The mediating role of ego depletion in the relationship between state anxiety and academic procrastination among University students.

The issue of academic procrastination is highly prevalent among university students. It not only has a deterimental effect on students' academic performance but also poses a risk to their physical and mental well-being. Anxiety, as a negative emotion, has attracted researchers' attention in relation to academic procrastination. Research indicates a correlation between state anxiety and academic procrastination, but the underlying mechanisms that drive this association remain unclear. When individuals experience ego-depletion, it can lead to psychological exhaustion, subsequently leading to procrastination. Gender role conceptions, shaped by sociocultural and psychological mechanisms, have profound implications on individuals' cognition, emotions, and behaviors. This study primarily aims to explore the relationship between state anxiety and academic procrastination among university students, with a particularly focus on the mediating role of ego-depletion and the moderating role of gender. A survey using the State Anxiety Scale, Ego-Depletion Scale, and Irrational Procrastination Scale was administered to 3370 undergraduates. State anxiety shows positive correlations with ego depletion and academic procrastination (r = 0.665, p < 0.01; r = 0.491, p < 0.01), while ego depletion is also positively linked to academic procrastination (r = 0.500, p < 0.01). State anxiety serves as a positive predictor of academic procrastination, with a confidence interval of 95% [0.626, 0.696]; additionally, ego depletion partially mediates the relationship between state anxiety and academic procrastination, with a confidence interval of 95% [0.168, 0.251]. Gender acts as a moderator in directly predicting the impact of state anxiety on academic procrastination and in the latter stage of mediating the effect of ego depletion. State anxiety can significantly and positively predict academic procrastination among university students. Ego-depletion partially mediates the relationship between state anxiety and academic procrastination. The direct predictive effect of state anxiety on academic procrastination, as well as the mediating role of ego-depletion, is moderated by gender. This provides educators and university students themselves with reference for addressing the issue of academic procrastination.

Unraveling symptom interplay: a network analysis of procrastination in gifted students.

BACKGROUND: This study explores the intricate web of symptoms experienced by academically gifted high school students, focusing on procrastination, rumination, perfectionism, and cognitive flexibility. The well-being of these gifted adolescents remains a pivotal concern, and understanding the dynamics of these symptoms is vital. METHODS: A diverse sample of 207 academically gifted high school students from Mashhad, Iran, participated in this study. Using convenience sampling, participants from grades 10, 11, and 12 were included, with detailed assessments conducted through questionnaires measuring the mentioned symptoms. RESULTS: Our network analysis uncovers compelling insights into the interplay of these symptoms: Procrastination, though moderately central, exerts significant influence within the network, underscoring its relevance. Cognitive flexibility, while centrally positioned, curiously exhibits a negative influence, potentially serving as a protective factor. Negative perfectionism emerges as the keystone symptom, with both high centrality and a positive influence. Rumination displays substantial centrality and a positive influence, indicating its role in symptom exacerbation. Positive perfectionism, moderately central, lacks direct influence on other symptoms. CONCLUSION: This network analysis provides a nuanced understanding of the relationships among procrastination, rumination, perfectionism, and cognitive flexibility in academically gifted adolescents. Negative perfectionism and cognitive flexibility emerge as critical factors deserving attention in interventions aimed at enhancing the well-being of this unique group. Further research should explore causal relationships to refine targeted interventions.

Temporal discounting predicts procrastination in the real world.

People procrastinate, but why? One long-standing hypothesis is that temporal discounting drives procrastination: in a task with a distant future reward, the discounted future reward fails to provide sufficient motivation to initiate work early. However, empirical evidence for this hypothesis has been lacking. Here, we used a long-term real-world task and a novel measure of procrastination to examine the association between temporal discounting and real-world procrastination. To measure procrastination, we critically measured the entire time course of the work progress instead of a single endpoint, such as task completion day. This approach allowed us to compute a fine-grained metric of procrastination. We found a positive correlation between individuals' degree of future reward discounting and their level of procrastination, suggesting that temporal discounting is a cognitive mechanism underlying procrastination. We found no evidence of a correlation when we, instead, measured procrastination by task completion day or by survey. This association between temporal discounting and procrastination offers empirical support for targeted interventions that could mitigate procrastination, such as modifying incentive systems to reduce the delay to a reward and lowering discount rates.

