Emotion regulation difficulties and academic procrastination
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OBJECTIVE AND BACKGROUND: Academic procrastination as deliberate postponement of academic tasks, despite being aware of its consequences, is a common phenomenon among students. Current conceptualizations of procrastination support the rule of emotion regulation difficulties in the psychopathology of this phenomenon. In this regard, the current study is aimed to investigate the role of difficulty in emotion regulation in academic procrastination. METHOD: The present study is a cross-sectional study. Participants were 250 students who completed Tuckman Procrastination Scale (TPS), and Difficulties in Emotion Regulation Scale (DERS). RESULT: < 0.01). This association remained significant after controlling for anxiety and depression. Further, the multivariate regression showed that the only DERS dimension that could predict TPS was DERS-Strategies. Finally, individuals with a high level of procrastination reported greater DERS scores than those with a lower level. DISCUSSION: Results indicate that difficulty in emotion regulation, especially the ones' believe about his/her ability in regulating unpleasant emotions effectively, is important in procrastination. However, despite the limited association between DERS and TPS, the findings raise some potentially useful implications for procrastination studies and interventions.
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Continuous academic procrastination hinders students' academic achievement.
“Continuous academic procrastination not only hinders students’ academic achievement (Bytamar et al., 2020), but also prevents them from effectively regulating emotions and experiencing fulfillment (Balkis, 2013).”
From The effect of short-form video addiction on undergraduates' academic procrastination: a moderated mediation model (2023) · cites this paper as Bytamar et al., 2020
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- Authors
- Mohammadi Bytamar, J., Saed, O., & Khakpoor, S.
- Affiliations
- Zanjan University of Medical Sciences (IR)
- Corresponding author
- Khakpoor, Sahel
- Venue
- Frontiers in Psychology
- Publisher
- Frontiers Media SA
- Published
- 2020-11-04
- Volume
- 11
- Pages
- 524588-524588
- ISSN
- 1664-1078 (ISSN-L)
- PMC
- PMC7671960
- OpenAlex
- W3097039370
- Cited by
- 114
- References
- 61
- Citations by year
- 2026: 16 · 2025: 28 · 2024: 23 · 2023: 25 · 2022: 13 · 2021: 8 · 2020: 1
- FWCI
- 4.70
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Frontiers in Psychology (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Perfectionism, Procrastination, Anxiety Studies
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Social Sciences › Psychology › Social Psychology › Grit, Self-Efficacy, and Motivation
- Keywords
- academic procrastination, emotional dysregulation, emotion regulation strategies, students, Tuckman Procrastination Scale, Difficulties in Emotion Regulation Scale, anxiety, depression
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