sense of place (26.1%), social anxiety (10.1%), college students' sense of life meaning (7.0%), negative emotions (7.0%), and college academic self-efficacy (0.9%). Conclusion: This pioneering study in online shopping addictiononline shopping addiction prediction offers valuable tools and research support for identifying and understanding this behavioral addiction, potentially informing future intervention strategies and research directions. This study provides research support for improving people's understanding and management of behavioral addictions and promoting healthier online shopping habits. [ABSTRACT FROM AUTHOR]

Academic life satisfaction is an important indicator of students' contentment with both their academic and personal environments. Therefore, determining the factors that promote academic life satisfaction is of great importance. This study aimed to investigate the mediating role of flow experiences in the association between academic procrastination and personal satisfaction and satisfaction with the academic environment. A total of 581 undergraduate students (65.4% women) participated in the study. The students' ages ranged from 18 to 25 years, with an average age of 20.44 years (SD = 2.02). This study found that academic procrastination was negatively associated with flow experiences, personal satisfaction and satisfaction with the academic environment. Flow experiences were positively associated with personal satisfaction and satisfaction with the academic environment. Flow experiences acted as a mediator in the association between academic procrastination and personal satisfaction and satisfaction with the academic environment. The study findings show that academic procrastinators may have difficulty in experiencing flow, which in turn leads to poor academic life satisfaction. This study addresses the need for practices aimed at reducing academic procrastination and experiencing flow in interventions to enhance academic life satisfaction among university students. [ABSTRACT FROM AUTHOR]

Background: Academic procrastination is particularly prevalent among higher vocational nursing students, a key component of the nursing workforce, and is closely associated with poor academic performance and a decline in clinical practice quality. While perceived stress and emotions are known significant predictors, the mechanisms through which they influence academic procrastination remain unclear. Thus, this study aimed to explore the mediating roles of positive and negative emotions in the relationship between perceived stress and academic procrastination among higher vocational nursing students. Methods: A cross-sectional survey was conducted among 1308 higher vocational nursing students from June to July 2023 in Hebei Province, China. The participants were recruited by convenient sampling to complete a sociodemographic and academic related information questionnaire, Perceived Stress Scales, Positive and Negative Affect Schedule, and Academic Procrastination Questionnaire for College Students. Then, the data were analysed by SPSS 26.0 and a multiple mediation model was tested using Hayes' PROCESS macro (Model 4). A mediation effect was considered statistically significant if the 95% confidence interval did not contain zero. Results: The mean score of academic procrastination was 50.4 (12.6), with 82.0% of nursing students reporting academic procrastination. A significant positive correlation was observed between perceived stress, negative emotions and academic procrastination (r = 0.442, r = 0.376, all P < 0.001). Conversely, a significant positive correlation was found between positive emotions and academic procrastination (r=-0.299, P < 0.001). Subsequent mediation analysis demonstrated that positive emotions and negative emotions partially mediated the correlation of perceived stress with academic procrastination (total indirect effect: Standardized β = 0.193, 95% CI [0.142, 0.247]). The direct effect was 0.252, and the mediating effect accounts for 43.4% of the total effect. Conclusions: Positive and negative emotions act as partial mediators in the correlation between perceived stress and academic procrastination among higher vocational college nursing students. It is crucial for nurse educators to foster positive emotional experiences and alleviate negative emotions through strategies such as effective stress management and mindfulness practices, in order to mitigate academic procrastination. Limitations: As a cross-sectional study, it cannot establish causal relationships between perceived stress, positive and negative emotions, and academic procrastination. Clinical trial number: Not applicable. [ABSTRACT FROM AUTHOR]

Time management skills may impact all aspects of students' performance and achievement. This study used mixed method research: a qualitative method together with a complementary quantitative method. The qualitative method study examined student's preparation plans leading up to the graduate paper. The quantitative method research examined the relationship between time management skills, procrastination, and academic achievement among Master of Education (M.Ed.) students, working on their theses. This is a complex, long-term task calling for effective time management in order to avoid or minimise procrastination. Unexpectedly, time management assistance did not affect the number of on-time submissions (according to the recommended project outline). These skills were significantly positively associated with academic procrastination, indicating that individuals having good time management skills are also low procrastinators. Both variables are negatively associated with the number of on-time submissions and did not mediate the relationship between time management assistance and the number of on-time submissions contrary to the hypotheses. The number of on-time submissions was positively associated with the final mark in that, as expected, the greater the number of on-time submissions, the higher the final mark. This study provides an innovative view that improves understanding of time management assistance for students: time management assistance does not affect each student identically. It is not effective for those students with time management difficulties yet disrupts those students with good time management skills. Such students ignore the plan proposed to them by lecturers and prefer to work independently. [ABSTRACT FROM AUTHOR]

Copyright of Jerash Journal for Research & Studies is the property of Jerash University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Academic procrastination is an increasingly pertinent issue among university students, impacting their academic performance, interpersonal relationships, and emotional well-being. However, brief assessment tools for timely intervention are scarce, especially in the Colombian context. Therefore, this study aims to evaluate the psychometric properties of the academic procrastination scale and analyze its relationship with mental health and life satisfaction. Methods: A total of 805 Colombian university students were selected through convenience sampling. Their ages ranged from 17 to 35 years, with an average age of 20.4 years (SD = 3.0). Results: The findings reveal a modified two-factor structure of the scale, with adequate fit indices (χ2 = 65.65, df = 13, p <.001; CFI =.96, TLI =.93, RMSEA =.07 (90% CI.06 −.09), SRMR =.03) and loadings above.50. Furthermore, both factors of the scale exhibited high reliability, with Cronbach's alpha and McDonald's omega coefficients greater than.80. The scale was also found to be gender invariant. Lastly, academic procrastination correlates positively with mental health and negatively with life satisfaction, while mental health relates negatively to life satisfaction. Conclusion: The Modified Academic Procrastination Scale (EPA-C) demonstrates adequate psychometric properties and is gender-invariant for assessing academic procrastination among Colombian university students. Moreover, it has an impact on the mental health and life satisfaction of these students. [ABSTRACT FROM AUTHOR]

Background: In today's rapidly evolving educational landscape, AI-powered applications like ChatGPT, POE, and Duolingo are revolutionizing language education, offering personalized learning experiences in EFL. However, challenges such as student engagement and academic procrastination persist. This study delves into how these AI tools impact EFL learners' engagement and procrastination tendencies, aiming to inform effective technology integration in language instruction. Objectives: The primary goals of this research are to assess the influence of AI-empowered applications on affective, cognitive, and behavioural engagement and academic procrastination among EFL learners. By considering both the affective and cognitive aspects of engagement, the study aims to provide insights into optimizing EFL instruction through AI-driven tools while addressing academic procrastination challenges. Methodology: A quasi-experimental research method was employed, involving ten intact classes comprising 350 students divided into two groups. Engagement and procrastination scales were administered before and after the treatment. T-tests were utilized to analyze the data, comparing pre- and post-treatment scores between the groups. Findings: The results indicate that the experimental group, exposed to AI-empowered applications, demonstrated significantly higher levels of affective, cognitive, and behavioural engagement than the control group. Keywords: AI-empowered applications, Academic procrastination, engagement, Chinese EFL learners' engagement. Moreover, a substantial reduction in academic procrastination was observed among students exposed to AI-empowered applications. Conclusions: The study underscores the potential of AI-empowered applications to enhance learner engagement and mitigate academic procrastination. The findings contribute to the pedagogical discourse surrounding technology integration and advocate adopting learner-centred approaches. The incorporation of AI-empowered applications in diverse educational settings is recommended. [ABSTRACT FROM AUTHOR]