The mediating role of cognitive test anxiety on the relationship between academic procrastination and subjective wellbeing and academic performance.

Background: Promoting wellness as a predictor of sustainable development empowers schools to model healthy behavior. The multiple interactions in real and virtual environments that today's youth are subjected to force schools to explore effective educational strategies to provide a quality education for students and their families. Purpose: This study examines the relationship between academic procrastination, assessment anxiety, subjective wellbeing, and academic performance. Methods: A convenience sample of 322 undergraduate students () was used, and questionnaires were administered to students measuring academic procrastination, cognitive test anxiety, and subjective wellbeing. For the same target group, the level of academic performance was identified using personal reports. The questionnaires were administered between May and June 2023 in an online format. For the data analysis, we applied correlational analysis and path analysis using. Results: Both test anxiety and academic procrastination negatively correlate with performance and subjective wellbeing, leading to decreased performance and subjective wellbeing. Procrastination correlates positively with test anxiety. Cognitive test anxiety partially mediated the relationship between academic procrastination and subjective wellbeing and fully mediated the relationship between academic procrastination and academic performance. Thus, high procrastination leads to decreased performance and subjective wellbeing both directly and indirectly through increased test anxiety, leading to decreased performance and subjective wellbeing. Significance/discussions: As a result of theoretical and practical investigations, it emerges that joint action of educational actors is required in the generation of effective educational strategies for the prevention and control of procrastination and evaluation anxiety, given the fact that both a high level of procrastination as well as assessment anxiety led to the decrease of students' wellbeing, to the registration of low academic performances. In the long term, disruptive behavior (procrastination and anxious behavior) could generate low social and professional performance, which is a research question for a future longitudinal study.

Procrastination, depression and anxiety symptoms in university students: a three-wave longitudinal study on the mediating role of perceived stress.

BACKGROUND: It is generally assumed that procrastination leads to negative consequences. However, evidence for negative consequences of procrastination is still limited and it is also unclear by which mechanisms they are mediated. Therefore, the aim of our study was to examine the harmful consequences of procrastination on students' stress and mental health. We selected the procrastination-health model as our theoretical foundation and tried to evaluate the model's assumption that trait procrastination leads to (chronic) disease via (chronic) stress in a temporal perspective. We chose depression and anxiety symptoms as indicators for (chronic) disease and hypothesized that procrastination leads to perceived stress over time, that perceived stress leads to depression and anxiety symptoms over time, and that procrastination leads to depression and anxiety symptoms over time, mediated by perceived stress. METHODS: To examine these relationships properly, we collected longitudinal data from 392 university students at three occasions over a one-year period and analyzed the data using autoregressive time-lagged panel models. RESULTS: Procrastination did lead to depression and anxiety symptoms over time. However, perceived stress was not a mediator of this effect. Procrastination did not lead to perceived stress over time, nor did perceived stress lead to depression and anxiety symptoms over time. CONCLUSIONS: We could not confirm that trait procrastination leads to (chronic) disease via (chronic) stress, as assumed in the procrastination-health model. Nonetheless, our study demonstrated that procrastination can have a detrimental effect on mental health. Further health outcomes and possible mediators should be explored in future studies.

Relationship between academic procrastination and self-efficacy amongst dental undergraduate students at a public university in Karachi, Pakistan.

Objective: To compare the procrastination and self-efficacy scores among students with respect to the academic year of dental undergraduate programme, and to assess the relationship between self-efficacy and academic procrastination among the students. METHODS: The descriptive study was conducted at Sindh Institute of Oral Health Sciences, Jinnah Sindh Medical University, Karachi, from January to March 2023, and comprised medical students of either gender from all the 4 academic years. Data was collected using a structured questionnaire whose validity was assessed using a pilot study. Data was analysed using SPSS 18. RESULTS: Of the 136 students, 84(61.8%) were females and 52(38.2%) were males. There were 34(25%) students from the 1st year, 32(23.5%) from 2nd year, 38(28%) from the 3rd year, and 32(23.5%) from the final year. The highest mean score for procrastination was from 3rd year students 67.7±12.8, while the highest mean score for self-efficacy was from 1st year students 30.2±4. There was no significant difference in terms of gender (p>0.05). Procrastination scores had a significant association with the academic year (p=0.016). Conclusion: Procrastination scores were high among the dental students with the highest score from 3rd year students. The academic environment should provide support help the students devise strategies to optimally utilise the available time.

