Stress, anxiety, depression and gender as predictors of procrastination in university students

Abstract

Procrastination, defined as the intentional delay of academic tasks despite known consequences, is associated with psychological factors that may exacerbate this behavior. This study aimed to determine the influence of gender, anxiety, stress, and depression on academic procrastination and self-regulation among university students. Using a quantitative, correlational, and predictive design, a non-probabilistic sample of 1,501 students from education, design and arts, social sciences, and behavioral science programs was analyzed. The results indicated that most students, particularly women, exhibited high levels of anxiety, depression, and stress. Men showed higher levels of academic procrastination and dysregulation. All correlations between the study variables were significant (p<0.05). Linear regression analysis revealed that gender, academic dysregulation, and stress were the main predictors of academic procrastination (R² = 0.20, p < 0.00). Additionally, anxiety, depression, procrastination, and gender had a significant positive effect on academic dysregulation (R² = 0.18, p < 0.00). It is concluded that anxiety, depression, stress, and gender are determinants of procrastination, with men demonstrating higher levels of academic procrastination and dysregulation.