Objective: The aim of this study was to predict academic procrastination based on attachment styles, family relationships, personality traits, and academic enthusiasm among students in Divaniye, Iraq. Methods and Materials: This research was descriptive and correlational in nature. The statistical population consisted of male and female students from Divaniye. A convenience sample of 300 male and female students was selected. Research instruments included the Solomon and Rothblum (1984) Academic Procrastination Questionnaire, the Armsden and Greenberg (1987) Inventory of Parent and Peer Attachment, the Olson and Barnes (2004) Family Relationship Questionnaire, the Costa and McCrae (1992) Five-Factor Personality Questionnaire, and the Fredericks et al. (2004) Academic Enthusiasm Questionnaire. Results were analyzed using both descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation and stepwise regression). Findings: The findings indicated that neuroticism and insecure attachment styles to peers and parents had a significant positive relationship with academic procrastination. In contrast, secure attachment styles to parents and peers, openness to experience, conscientiousness, and academic enthusiasm had a significant negative relationship with academic procrastination. Extraversion and agreeableness did not have a relationship with academic procrastination. The stepwise regression results showed that openness to experience, conscientiousness, academic enthusiasm, and secure attachment styles to peers and parents could predict academic procrastination. Conclusion: In sum, the results indicated that all the mentioned variables had a significant relationship with procrastination except for extraversion and agreeableness. Additionally, among these correlated variables, personality traits had the power to predict procrastination. [ABSTRACT FROM AUTHOR]

Objective: Academic procrastination is a common problem that negatively impacts students' academic performance and overall life. This study aimed to evaluate the effectiveness of a counseling package based on students' lived experiences in preventing academic procrastination and its effect on improving learning behaviors and their components among female middle school students. Methods and Materials: This quasi-experimental study employed a pre-test, post-test, and follow-up design with a control group. The sample consisted of 60 female middle school students from Tehran, equally divided into experimental and control groups. The intervention included 12 counseling sessions lasting 60-90 minutes, focusing on various aspects of behavior, cognition, communication, motivation, and emotion. Data were collected using a standardized scale for learning behaviors and analyzed using SPSS version 26 with descriptive statistics and repeated measures ANOVA. Findings: ANOVA results showed significant improvement in the experimental group compared to the control group (p < 0.01). The Bonferroni post-hoc test indicated an increase in learning behaviors and their components in the post-test (p < 0.01), with effects persisting in the follow-up (p < 0.05). Conclusion: The counseling package based on students' lived experiences effectively improves learning behaviors and their components. This approach can be integrated into educational programs to support students in overcoming procrastination and achieving better academic performance and improved mental health. [ABSTRACT FROM AUTHOR]

Objective: Academic procrastination is a prevalent issue among adolescents that can negatively impact their educational outcomes. This study aimed to investigate the effects of childhood traumas and parent-adolescent conflict on academic procrastination among female high school students in Karaj. It also sought to examine the potential mediating role of parent-adolescent conflict in the relationship between childhood traumas and academic procrastination. Methods and Materials: The study utilized a cross-sectional design with a sample of 384 female high school students selected via cluster random sampling from Karaj. Data collection was conducted using validated self-report questionnaires: the Childhood Trauma Questionnaire, the Conflict Behavior Questionnaire for assessing parent-adolescent conflict, and a standard Academic Procrastination scale. Descriptive and inferential statistical analyses, including correlation and regression analyses, were performed using structural equation modeling. Findings: The results indicated significant direct effects of childhood traumas and parent-adolescent conflict on academic procrastination. Specifically, higher levels of childhood traumas were associated with increased academic procrastination (β = .201, p < .001). Similarly, parent-adolescent conflict was positively correlated with procrastination (r = .25, p < .01). However, the indirect effect of childhood traumas on academic procrastination through parent-adolescent conflict was not significant (β = -.006, p = .747). Conclusion: This study underscores the impact of childhood traumas and parent-adolescent conflicts on academic procrastination. The findings highlight the importance of addressing these factors within educational and psychological interventions to support the academic success and well-being of students. Future research should explore longitudinal relationships and consider additional mediating variables. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to investigate the mediating role of self-esteem in the relationship between psychological capital, academic engagement, and academic procrastination with the psychological well-being of high school students in Al-Diwaniyah, Iraq. Methods and Materials: This applied, descriptive-correlational study employed a structural equation modeling design. The statistical population included all high school students in Al-Diwaniyah, Iraq, during the first semester of the 2023-2024 academic year. A total of 250 students were selected using a multi-stage cluster random sampling method, and finally, 194 students completed the questionnaires. The questionnaires used in this study included Ryff's Psychological Well-Being Scale (1989), Solomon and Rothblum's Academic Procrastination Scale (1984), Fredericks et al.'s Academic Engagement Scale (2004), Nguyen et al.'s Psychological Capital Questionnaire (2012), and Rosenberg's Self-Esteem Scale (1965). Data were analyzed using SPSS version 26 and AMOS version 24. Findings: The results indicated a significant positive relationship between psychological capital and academic engagement with self-esteem and psychological well-being (p < .01) and a significant negative relationship between academic procrastination with self-esteem and psychological wellbeing (p < .01). Additionally, there was a significant positive relationship between self-esteem and psychological well-being (p < .01). Furthermore, selfesteem partially mediated the relationship between psychological capital, academic engagement, and academic procrastination with psychological wellbeing. Conclusion: Based on the findings of the present study, it can be concluded that fostering self-esteem through the development of psychological capital, increasing academic engagement, and reducing procrastination can improve the psychological well-being of high school students in Al-Diwaniyah, Iraq. [ABSTRACT FROM AUTHOR]

Academic procrastination has been a subject of particular interest in research due to its frequent association with heightened levels of anxiety, stress, and the long-term risk of emotional and behavioural vulnerability (Hoge et al., 2013). Our study tests the correlation between motivational persistence as a trait and academic procrastination, as well as the impact of behavioural disengagement on this relation. A total of 426 female students aged 18 to 30 years participated in the study (M = 1.77, SD = 1.39). The results demonstrate a significant and negative correlation between motivational persistence and academic procrastination, and a weak correlation between behavioural disengagement and academic procrastination. Behavioural disengagement has a significant impact on the association between motivational persistence and academic procrastination; academic procrastination decreases irrespective of the level of behavioural disengagement. We discuss the practical implications from a feminine viewpoint and the extent to which coping strategies remain stable or vary depending on the situation. [ABSTRACT FROM AUTHOR]