Academic procrastination of nursing students in higher vocational college: Application of latent profile analysis and network analysis.

BACKGROUND: Academic procrastination is especially prevalent among nursing students in higher vocational colleges and it is considered an important factor of poor academic performance. However, existing research mainly focused on the overall level of academic procrastination, and little is known about the individual heterogeneity of academic procrastination among nursing students in higher vocational colleges. Thus, the aim of this study was to clarify the subgroups and factors of academic procrastination among nursing students in higher vocational college and explore academic procrastination networks of the latent subgroups. METHODS: A cross-sectional study with online survey. 1369 nursing students in one higher vocational college were recruited using convenience sampling. Participants completed electronic questionnaires that collected demographic and academic characteristics, perceived stress, and academic procrastination. Latent profile analysis, multinomial logistic regression analysis, and network analysis were performed to analyze the data. RESULTS: Three latent profiles of academic procrastination were identified: low (32.4 %), medium (53.3 %), and high (14.3 %). Higher vocational college nursing students who have reset an exam, low professional identity, and perceived more stress are more likely to have higher academic procrastination than other profiles. Network analysis showed that academic procrastination networks structure of the three latent profiles had distinct central components. For the low academic procrastination group, AP11 ("I make study plans, but I often fail to stick to them") and AP12 ("If there is no external pressure, I tend to postpone assignments or reports with deadlines") were the core components. For the medium academic procrastination group, AP17 ("I always wait until I can't postpone my academic tasks any longer before starting them") and AP16 ("I always tend to postpone on assignments or other academic tasks") were the central components. For the high academic procrastination group, AP16 and AP7 ("When studying in my dorm room, I often stop to do other things") were the essential components. CONCLUSIONS: There is heterogeneity in higher vocational college nursing students' academic procrastination that can be classified into three latent profiles. The examined factors of academic procrastination and identified the central components of academic procrastination networks of the three latent profiles help nurse educators tailor targeted interventions.

The vmPFC-IPL functional connectivity as the neural basis of future self-continuity impacted procrastination: the mediating role of anticipated positive outcomes.

Procrastination is universally acknowledged as a problematic behavior with wide-ranging consequences impacting various facets of individuals' lives, including academic achievement, social accomplishments, and mental health. Although previous research has indicated that future self-continuity is robustly negatively correlated with procrastination, it remains unknown about the neural mechanisms underlying the impact of future self-continuity on procrastination. To address this issue, we employed a free construction approach to collect individuals' episodic future thinking (EFT) thoughts regarding specific procrastination tasks. Next, we conducted voxel-based morphometry (VBM) and resting-state functional connectivity (RSFC) analysis to explore the neural substrates underlying future self-continuity. Behavior results revealed that future self-continuity was significantly negatively correlated with procrastination, and positively correlated with anticipated positive outcome. The VBM analysis showed a positive association between future self-continuity and gray matter volumes in the right ventromedial prefrontal cortex (vmPFC). Furthermore, the RSFC results indicated that the functional connectivity between the right vmPFC and the left inferior parietal lobule (IPL) was positively correlated with future self-continuity. More importantly, the mediation analysis demonstrated that anticipated positive outcome can completely mediate the relationship between the vmPFC-IPL functional connectivity and procrastination. These findings suggested that vmPFC-IPL functional connectivity might prompt anticipated positive outcome about the task and thereby reduce procrastination, which provides a new perspective to understand the relationship between future self-continuity and procrastination.

Future optimism group based on the chronological stress view is less likely to be severe procrastinators.

