Relationship between the intraindividual interplay of negative and positive exam-related emotions and the behavioral-emotional dimensions of academic procrastination
Open accessAbstract
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.
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There is a dearth of studies examining the interrelation between academic motivation, procrastination, and adjustment using person-centered approaches such as clustering.
“Despite growing recognition of these psychological and behavioral dimensions, there remains a dearth of studies that examine the interrelation between academic motivation, procrastination, and adjustment using person-centered approaches such as clustering [27].”
From Academic motivation, procrastination, and adjustment: Exploring their impact on student profiles and academic performance (2025) · cites this paper as [27]
The Discussion calls this person-centered study of exam-related emotion profiles and procrastination the first of its kind. The section on intraindividual constellations also identifies a lack of studies examining anxiety and hope together. Those passages support a narrower research gap, not the claimed dearth of clustering studies jointly examining academic motivation, procrastination, and adjustment. No page numbers are available in our copy. (LLM, conf=0.83)
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“Despite growing recognition of these psychological and behavioral dimensions, there remains a dearth of studies that examine the interrelation between academic motivation, procrastination, and adjustment using person-centered approaches such as clustering [27] .”
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- Authors
- Gadosey, C. K., Turhan, D., Wenker, T., Kegel, L. S., Bobe, J., Thomas, L., Buhlmann, U., Fries, S., & Grunschel, C.
- Affiliations
- University of Münster (DE)
- University of Mannheim (DE)
- Paderborn University (DE)
- FH Münster University of Applied Sciences (DE)
- Bielefeld University (DE)
- Corresponding author
- Gadosey, Christopher K.
- ORCID
- Venue
- Current Psychology
- Published
- 2024-09-23
- Volume
- 43
- Issue
- 40
- Pages
- 31476-31494
- ISSN
- 1046-1310 (ISSN-L)
- 1936-4733
- OpenAlex
- W4402725970
- Cited by
- 4
- References
- 79
- Citations by year
- 2026: 2 · 2025: 2
- FWCI
- 2.01
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Current Psychology (publishedVersion, cc-by)
- Publikationen an der Universität Bielefeld (Universität Bielefeld) (submittedVersion)
- FH Münster (cc-by)
- Funders
- Universität Münster
- Topics
- Social Sciences › Psychology › Clinical Psychology › Perfectionism, Procrastination, Anxiety Studies
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Keywords
- academic procrastination, anxiety, hope, positive emotions, negative emotions, subjective discomfort, university students, gender differences, emotional profile, risk and protective factors
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