Suicide is a major public health concern, and university students are at higher risk of suicide than any other age group. The purpose of this study was to examine the prediction power of loneliness, academic anxiety, and academic procrastination on suicidality among university students. A cross‐sectional, correlational design was used to recruit 403 university students using the electronic survey format in Jordan. Data were collected regarding loneliness, academic anxiety, academic procrastination, and suicidality. A two‐step multiple hierarchical regression analysis was performed. Only 17.1% (n = 69) of students were at risk of suicide, low to moderate level of loneliness, moderate level and moderate to high level of academic procrastination of academic anxiety. The model that included the sociodemographic and the psychological factors was significant (F18,390 = 12.3, p < 0.001) where the total variance in suicidality was 37.3% (R2 = 0.373). Being a working student, being on psychotropic medication, romantic and family relationships domains of loneliness, and academic anxiety were found to be predictors of suicidality (p < 0.05). Suicide is a significant problem among university students. Mental health professionals and policymakers need to enhance the use and access to mental health services and seek psychological counselling to combat the increasingly observed phenomenon of suicide among young people. [ABSTRACT FROM AUTHOR]

This research aims to analyze procrastination behavior among University X students class 2018- 2020 who have not completed their thesis on time. The research approach used was qualitative with a phenomological method, involving five participants who met the research criteria. Data was obtained through partially structured in-depth interviews, then analyzed using narrative methods. The research results identified that internal factors, such as low motivation, lack of selfregulation abilities, and non-optimal thinking strategies, are the main triggers for procrastination. External factors, including parenting styles, limited social support, and a less conducive academic environment, also influence these delays. The impacts of this behavior include increased levels of stress, anxiety, decreased quality of learning, and delays in graduation which can affect students' futures. It is hoped that these findings can become a reference for educational institutions to develop programs or policies that help students complete their theses on time. This research also provides insight for students regarding the importance of motivation and time management in completing academic assignments. [ABSTRACT FROM AUTHOR]

Delays in completing final assignments are common among final-year students. This research aims to examine the influence of smartphone addiction on academic procrastination through the mediator of self-regulated learning. The study uses a quantitative approach, with data collection methods involving academic procrastination scales, smartphone addiction, and self-regulated learning. The respondents in this study consisted of 304 students, selected using purposive sampling. The data were analyzed using Structural Equation Modeling (SEM) with Amos version 26. The research findings indicate that (1) there is a positive effect of smartphone addiction on academic procrastination, (2) there is a negative effect of smartphone addiction on self-regulated learning, (3) there is a negative effect of self-regulated learning on academic procrastination through the mediator of self-regulated learning, and (4) smartphone addiction influences academic procrastination through the mediator of self-regulated learning. [ABSTRACT FROM AUTHOR]

Time management is essential for strong strategic business planning and marketing campaigns. Having sufficient time to complete essential planning is important, as is the punctuality of meeting deadlines. Temporal Motivation Theory (TMT) explains the relationship between deciding to perform a task and expected incentives, consequences, and the cost of delay. We analyzed the time (in seconds) that business students submitted weekly quizzes before Saturday night deadlines (1,587 quiz submissions). Self-discipline was measured as a student's self-evaluation of their ability to start tasks promptly. We find that self-discipline, by itself, was associated with lower average quiz scores. However, self-discipline combined with greater punctuality was associated with higher quiz scores. High self-discipline associated with low emotional stability resulted in earlier average quiz submissions, which resulted in higher quiz scores than submitting work closer to deadlines. These results indicate using internal pressure like anxiety to initiate studying and completing schoolwork can lead to better academic performance. Based on TMT, students appear to use deadlines to reverse calculate the amount of time before a consequential deadline. This translates into a form of negative reinforcement (avoidance), as opposed to positive reinforcement for punctuality. Implications for business marketing students and academicians are discussed. [ABSTRACT FROM AUTHOR]

Abstract Academic procrastination is one of the major factors that can be a serious obstacle for students to achieve academic progress and success. This research aimed to investigate and predict academic procrastination based on academic self-efficacy and emotional regulation difficulties of students of one of the medical sciences universities in southern Iran in 2024. This descriptive-analytical cross-sectional study was conducted on 290 students of different fields in the south of Iran between January and April 2024. Data was collected using standard questionnaires of academic procrastination, academic self-efficacy, and difficulty in emotional regulation. Descriptive statistics, t-test, ANOVA, Pearson’s correlation coefficient, and multiple linear regression were employed to examine the data using SPSS 23 software. A significant level of 0.05 was considered. The average score of academic procrastination, academic self-efficacy, and difficulty in emotional regulation of the studied students was 66.21 ± 4.06 (out of 108), 59.58 ± 5.84 (out of 120), and 121.42 ± 6.88 (out of 180), respectively, which indicates a moderate level of academic self-efficacy and academic procrastination and a high level of difficulty in emotional regulation. A statistically significant correlation was observed between students’ academic procrastination and academic self-efficacy (r = -0.648, p

Abstract Background In today’s rapidly evolving educational landscape, AI-powered applications like ChatGPT, POE, and Duolingo are revolutionizing language education, offering personalized learning experiences in EFL. However, challenges such as student engagement and academic procrastination persist. This study delves into how these AI tools impact EFL learners’ engagement and procrastination tendencies, aiming to inform effective technology integration in language instruction. Objectives The primary goals of this research are to assess the influence of AI-empowered applications on affective, cognitive, and behavioural engagement and academic procrastination among EFL learners. By considering both the affective and cognitive aspects of engagement, the study aims to provide insights into optimizing EFL instruction through AI-driven tools while addressing academic procrastination challenges. Methodology A quasi-experimental research method was employed, involving ten intact classes comprising 350 students divided into two groups. Engagement and procrastination scales were administered before and after the treatment. T-tests were utilized to analyze the data, comparing pre- and post-treatment scores between the groups. Findings The results indicate that the experimental group, exposed to AI-empowered applications, demonstrated significantly higher levels of affective, cognitive, and behavioural engagement than the control group. Keywords: AI-empowered applications, Academic procrastination, engagement, Chinese EFL learners’ engagement. Moreover, a substantial reduction in academic procrastination was observed among students exposed to AI-empowered applications. Conclusions The study underscores the potential of AI-empowered applications to enhance learner engagement and mitigate academic procrastination. The findings contribute to the pedagogical discourse surrounding technology integration and advocate adopting learner-centred approaches. The incorporation of AI-empowered applications in diverse educational settings is recommended.