Previous studies have shown that procrastinators tend to disregard the future. However, the "time view" of procrastinators, including their impressions of the future, has not been sufficiently examined. Therefore, we introduced new indices, "chronological stress view" and "chronological well-being view," which treat impressions of the past, present, and future (= time view) as time-series data via stress and well-being, respectively. The results showed that the group that believed that stress did not increase as they moved into the future had a lower percentage of severe procrastinators. No relationship was found between the chronological well-being view and procrastination. This result suggests that people who are relatively optimistic about the future based on the chronological stress view are less likely to be severe procrastinators. This may suggest the importance of having a hopeful prospect in the future to avoid procrastinating on actions that should yield greater rewards in the future.

Impact of Mindfulness on sleep quality in innovative corporate employees: A chain mediation of Social Interaction Anxiety and bedtime procrastination.

In the context of innovative enterprises in China, the significance of sleep quality for employees' physical and mental well-being cannot be understated. This study explores the complex relationship between Mindfulness and sleep quality and examines the potential interaction between Social Interaction Anxiety and prolonged sleep behavior. To this end, a thorough evaluation involving the administration of the Mindfulness scale, Social Interaction Anxiety scale, sleep delay scale, and the Pittsburgh Sleep Quality Index (PSQI) was conducted among a significant sample of innovative enterprise employees (N = 1648). The findings reveal that a notable proportion of these employees, 31.1% to be precise (as per PSQI 8), grapple with compromised sleep quality. Subsequent analyses shed light on compelling patterns, underscoring a robust negative correlation between Mindfulness and factors like Social Interaction Anxiety, sleep delay, and sleep quality (ß = -0.71, -0.37, -0.35; P < 0.01). Conversely, a significant positive correlation emerges connecting Social Interaction Anxiety, sleep delay, and sleep quality (ß = 0.23, 0.37, 0.32; P < 0.01). Interestingly, mediation analysis demonstrates that Mindfulness significantly negatively influences sleep quality, independent of demographic factors such as sex and age. This impact is mediated by sleep delay, which also interacts with Social Interaction Anxiety. In summary, the research emphasizes the predictive function of Mindfulness in improving sleep quality among employees in innovative enterprises, achieved through its reduction of Social Interaction Anxiety and bedtime procrastination tendencies.

The relationship between family cohesion and bedtime procrastination among Chinese college students: the chain mediating effect of coping styles and mobile phone addiction.

BACKGROUND: Bedtime procrastination refers to an individual's inability to go to bed at a predetermined time without external obstacles. Previous researchers have found that the bedtime procrastination is harmful to human physical and mental health, but these research on bedtime procrastination have mostly focused on exploring individual factors, while ignoring the external environmental factors. Therefore, this is the first study to investigate bedtime procrastination from the perspective of family environments. METHODS: The study was conducted using a convenient sampling method and online questionnaires. Family Cohesion Scale, Coping Styles Questionnaire, Mobile Phone Addiction Tendency Scale and Bedtime Procrastination Scale were used to measure sleep and psychological condition of 1,048 college students. RESULTS: Family cohesion negatively predicted bedtime procrastination. Additionally, positive coping style and mobile phone addiction had significant independent mediating effects. Furthermore, positive coping style and mobile phone addiction had chain mediating effects between family cohesion and bedtime procrastination. CONCLUSION: This study revealed the effect of coping styles and mobile phone addiction on the relationship between family cohesion and bedtime procrastination among Chinese college students. These findings explained the mechanisms of bedtime procrastination from the perspective of environment, so as to effectively intervene the bedtime procrastination of college students from the perspective of external environment.

Relationship between academic procrastination, self-esteem, and moral intelligence among medical sciences students: a cross-sectional study.

BACKGROUND: Academic procrastination is a widespread phenomenon among students. Therefore, evaluating the related factors has always been among the major concerns of educational system researchers. The present study aimed to determine the relationship of academic procrastination with self-esteem and moral intelligence in Shahroud University of Medical Sciences students. METHODS: This cross-sectional descriptive-analytical study was conducted on 205 medical sciences students. Participants were selected based on inclusion and exclusion criteria using the convenience sampling technique. The data collection tools included a demographic information form, Solomon and Rothblum's Procrastination Assessment Scale-Students, Rosenberg Self-Esteem Scale, and Lennick and Kiel's Moral Intelligence Questionnaire, all of which were completed online. The data were analyzed using descriptive statistics and inferential tests (multivariate linear regression with backward method) in SPSS software. RESULTS: 96.1% of participating students experienced moderate to severe levels of academic procrastination. Based on the results of the backward multivariate linear regression model, the variables in the model explained 27.7% of the variance of academic procrastination. Additionally, self-esteem (P < 0.001, ß=-0.942), grade point average (P < 0.001, ß=-2.383), and interest in the study field (P = 0.006, ß=-1.139) were reported as factors related to students' academic procrastination. CONCLUSION: According to the findings of this study, the majority of students suffer from high levels of academic procrastination. Furthermore, this problem was associated with low levels of self-esteem, grade point average, and interest in their field of study.

The mediating role of resilience between emotional intelligence and academic procrastination in nursing undergraduates: A cross-sectional study.

AIM: To investigate the relationship among emotional intelligence (EI), resilience and academic procrastination (AP), and provide suggestions for the development of targeted intervention strategies and lowering of AP level of nursing undergraduates. DESIGN: A cross-sectional study. METHODS: Three provincial universities offering nursing courses in China were investigated in this study. A convenience sample of 256 nursing undergraduates from May 2021 to September 2021 were recruited, with a response rate of 91.4%. Data were collected using face-to-face interviews. The survey tools included the General Information Questionnaire, Academic Procrastination Scale, Emotional Intelligence Scale and Resilience Scale. IBM SPSS v19.0 and Amos 22.0 were used for data analysis. RESULTS: The AP of sampled nursing undergraduates was at the middle level (54.4 ± 21.5). The AP of nursing undergraduates was negatively correlated with EI and resilience. Moreover, the analysis on the mediating role of resilience via structural equation model showed a good fit, with χ2/df = 2.34, RMSEA = 0.07, CFI = 0.99, GFI = 0.95, TLI = 0.98. PATIENT OR PUBLIC CONTRIBUTION: No patient or public contribution.

Elevated perceived stress in university students due to the COVID-19 pandemic: Potential contributing factors in a propensity-score-matched sample.

OBJECTIVE: Onset of the Coronavirus Disease 2019 (COVID) pandemic has increased students' perceived burdens. The current study aimed to examine COVID-related changes and to identify potential factors that contribute to students' stress. METHOD: Adopting a cross-sectional cohort-study design, we examined perceived stress and depressive and anxiety symptoms with a specific focus on the role of study-related variables such as perceived study-related demands, study-related resources, academic procrastination, and stress-enhancing beliefs. Two cohorts (Npre-COVID = 2,175; NCOVID = 959) were recruited at the same university and matched with regard to their propensity score (age, gender, semester). RESULTS: Compared with the pre-COVID cohort, university students in the COVID cohort reported more perceived stress, more depressive and anxiety symptoms, more academic procrastination due to fear of failure, more stress-enhancing beliefs, more distress due to the housing situation, and more perceived study-related challenges (Cohen's d = 0.15-0.45). A stepwise regression analysis identified depressive symptoms, procrastination due to fear of failure, general self-efficacy, increased study demands, perceived difficulties with self-organized learning, distress due to housing, and stress-enhancing beliefs as predictors of perceived stress in the COVID cohort. DISCUSSION: Findings suggest that the switch to online-only education increased the study-related burden for students, primarily due to exams being replaced by a greater amount of regular coursework and imposing demands on self-organized learning. Possibly, stress-enhancing beliefs and procrastination due to fear of failure might have been elevated due to less opportunity for social referencing and lack of felt social support by peer students. CONCLUSION: Experienced increased burden in students during the COVID pandemic was mostly accounted for by a lack of perceived individual resources rather than by an increase in objective study-related demands.

Rumination, psychological capital and academic procrastination among nursing students: A cross-sectional study.