Abstract Background Academic procrastination is an increasingly pertinent issue among university students, impacting their academic performance, interpersonal relationships, and emotional well-being. However, brief assessment tools for timely intervention are scarce, especially in the Colombian context. Therefore, this study aims to evaluate the psychometric properties of the academic procrastination scale and analyze its relationship with mental health and life satisfaction. Methods A total of 805 Colombian university students were selected through convenience sampling. Their ages ranged from 17 to 35 years, with an average age of 20.4 years (SD = 3.0). Results The findings reveal a modified two-factor structure of the scale, with adequate fit indices (χ2 = 65.65, df = 13, p

Abstract Background Medical students have experienced increased anxiety symptoms during the pandemic of COVID-19. However, there is a paucity of investigation on the effect of academic procrastination, and personal resources (such as social support and resilience) on anxiety symptoms among this population. Objective The main objective of this research was to evaluate the link between academic procrastination and anxiety symptoms among medical students during the pandemic of COVID-19 and clarify how resilience and social support mediate or moderate the relations between academic procrastination and anxiety symptoms. Methods With a cross-sectional stratified sampling, 595 participants completed a self-administered questionnaire to assess anxiety symptoms and associated factors. The study used the Generalized Anxiety Disorder 7-item Scale (GAD-7 cutoff ≥ 10), the Academic Procrastination Scale (PASS), Connor Davidson Resilience Scale (CD-RISC),and Perception Social Support Scale for measurements. Results The results of the study showed that 26.4% (157/595) of medical students exhibited symptoms of anxiety. Regression analysis revealed an inverse relationship between resilience, social support, and anxiety symptoms (β = -0.058, P

Abstract This study examines the role of happiness in academic procrastination among professional students and explores the impact of student type (senior vs. junior) and residence (rural vs. urban) on procrastination behaviors. The sample consisted of 896 professional undergraduate students selected using a stratified sampling technique, with 481 (54%) classified as seniors and 415 (46%) as juniors. Data were collected through a structured questionnaire and analyzed using multivariate analysis of variance (MANOVA) and regression analysis. The research reveals that happiness explains 40% of the variance in academic procrastination, underscoring its significant influence. The findings show that while student type affects procrastination levels, it does not significantly impact happiness. Residence and the interaction between student type and residence have negligible effects on both happiness and procrastination. These results suggest that emotional well-being is a crucial factor in mitigating procrastination, with happiness playing a more substantial role than demographic factors such as seniority and geographical location. The significance of this study lies in its challenge to traditional views that emphasize demographic characteristics in educational interventions. By demonstrating the critical role of happiness in reducing procrastination, the study highlights the importance of focusing on emotional well-being to enhance academic performance. The premise is that internal emotional factors, rather than external demographics, have a greater impact on procrastination behaviors, suggesting that fostering happiness among students could be a more effective strategy in addressing academic procrastination.

Abstract Background Digital literacy influences academic behaviors, especially in medical education, where students encounter considerable academic challenges. However, the effects of this phenomenon on academic self-efficacy and procrastination remain inadequately understood. Objectives This research explores the relationships between digital literacy and academic self-efficacy, emphasizing the mediating role of academic procrastination and its various dimensions among medical students. Methods A descriptive cross-sectional survey was conducted from seven medical colleges from October to December 2023. The research employed meticulously validated measurement tools encompassing a digital literacy scale, academic self-efficacy scale, and academic procrastination scale and collected data on 659 medical students. Descriptive statistics and inferential testing (mediation analysis) were performed to investigate the direct and indirect relationships of the study variables. Results The empirical results confirmed that digital literacy positively influenced academic self-efficacy and negatively correlated with academic procrastination. Among the five dimensions of procrastination assessed, self-efficacy emerged as the most potent mediator, significantly reducing procrastination and enhancing academic self-efficacy, followed by affective procrastination, time management, task avoidance, and behavioral procrastination. Conclusion The findings underscore the critical role of digital literacy in fostering academic self-efficacy and reducing procrastination among medical students. Educators can develop more effective interventions to support medical students in their academic journey by targeting specific dimensions of procrastination, particularly self-efficacy-related procrastination. Future research should consider longitudinal studies to confirm causality and explore these dynamics in diverse educational settings.

Qi Tian,1 Siti Maziha Mustapha,2 Jie Min3 1Foreign Language School, Jingchu University of Technology, Jingmen, Hubei, People’s Republic of China; 2Faculty of Business, Information & Human Sciences, Infrastructure University Kuala Lumpur, Kajang, Selangor, Malaysia; 3School of Education, University of Glasgow, Glasgow, United KingdonCorrespondence: Qi Tian, Foreign Language School, Jingchu University of Technology, No. 33 Xiangshan Road, Dongbao District, Jingmen City, Hubei Province, 448000, People’s Republic of China, Tel +86 13774059816, Email tianqi@jcut.edu.cnPurpose: To identify the relationship between academic procrastination, performance, self-efficacy, and satisfaction, we investigate the mediational role of academic self-efficacy between academic procrastination and satisfaction, and between academic performance and satisfaction, respectively, among undergraduate students of local technology universities in China.Methods: A cross-sectional study was conducted involving 388 undergraduate students from 22 local technology universities in Hubei, China. Data was collected through an online questionnaire measuring academic procrastination, performance, self-efficacy, and satisfaction. Descriptive statistics and Pearson correlation coefficients were used to analyze the relationship between variables. Structural equation modeling analysis and the bootstrap method were employed to examine the mediating effect of academic self-efficacy on the relationship between academic procrastination, academic performance, and academic satisfaction, respectively.Results: (a) Academic procrastination was widespread, with 47.6% of respondents exhibiting high levels and 30.2% showing moderate tendencies. (b) Academic procrastination exhibited a negative and statistically significant relationship with academic self-efficacy and satisfaction, respectively. Conversely, academic performance was positively and statistically significantly associated with self-efficacy and satisfaction. Furthermore, academic self-efficacy displayed a positive and statistically significant correlation with academic satisfaction. (c) Academic self-efficacy mediated the relationship between academic procrastination and satisfaction as well as between academic performance and satisfaction.Conclusion: This study highlights the mechanism of academic satisfaction of undergraduate students, with a particular emphasis on the mediating role of academic self-efficacy, especially verifying its mediating role between academic performance and satisfaction. The findings hold significant implications for policymakers, university administrators, educators, and undergraduate students, offering insights for enhancing academic satisfaction in undergraduate learning and contributing to expanding the mechanistic understanding of academic satisfaction.Keywords: academic procrastination, academic performance, academic self-efficacy, academic satisfaction, local technology undergraduate students, mediating effect

This study explores the role of academic procrastination in shaping mathematics achievement in Nepali schools. Utilising a quantitative research design, a cross-sectional survey was conducted with 474 students selected through multi-stage cluster sampling from eight public secondary schools in Nepal. The data were analysed using t-tests, ANOVA, and multiple linear regressions. The findings reveal significantly higher levels of both academic achievement and procrastination. Moreover, a high level of academic procrastination was found to have a significant negative effect on mathematics achievement. Influential factors in this correlation include students’ ethnicity, study hours at home, family size, and parents’ educational background. Stakeholders, including parents, teachers, and policymakers, should collaborate synergistically to address the underlying causes of procrastination and provide robust support mechanisms to enhance students’ learning outcomes.