BACKGROUND: Academic procrastination is common among college students, which affects their learning status and even their physical and mental health. Rumination, psychological capital, and academic procrastination are closely related, but for nursing students, there are few studies reporting on their levels and relationships. OBJECTIVE: The aim of this study was to investigate the levels of rumination, psychological capital, and academic procrastination among nursing students, and examine the mediating role of psychological capital in rumination and academic procrastination. DESIGN: A cross-sectional study. SETTING: The study sampled three medical colleges in Sichuan Province, China. PARTICIPANTS: A convenience sampling method was used to select 556 nursing students from April to June 2023. METHODS: 556 nursing students were asked to complete questionnaires regarding social-demographic information, rumination, psychological capital, and academic procrastination. Descriptive statistics, Pearson correlation analysis and structural equation model were used in this study. RESULTS: The scores of rumination, psychological capital, and academic procrastination among nursing students were 46.08 ± 13.61, 108.28 ± 19.50 and 55.32 ± 12.30, respectively. Additionally, structural equation modeling showed that psychological capital mediated the relationship between rumination and academic procrastination with the partial mediating effect of 0.425. CONCLUSION: Our results suggest that nursing students exhibit moderate levels of rumination, psychological capital and academic procrastination. Moreover, rumination can not only directly affect academic procrastination, but also indirectly through psychological capital. Nursing educators should strengthen their attention to the mental health and learning status of nursing students, take measures to help them adapt to campus life, alleviate rumination, enrich psychological capital, and reduce the risk of academic procrastination.

The triangle of anxiety, perfectionism, and academic procrastination: exploring the correlates in medical and dental students.

INTRODUCTION: Academic procrastination is a common phenomenon among medical science students. This issue can negatively affect the students' academic performance. The aim of this study was to investigate perfectionism and anxiety as potential predictors of academic procrastination in medical and dental students. METHODS: This cross-sectional study was conducted among medical and dental students of a public medical sciences university in the south of Iran. Students were assessed using the procrastination assessment scale for students (PASS), Tehran multidimensional perfectionism scale (TMPS), and anxiety subscale of the general health questionnaire (GHQ). Predictors of academic procrastination were evaluated using multiple regression analysis with adjustments made for gender and academic semester. RESULTS: A total of 176 medical and 79 dental students participated in the study. None of the perfectionism components were predictors of academic procrastination. However, anxiety was a significant predictor of academic procrastination in the total sample of students (standardized ß = 0.404, p < 0.001), as well as dental (standardized ß = 0.356, p < 0.001) and medical (standardized ß = 0.478, p < 0.001) students. Anxiety and academic procrastination were both negatively correlated with students' grade point averages. CONCLUSIONS: The findings of this study suggest that anxiety, as opposed to perfectionism, has a more significant influence on academic procrastination among medical and dental students. Interventions aimed at lowering anxiety may be beneficial for reducing academic procrastination, thereby enhancing the academic performance of the students.

Bedtime procrastination related to loneliness among Chinese university students during post-pandemic period: a moderated chain mediation model.

BACKGROUND: This study examined the relationship between loneliness and bedtime procrastination among Chinese university students, the mediating effects of COVID-19 risk perception and self-regulatory fatigue, and connectedness to nature's protective role, post pandemic. METHODS: We recruited 855 students to complete the Loneliness, Perceived Risk of COVID-19 Pandemic, Self-Regulatory Fatigue, Bedtime Procrastination, and Connectedness to Nature Scales. Data for descriptive statistics, correlation analysis, and moderated chain mediation effects were analyzed using SPSS 24.0 and process 3.5 macros. RESULTS: Loneliness positively correlated with bedtime procrastination, COVID-19 risk perception mediated the impact of loneliness on bedtime procrastination, self-regulatory fatigue mediated the effect of loneliness on bedtime procrastination, and COVID-19 risk perception and self-regulatory fatigue mediated the effect between loneliness and bedtime procrastination. Furthermore, connectedness to nature mediated the impact of COVID-19 risk perception on self-regulatory fatigue. CONCLUSIONS: The results indicate the effects and potential mechanisms of loneliness on bedtime procrastination after the relaxation of the pandemic prevention and control policy in China from the perspective of self-regulatory resources and provide insights into improving university students' sleep routine and mental health post pandemic.

Development and validation of the Japanese version of the Bedtime Procrastination Scale (BPS-J).

BACKGROUND: The average sleep duration of Japanese people is shorter than that of people from other countries, and bedtime procrastination is suspected to be one of the factors contributing to this issue. This study aimed to develop and validate the Japanese version of the Bedtime Procrastination Scale (BPS-J). METHODS: The BPS-J was developed through procedures including the translation and back-translation of the scale, cognitive interviews with 100 participants who reported having experiences of being diagnosed with insufficient sleep syndrome (ISS) or receiving treatment for ISS using open-ended online questionnaires, and expert checking. To investigate the scale's validity and reliability, an online survey was conducted with daytime workers aged 20 - 65 years without a history of sleep disorders other than ISS. Half the participants were retested using the same survey after 14 days. Participants' responses to the Brief Self-Control Scale (BSCS), General Procrastination Scale (GPS), and Munich ChronoType Questionnaire (MCTQ), and data on sleep-related variables such as sleep duration on workdays and the days per week of fatigue or sleep loss, sex, and age, were collected. RESULTS: We analyzed data from 574 participants to assess scale validity. We then analyzed data from 280 participants to determine test-retest reliability. Confirmatory factor analyses revealed that the two-factor model without Item 2 was most suitable for the BPS-J, unlike other language versions. Regardless of the full-item model or the model with Item 2 eliminated, sufficient reliability and significant correlations with the BSCS, GPS, MCTQ, and sleep-related variables such as sleep duration per night on work days, days per week of feeling fatigued, and days per week of sleep loss were observed. Logistic and linear regressions showed that the relationships between the BPS-J, sleep-related variables, and MCTQ were maintained after adjusting for sex and age. CONCLUSION: The BPS-J had sufficient validity and reliability. Further, eliminating Item 2 from the original version of the BPS strengthened the ability to survey Japanese daytime workers.

The neural substrates responsible for punishment sensitivity association with procrastination: Left putamen connectivity with left middle temporal gyrus.

Procrastination has adverse consequences across cultural contexts. Behavioral research found a positive correlation between punishment sensitivity and procrastination. However, little is known about the neural substrates underlying the association between them. We employed voxel-based morphometry (VBM) and resting-state functional connectivity (RSFC) methods to address this issue with two independent samples. In Sample 1, behavioral results found that punishment sensitivity was positively related to procrastination. The VBM analysis showed that punishment sensitivity was negatively correlated with gray matter volume in left putamen. Subsequently, the RSFC results revealed that left putamen - left middle temporal gyrus (MTG) connectivity was positively associated with punishment sensitivity. More crucially, mediation analysis indicated that left putamen - left MTG connectivity mediated the relationship between punishment sensitivity and procrastination. The aforementioned results were validated in Sample 2. Altogether, left putamen - left MTG connectivity might be the neural signature of the association between punishment sensitivity and procrastination.

Time perspectives and procrastination in university students: exploring the moderating role of basic psychological need satisfaction.

BACKGROUND: Research on procrastination, regarding time perspective factors and basic psychological need satisfaction (BPNS) has placed this problem at the meeting point of individual and contextual variables. The present study focused both on the individual, given that time perspectives can be defined as a person's attitude to an object (time) at three moments (present, past, future); and on contextual aspects, because the satisfaction of basic psychological needs (competence, autonomy, relatedness) is facilitated or made difficult by social contexts. Based on this, the aim of this study was to analyse the relationships between time perspectives and inter-subject procrastination variations, testing the moderating role of BPNS in this relationship. METHOD: A total of 1,188 undergraduate students, aged 17-50 years (M = 20.02, SD = 2.63), completed three questionnaires containing the variables of interest. RESULTS: Regression analyses showed significant negative (thus, potentially protective) association of future time perspective with all three procrastination dimensions (decisional procrastination, implemental delay, and lateness). Conversely, past-negative time perspective showed a positive (thus, potentially adverse) association with procrastination. Satisfaction of the need for competence also showed a negative (thus, potentially protective) association with all procrastination dimensions. On eight occasions, the relationships between time perspectives and procrastination dimensions were moderated by psychological need satisfaction. CONCLUSIONS: These findings show that BPNS may play relevant roles in the negative (favourable) relationships between procrastination dimensions and positive time perspectives, as well as in the positive (adverse) associations between negative time perspectives and procrastination dimensions. Contextual interventions fostering enhanced levels of perceived autonomy, competence, and relatedness, as well as future time perspective, are thus strong candidates to consider for use and evaluation by policy makers, pedagogues, teachers, coaches and other professionals interested in counteracting procrastination tendencies.