Abstract Background Academic procrastination (AP), a common behavior among students, is influenced by factors such as fear of failure, task aversiveness, anxiety, and stress. Self-generated stress (SGS) refers to the subjective experience of tension that occurs in response to an existing situation. Individuals often overestimate the difficulty and attainability of a task, resulting in increased stress and extended stress duration. SGS can worsen mental and physical health problems, including bruxism. Therefore, this study investigates the possible underlying connections by examining the relationship between AP, SGS, and self-reported (SR) bruxism in medical and dental students. Methods The present cross-sectional study was undertaken among a sample of 379 students pursuing medical and dentistry degrees in Turkey. The questionnaire, including the Academic Procrastination Scale-Short Form, SR bruxism Scale, and SGS Scale, was administered to the students. According to the responses given to the SR bruxism Scale, 3 types of SR bruxism groups were created as sleep, awake, and compound. A comparative analysis was conducted on AP, SGS, and SR bruxism among medical and dental students. Furthermore, the associations among AP, SGS, and SR bruxism were assessed using the utilization of correlation tables and regression analysis. Results The prevalence of awake bruxism was higher among dental students (46.6%) compared to medical students (34.7%), suggesting a faculty-dependent trend. A significant positive correlation was observed between SGS and AP (r = 0.212, p

Changqing Li,1 Sha Qu,2 Kai Ren3 1College of Physical Education and Health Science, Chongqing Normal University, Chongqing, 401331, People’s Republic of China; 2College of Sport Science, Beijing Sport University, Beijing, 100084, People’s Republic of China; 3College of Physical Education and Health Sciences, Zhejiang Normal University, Jinhua, 321004, People’s Republic of ChinaCorrespondence: Kai Ren, Email Renkai2016@zjnu.edu.cnPurpose: Physical activity has been found to be negatively correlated with academic procrastination. However, the potential mediating variables in this relationship are not well understood. This study aimed to explore the mediating effects of self-esteem and depression in the relationship between physical activity and academic procrastination among Chinese undergraduate students.Patients and Methods: A total of 1233 Chinese undergraduate students participated in the study. The unidimensionality of the self-esteem, depression, and academic procrastination was examined using Confirmatory Factor Analysis (CFA). Serial mediation analysis was conducted using SPSS 25.0 macro-PROCESS 3.3 to examine whether self-esteem and depression jointly mediated the relationship between physical activity and academic procrastination.Results: Self-esteem, depression, and academic procrastination displayed a good-fit to the one-factor model. The results indicated that physical activity indirectly impact academic procrastination through three pathways: (1) self-esteem (β=− 0.011, Boots 95% CI [− 0.021, − 0.001]), which accounted for of 12.09% of the total effect, (2) depression (β=− 0.022, Boots 95% CI [− 0.036, − 0.009]), which accounted for 24.18% of the total effect, and (3) self-esteem and depression (β=− 0.006, Boots 95% CI [− 0.011, − 0.002]), which accounted for 6.59% of the total effect. The total mediating effect was 42.86%.Conclusion: These findings suggest that self-esteem and depression playing a mediating role in the relationship between physical activity and academic procrastination, respectively. Moreover, self-esteem and depression co-mediate this relationship through a serial pathway.Plain Language Summary: This study explores the connection between physical activity and the tendency of undergraduate students in China to delay their academic tasks. Researchers were particularly interested in how feelings of self-worth (self-esteem) and mood (depression) might influence this relationship. We found that students who are more active physically tend to procrastinate less on their study. This effect is partly because physical activity boosts their self-esteem and reduces feelings of depression. Both these factors, individually and together, help explain why active students are more likely to tackle their academic tasks promptly. Basically, being physically active not only helps students feel better about themselves and less depressed but also encourages them to be more diligent with their studies.Keywords: physical activity, self-esteem, depression, academic procrastination

Abstract Background Academic involvement and academic procrastination are two behavioral variables and are among the challenges of higher education, especially medical education. The purpose of the current research is to investigate the mediating role of goal orientation in the relationship between formative assessment with academic engagement and procrastination in Iranian medical students. Methods The present correlational study of path way type, was performed on 388 students of Zanjan University of Medical Sciences in the 2021 selected by a convenient sampling method. Four questionnaires of Goal orientation scale )21-item), the classroom assessment approaches questionnaire (12-item), the Procrastination Assessment Scale– Students (44-item) and the student engagement scale (10-item) were used to collect data. The data were analyzed with SPSS-26 and LISREL-10.2 software. Results The results of the path analysis showed formative assessment have significant direct effect on mastery orientation (β = 0.40), performance-approach (β = 0.14), avoidance orientation (β = -0.28), academic engagement (β = 0.32) and academic procrastination (β = 0.12). Also mastery orientation (β = 0.13), performance-approach (β = 0.12), avoidance orientation (β = -0.25) have a significant direct effect in the variance of academic engagement. As well mastery orientation (β = -0.43), performance-approach (β = -0.15), avoidance orientation (β = 0.30) have a significant direct effect in the variance of academic procrastination. These results confirm the direct hypotheses. Indirect effect of formative assessment to academic engagement (0.21) and academic procrastination (0.27) was significant. Conclusion It is recommended according to the results practitioners provide the basis for promoting academic engagement and decrease academic procrastination through the application of formative assessment and Improve classroom goal orientation.

Abstract Background How to mobilize nurses students' learning initiative, reduce the incidence of academic procrastination, and improve their social adaptability is a key factor in lowering nursing brain drain and improving nursing quality. Objective To explore the mediating role of resilience in the correlation between social adaptability and academic procrastination of undergraduate nursing students. Methods This study is a cross-sectional survey. The researchers conducted an electronic questionnaire survey of 962 nursing undergraduates in Guanzhong District, Shaanxi Province from November 2022 to April 2023, and adopted the intention sampling method. And make the following assumptions: (1) There is a significant negative correlation between academic procrastination and social adaptability. (2) Academic procrastination can directly affect the social adaptability of undergraduate nursing students, and it has a significant negative predictive effect. (3) Resilience can directly affect academic procrastination and social adaptability. At the same time, resilience plays an intermediary role between the two. In this study, the Aitken procrastination scale, the resilience scale, and the social adaptability diagnostic scale were used to evaluate undergraduate nursing students. SPSS27.0 software is used to analyze the data statistically, and the Hayes PROCESS Macro method is used to test the model. Results The study's findings are as follows: 1) Academic procrastination significantly and negatively impacts social adaptability (c = -0.292, t = -6.407, p < 0.001). 2) Even when accounting for resilience, academic procrastination still significantly predicts lower social adaptability (c′= -0.204, t = -4.338, p < 0.001). 3) The Bootstrap method test of percentile bias correction indicates that resilience serves as a significant mediator between academic procrastination and social adaptability. Bootstrap SE = 0.018, 95% CI = (-0.124, -0.055). The indirect effect contributes to 29.79% of the total effect. Conclusion Resilience not only directly affects the academic procrastination and social adaptability of nursing students, but also partially intermediate the relationship between academic procrastination and social adaptability.

Background: Medical students have experienced increased anxiety symptoms during the pandemic of COVID-19. However, there is a paucity of investigation on the effect of academic procrastination, and personal resources (such as social support and resilience) on anxiety symptoms among this population. Objective: The main objective of this research was to evaluate the link between academic procrastination and anxiety symptoms among medical students during the pandemic of COVID-19 and clarify how resilience and social support mediate or moderate the relations between academic procrastination and anxiety symptoms. Methods: With a cross-sectional stratified sampling, 595 participants completed a self-administered questionnaire to assess anxiety symptoms and associated factors. The study used the Generalized Anxiety Disorder 7-item Scale (GAD-7 cutoff ≥ 10), the Academic Procrastination Scale (PASS), Connor Davidson Resilience Scale (CD-RISC),and Perception Social Support Scale for measurements. Results: The results of the study showed that 26.4% (157/595) of medical students exhibited symptoms of anxiety. Regression analysis revealed an inverse relationship between resilience, social support, and anxiety symptoms (β = -0.058, P < 0.05). As revealed by the analysis results, the study found a total effect of 0.338, a direct effect of 0.270, and resilience exhibited a mediating effect of 0.068. The direct effect (0.270) accounted for 79.59% of the total effect (0.338), while the mediating effect (0.068) contributed to 20.12% of the total effect (0.338). This further supports the role of psychological resilience in mediating the link between academic procrastination and anxiety symptoms. Conclusion: The study implies that promoting resilience may be an effective intervention to lessen the detrimental consequences of academic procrastination on anxiety symptoms, and social support might provide a defense against the negative influence of academic procrastination on anxiety symptoms. Highlights: • The prevalence of anxiety symptoms among medical students in our study was high (26.4%). • Academic procrastination is positively associated with anxiety symptoms among medical students, and mediating effects of resilience and moderating effect of social support on the relationship of academic procrastination and anxiety symptoms were found. • Resilience and social support were found to play significant roles in mitigating the negative effects of procrastination on anxiety symptoms, suggesting that interventions targeting these factors may be effective in reducing anxiety among medical students. [ABSTRACT FROM AUTHOR]

This study examines the role of happiness in academic procrastination among professional students and explores the impact of student type (senior vs. junior) and residence (rural vs. urban) on procrastination behaviors. The sample consisted of 896 professional undergraduate students selected using a stratified sampling technique, with 481 (54%) classified as seniors and 415 (46%) as juniors. Data were collected through a structured questionnaire and analyzed using multivariate analysis of variance (MANOVA) and regression analysis. The research reveals that happiness explains 40% of the variance in academic procrastination, underscoring its significant influence. The findings show that while student type affects procrastination levels, it does not significantly impact happiness. Residence and the interaction between student type and residence have negligible effects on both happiness and procrastination. These results suggest that emotional well-being is a crucial factor in mitigating procrastination, with happiness playing a more substantial role than demographic factors such as seniority and geographical location. The significance of this study lies in its challenge to traditional views that emphasize demographic characteristics in educational interventions. By demonstrating the critical role of happiness in reducing procrastination, the study highlights the importance of focusing on emotional well-being to enhance academic performance. The premise is that internal emotional factors, rather than external demographics, have a greater impact on procrastination behaviors, suggesting that fostering happiness among students could be a more effective strategy in addressing academic procrastination. [ABSTRACT FROM AUTHOR]

Time attitude describes how people feel and think about the past, present, and future. It plays a crucial role in the academic performance of students. In this Study, we construct a moderated mediation using latent variable modeling to investigate the mediating role of academic procrastination in the association between the time attitude and academic performance of Chinese high school students and the moderating role of academic self-efficacy. A total of 371 Chinese adolescents (M = 16.53 and SD = 0.50) completed time attitude, academic performance, academic procrastination, and self-efficacy measures. The results indicated that academic procrastination fully mediated the relationship between positive time attitude and academic performance. Additionally, it was proposed that it partially mediated the relationship between a negative past, negative present, negative future time attitude, and academic performance. Moreover, academic competence and academic behavior of self-efficacy moderated the relationship between academic procrastination and academic performance; the higher the level of self-efficacy for academic competence and academic behavior, the lower the effect of academic procrastination on academic performance. The Study results have implications for the effects of time attitude on the academic performance of high school students and directions for future intervention research. [ABSTRACT FROM AUTHOR]

Background: Digital literacy influences academic behaviors, especially in medical education, where students encounter considerable academic challenges. However, the effects of this phenomenon on academic self-efficacy and procrastination remain inadequately understood. Objectives: This research explores the relationships between digital literacy and academic self-efficacy, emphasizing the mediating role of academic procrastination and its various dimensions among medical students. Methods: A descriptive cross-sectional survey was conducted from seven medical colleges from October to December 2023. The research employed meticulously validated measurement tools encompassing a digital literacy scale, academic self-efficacy scale, and academic procrastination scale and collected data on 659 medical students. Descriptive statistics and inferential testing (mediation analysis) were performed to investigate the direct and indirect relationships of the study variables. Results: The empirical results confirmed that digital literacy positively influenced academic self-efficacy and negatively correlated with academic procrastination. Among the five dimensions of procrastination assessed, self-efficacy emerged as the most potent mediator, significantly reducing procrastination and enhancing academic self-efficacy, followed by affective procrastination, time management, task avoidance, and behavioral procrastination. Conclusion: The findings underscore the critical role of digital literacy in fostering academic self-efficacy and reducing procrastination among medical students. Educators can develop more effective interventions to support medical students in their academic journey by targeting specific dimensions of procrastination, particularly self-efficacy-related procrastination. Future research should consider longitudinal studies to confirm causality and explore these dynamics in diverse educational settings. [ABSTRACT FROM AUTHOR]

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Introduction: Procrastination is very common among college students, but there is a lack of consistency in the relationship between procrastination and academic achievement, which might be partly caused by the limitations of previous procrastination scales. The current study constructed the Situational Procrastination Scale (SPS) with two subscales, the Academic Situational Procrastination Scale (ASPS) and the Daily Life Situational Procrastination Scale (DSPS), by adapting previous procrastination scales. Method: The valid sample for data analysis included 2,094 medical undergraduates. After testing item discrimination, we conducted exploratory factor analysis, confirmatory factor analysis, and measurement invariance to examine the factor structures. Reliability (i.e., internal and test-retest reliability) and validity (i.e., concurrent, convergent, and discriminant validity) of the SPS were verified subsequently. Results: The ASPS included near lateness, lateness, procrastination on academic tasks before deadlines, and procrastination on academic tasks beyond deadlines, and measurement invariance across gender, household registration, and family financial status was found. The DSPS included procrastination on going out, consumption, routines, and communication, and had measurement invariance across grade, household registration, and family financial status. The results demonstrated adequate internal consistency, test-retest reliability, concurrent validity, convergent validity, and discriminant validity. Situational procrastination positively correlated with trait procrastination at a moderate or low level and negatively correlated with self-efficacy. Only procrastination on academic tasks before and beyond deadlines negatively predicted academic achievement. Discussion: The SPS could measure procrastination accurately and clarify the nexus between procrastination and academic achievement, which has implications for improving the academic warning system. [ABSTRACT FROM AUTHOR]

Background: Background: Academic procrastination is increasingly recognized as a detrimental factor that negatively affects student success, achievement, and mental health. This study aims to investigate the factors contributing to academic procrastination by employing the Temporal Decision Model (TDM) of procrastination. Specifically, it examines how academic self-control mediates the relationship between future time perspective, academic self-efficacy, and academic procrastination in university students. Method: The study included 517 university students (414 females and 103 males) who participated in a survey measuring academic procrastination, future time perspective, academic self-efficacy, and academic self-control. The data were analyzed to explore the mediating role of academic self-control in the relationship between future time perspective, academic self-efficacy, and academic procrastination. Results: Findings indicate that both academic self-efficacy and future time perspective have an indirect effect on academic procrastination through academic self-control. Specifically, academic self-control significantly mediates the relationship between these two factors and academic procrastination, with a stronger mediation effect observed between academic self-efficacy and academic procrastination in college students. Conclusion: This study contributes to the understanding of academic procrastination by highlighting the mediating role of academic self-control. These findings suggest that enhancing academic self-control may help reduce procrastination among students by leveraging their self-efficacy and future time perspective. The insights provided by this study offer valuable guidance for students, educators, and counselors in addressing procrastination through targeted interventions. [ABSTRACT FROM AUTHOR]

Academic procrastination is a common problem among postgraduate students, one that has caused negative consequences that cannot be ignored. Therefore, finding out how to effectively eliminate academic procrastination behavior has become an essential task in educational practice. Based on the use of Self-Determination Theory (SDT) to explore the relationship between the perceived supervisor support and academic procrastination of postgraduate students, a total of 448 questionnaires were gathered from postgraduate students across China. The results showed significant correlations between the perceived supervisor support, basic psychological needs satisfaction, learning engagement, and academic procrastination of postgraduate students. The relationship between the perceived supervisor support and academic procrastination of postgraduate students was mediated by basic psychological needs satisfaction and learning engagement. Additionally, basic psychological needs satisfaction and learning engagement played a chain-mediating role between the perceived supervisor support and academic procrastination of postgraduate students. The findings of this study contributed to the enhancement of the interaction between supervisors and students in higher education and improving the quality of postgraduate education. [ABSTRACT FROM AUTHOR]

Objective: The present study was conducted to determine the effectiveness of self-determination training on self-handicapping and academic procrastination among students. Methods and Materials: The present study is a quasi-experimental design with pre-test, post-test, and follow-up with a control group. The statistical population included all students studying at Farhangian University in Birjand at Imam Sajjad and Shahid Bahonar campuses in the academic year 2016-2017, totaling 1,950 individuals. The research sample included 40 students from Farhangian University who voluntarily enrolled and were randomly assigned to two groups of 20 each using a random numbers table. The experimental group participated in 12 sessions of 90 minutes each, one session per week over two months, undergoing an intervention program based on self-determination skills developed by the researchers based on Deci and Ryan's (1985) self-determination theory. The control group received no training during this period. The Jones and Rhodewalt (1982) Self-Handicapping Scale and the Solomon and Rothblum (1984) Academic Procrastination Scale were used to measure the variables. Data analysis was conducted using SPSS-23 software. Findings: The results of multivariate covariance analysis indicated that self-determination skills training had a significant effect on reducing student self-handicapping (F=104.88) and academic procrastination (F=34.74) (p<0.001), and these results persisted in the follow-up phase. Conclusion: Based on the findings, learning and applying self-determination skills by students can reduce self-handicapping and the occurrence of procrastination behaviors during their studies. Therefore, the results of this study have practical implications for psychologists and counselors at university counseling centers to utilize self-determination skills to reduce academic procrastination and self-handicapping among students. [ABSTRACT FROM AUTHOR]

Objective: Social media addiction and academic procrastination are common and prevalent problems among students, leading to numerous negative consequences. The aim of this study was to determine the effectiveness of mindfulness training on social media addiction and academic procrastination in students. Methods and Materials: The research method was quasi-experimental with a pre-test, post-test, and control group design. From the student population of the Faculty of Psychology at Tehran University of Medical Sciences, 35 individuals were selected using convenience sampling and randomly assigned to experimental and control groups. Research tools included the Social Media Addiction Questionnaire (Ahmadi et al., 2016) and the Academic Procrastination Questionnaire (Solomon & Rothblum, 1984). The experimental group underwent mindfulness training intervention for 10 sessions of 90 minutes each. At the end, a post-test was administered to both groups, and the data were analyzed using covariance analysis. Findings: The results of the covariance analysis showed that mindfulness training had an effect on social media addiction (F = 21.456) and academic procrastination (F = 17.878) in students (p ≤ 0.001). Conclusion: Based on the research findings, it is suggested that psychological interventions such as mindfulness be used to reduce social media usage and academic procrastination in students. [ABSTRACT FROM AUTHOR]

Although achievement situations trigger multiple emotions and learners experience both negative and positive emotions simultaneously, procrastination research typically examines isolated relationships between specific emotions and procrastination. The potential interplay of negative and positive emotions regarding procrastination is often overlooked, although this perspective can shed light on their dynamic relationships. Moreover, past studies primarily address the behavioral aspect of procrastination (delay) while overlooking its emotional facet (subjective discomfort), albeit this differentiation could enhance understanding of procrastination and its correlates. The present study explores the understudied interplay of the two most frequently experienced negative (anxiety) and positive (hope) exam-related emotions regarding students' procrastination tendencies with differentiated behavioral and emotional dimensions. The study analyzes cross-sectional data from two independent studies (Nstudy1 = 266, Nstudy2 = 468) conducted in Germany among university students. Latent profile analyses (LPA) reveal three similar profiles across both studies—High Anxiety–Low Hope, Low Anxiety–High Hope and Moderate Anxiety–Moderate Hope— and two study-specific profiles namely, Low Anxiety–Moderate Hope (Study 1) and High Anxiety–Moderate Hope (Study 2). Females compared to males are more likely to belong to the anxiety-dominated profiles. Overall, students in anxiety-dominated profiles report higher scores whereas students in hope-dominated profiles report lower scores on both behavioral and emotional dimensions of academic procrastination. This study advances an integrated approach that incorporates the combined effects of both negative and positive emotions concerning procrastination. Findings further inform research efforts towards identifying risk and protective emotional factors to develop tailored intervention against academic procrastination. [ABSTRACT FROM AUTHOR]

Background: Academic procrastination (AP), a common behavior among students, is influenced by factors such as fear of failure, task aversiveness, anxiety, and stress. Self-generated stress (SGS) refers to the subjective experience of tension that occurs in response to an existing situation. Individuals often overestimate the difficulty and attainability of a task, resulting in increased stress and extended stress duration. SGS can worsen mental and physical health problems, including bruxism. Therefore, this study investigates the possible underlying connections by examining the relationship between AP, SGS, and self-reported (SR) bruxism in medical and dental students. Methods: The present cross-sectional study was undertaken among a sample of 379 students pursuing medical and dentistry degrees in Turkey. The questionnaire, including the Academic Procrastination Scale-Short Form, SR bruxism Scale, and SGS Scale, was administered to the students. According to the responses given to the SR bruxism Scale, 3 types of SR bruxism groups were created as sleep, awake, and compound. A comparative analysis was conducted on AP, SGS, and SR bruxism among medical and dental students. Furthermore, the associations among AP, SGS, and SR bruxism were assessed using the utilization of correlation tables and regression analysis. Results: The prevalence of awake bruxism was higher among dental students (46.6%) compared to medical students (34.7%), suggesting a faculty-dependent trend. A significant positive correlation was observed between SGS and AP (r = 0.212, p < 0.001). Median AP values differed significantly based on awake bruxism (p = 0.007) and compound bruxism (p = 0.013), but not sleep bruxism (p = 0.352). SGS exhibited statistically significant differences across all SR bruxism types: sleep (p < 0.001), awake (p < 0.001), and compound (p < 0.001). Multiple regression analysis identified SGS as a significant risk factor for SR bruxism, with a one-unit increase in stress score elevating the SR bruxism risk by 1.086 times. Conclusions: This study revealed that self-generated stress significantly increases the risk for the development of SR bruxism. A significant relationship was found between academic procrastination and self-generated stress, and this relationship was particularly associated with an increased risk for the development of compound and awake bruxism. Stress-reducing therapy methods should be recommended for students to both increase academic success by reducing academic procrastination and prevent the negative effects of stress-related SR bruxism. [ABSTRACT FROM AUTHOR]

Introduction: In the transition to the postpandemic era, adolescents are working to shift their focus back to school. However, the prevalence of academic procrastination is reflective of that the aftereffects of the pandemic are persisting. Literature documents the increases in the negative parenting behaviors and internet use of adolescents during the pandemic. The excessive internet use has to do with adolescents' self‐regulatory capabilities and self‐regulation is profoundly shaped by parents' parenting practices. Given the connections among these factors, the present study seeks to understand how maladaptive parenting practices during the pandemic influenced adolescents' academic procrastination postpandemic through the mediation of self‐regulation and problematic internet use. Method: Using three waves of data from a total of 1062 Chinese adolescents (Mage = 14.9 years old, SD = 1.6, 13−18 years old; 45% female), we used structural equation modeling to examine the direct effect of maladaptive parenting on academic procrastination and its indirect effect via self‐regulation and problematic internet use. Results: Maladaptive parenting during the pandemic did not directly predict adolescent academic procrastination post‐pandemic. Yet, maladaptive parenting indirectly influenced academic procrastination both through self‐regulation solely and self‐regulation and problematic internet use sequentially. Conclusion: The findings demonstrate that parents can contribute to adolescents' academic procrastination by influencing their self‐regulation ability, which further impacts their internet use. Self‐regulation serves as a robust mediator between parenting and adolescents' problematic behaviors related to internet use and learning. Implications for parents and intervention oriented toward adolescents are discussed. [ABSTRACT FROM AUTHOR]

Smartphone addiction adversely affects adolescent psychological wellbeing. However, little is known about the role of academic procrastination and school burnout in this relationship. The main objective of the current study was to examine the associations between smartphone addiction and psychological wellbeing, a multiple mediation analysis that included academic procrastination and school burnout. The participants consisted of 409 adolescents whose ages ranged between 13 and 19 years (Mage = 16.024, SD = 1.674). Analyses revealed the serial mediating role of academic procrastination and school burnout between smartphone addiction and psychological wellbeing was accepted. Overall, these results suggested that the smartphone addiction is a risk factor for adolescents' psychological wellbeing and that academic procrastination and school burnout also increase this risk. [ABSTRACT FROM AUTHOR]

Objective: Academic procrastination is negatively associated with English classroom anxiety among non-English major college students. However, current research has less explored the underlying mechanisms. The present study aims to investigate the relationship between academic procrastination and college students' English classroom anxiety as well as the mediating role of learning engagement and the moderating role of appraisals of intrinsic values. Methods: The academic procrastination scale, English classroom anxiety scale, learning engagement scale and appraisals of intrinsic values scale were used to measure 1,079 non-English majors in Jiangsu Province, China. Results: (1) There was a significant positive correlation between academic procrastination and English classroom anxiety of non-English majors. (2) Learning engagement plays a part of mediating role between academic procrastination and English classroom anxiety; (3) When the appraisals of intrinsic values are high, the impact effect of learning engagement on English classroom anxiety is greater. Conclusion: Academic procrastination can affect university students' English classroom anxiety through learning engagement, and this relational pattern is modulated by appraisals of intrinsic values. This finding provides an important theoretical basis and practical insights for understanding and intervening in academic procrastination and classroom anxiety among college students. [ABSTRACT FROM AUTHOR]

Copyright of Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) is the property of Dinasti Publisher and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: How to mobilize nurses students' learning initiative, reduce the incidence of academic procrastination, and improve their social adaptability is a key factor in lowering nursing brain drain and improving nursing quality. Objective: To explore the mediating role of resilience in the correlation between social adaptability and academic procrastination of undergraduate nursing students. Methods: This study is a cross-sectional survey. The researchers conducted an electronic questionnaire survey of 962 nursing undergraduates in Guanzhong District, Shaanxi Province from November 2022 to April 2023, and adopted the intention sampling method. And make the following assumptions: (1) There is a significant negative correlation between academic procrastination and social adaptability. (2) Academic procrastination can directly affect the social adaptability of undergraduate nursing students, and it has a significant negative predictive effect. (3) Resilience can directly affect academic procrastination and social adaptability. At the same time, resilience plays an intermediary role between the two. In this study, the Aitken procrastination scale, the resilience scale, and the social adaptability diagnostic scale were used to evaluate undergraduate nursing students. SPSS27.0 software is used to analyze the data statistically, and the Hayes PROCESS Macro method is used to test the model. Results: The study's findings are as follows: 1) Academic procrastination significantly and negatively impacts social adaptability (c = -0.292, t = -6.407, p < 0.001). 2) Even when accounting for resilience, academic procrastination still significantly predicts lower social adaptability (c′= -0.204, t = -4.338, p < 0.001). 3) The Bootstrap method test of percentile bias correction indicates that resilience serves as a significant mediator between academic procrastination and social adaptability. Bootstrap SE = 0.018, 95% CI = (-0.124, -0.055). The indirect effect contributes to 29.79% of the total effect. Conclusion: Resilience not only directly affects the academic procrastination and social adaptability of nursing students, but also partially intermediate the relationship between academic procrastination and social adaptability. [ABSTRACT FROM AUTHOR]