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.

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.

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.

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.

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.

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.

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.

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 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.

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 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.

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.

Childhood environmental risk and youth bedtime procrastination: A path model with life history strategy and sense of control as mediators.

BACKGROUND: Bedtime procrastination is a serious threat to youths' sleep quality and physical and mental health. It is affected by various psychological and physiological factors, but few studies focused on the impact and internal mechanism of childhood experience on bedtime procrastination in adulthood from the evolutionary and developmental perspective. OBJECTIVE: This study aims to explore the distal factors of bedtime procrastination among young people, that is, the association between childhood environmental risk (harshness and unpredictability) and bedtime procrastination, as well as the mediating roles of life history (LH) strategy and sense of control. PARTICIPANTS AND SETTING: By convenience sampling, 453 Chinese college students aged 16 to 24 (55.2 % males, Mage = 21.21 years) completed questionnaires regarding demographics, childhood environmental harshness (from neighborhood, school, and family), and unpredictability (parental divorce, household moves, and parental employment changes), LH strategy, sense of control, and bedtime procrastination. METHODS: Structural equation modeling was used to test the hypothesis model. RESULTS: The results showed that childhood environmental harshness and unpredictability were both positively associated with bedtime procrastination. Sense of control had a partial mediating role between harshness and bedtime procrastination (B = 0.02, 95%CI = [0.004, 0.042]), and between unpredictability and bedtime procrastination (B = 0.01, 95%CI = [0.002, 0.031]), respectively. LH strategy and sense of control had a serial mediating role between harshness and bedtime procrastination (B = 0.04, 95%CI = [0.010, 0.074]), and between unpredictability and bedtime procrastination (B = 0.01, 95%CI = [0.003, 0.029]), respectively. CONCLUSIONS: The findings suggest that childhood environmental harshness and unpredictability are potential predictors of youths' bedtime procrastination. Young people can reduce bedtime procrastination problems by slowing LH strategies and improving their sense of control.

[The Relationship between Personality Structure, Burnout and Procrastination in Psychology and Medical Students, Taking into Account Social Support and Scope for Decision-Making in Studies]. / Der Zusammenhang von Persönlichkeitsstruktur, Burnout und Prokrastination bei Psychologie- und Medizinstudierenden unter Einbeziehung von sozialer Unterstützung und Entscheidungsspielraum im Studium.

BACKGROUND: Burnout and procrastination are widespread phenomena among students. The role of personality structure has been little researched so far. OBJECTIVE OF THE STUDY: The relationship between personality structure and study-related work disorders in psychology and medical students is examined, taking into account resources and demands. METHODS: As part of a cross-sectional study, data was collected online from 61 German colleges and universities. Personality structure variables (levels of personality functioning, OPD-SFK; attachment, ECR-RD 12; emotion regulation, ERQ), study-related work disorders (burnout, MBI-SS-d; procrastination; APSI-d) as well as resources (social support, F-SozU K-6; scope for decision-making in studies, self-developed scale) and demands (Corona pandemic, self-developed scale) were assessed. The research question was answered by means of a hierarchical regression analysis. RESULTS: From February 2020 to December 2021, 775 students (49.2% psychology students, 50.8% medical students; age M=24.1 years, SD=5.1 years; 82.3% female, 17.4% male, 0.3% diverse) participated in the survey. In the overall model, 30.4% of the variance in burnout exhaustion, 16.2% of the variance in burnout cynicism, 20.9% of the variance in burnout inefficiency and 30.1% of the variance in procrastination was explained (p<0.001). Levels of personality functioning showed significant negative correlations with all burnout variables as well as with procrastination (p<0.001). The emotion regulation strategy reappraisal was associated with lower burnout inefficiency and procrastination (p<0.001), and the emotion suppression strategy with lower burnout cynicism (p≤0.01). Scope for decision-making in studies was negatively associated with all burnout variables and procrastination (p<0.001), and social support was negatively associated with burnout inefficiency (p≤0.01). The general stress level during the Corona pandemic showed a positive association with burnout exhaustion (p≤0.001). CONCLUSIONS: Personality structure (levels of personality functioning, emotion regulation) is significantly related to study-related burnout and procrastination. Training opportunities to promote emotion regulation skills could be very helpful for vulnerable student groups in dealing with burnout and procrastination.

'It's satisfying but destructive': A qualitative study on the experience of bedtime procrastination in new career starters.

BACKGROUND: Bedtime procrastination, the volitional delay of going to bed without any external circumstances causing the delay, is linked to multiple indicators of inadequate sleep. Intervening to reduce bedtime procrastination may be an important avenue to improve sleep outcomes, yet the phenomenon remains poorly understood in populations at risk for bedtime procrastination. New career starters, those who have graduated from tertiary education and started a new full-time job within the past 12 months, may be susceptible to problematic bedtime procrastination and are at an opportune time for a 'fresh start' to change behaviour. AIMS: The objectives of this study were to understand how bedtime procrastination is experienced and perceived by new career starters, to identify the enablers and barriers to behaviour change in new career starters and to explore themes for future interventions. MATERIALS & METHODS: Data were collected through in-depth semi-structured interviews with 28 participants. RESULTS: Inductive thematic analysis was used to find seven themes: (1) negative feelings before and during bedtime procrastination; (2) wanting to versus knowing I shouldn't; (3) difficulty falling asleep; (4) influence of automatic processes; (5) consequences of bedtime procrastination; (6) lack of self-control and (7) technology captures late-night attention. Participants emphasised the need for me-time, self-negotiation to continue procrastinating and knowledge of the value of sleep. DISCUSSION & CONCLUSION: Findings suggest that bedtime procrastination involves both reflective and automatic cognitive processes. Future interventions would benefit from a dual-process approach, using cognitive and behavioural techniques to reduce bedtime procrastination.

The functional connectivity between right parahippocampal gyrus and precuneus underlying the association between reward sensitivity and procrastination.

Procrastination has adverse effects on personal growth and social development. Behavior research has found reward sensitivity is positively correlated with procrastination. However, it remains unclear that the neural substrates underlie the relationship between reward sensitivity and procrastination. To address this issue, the present study used voxel-based morphometry (VBM) and resting-state functional connectivity (RSFC) analyses to investigate the neural substrates underlying the association with reward sensitivity and procrastination in two independent samples (N1 = 388, N2 = 330). In Sample 1, the behavioral result indicated reward sensitivity was positively correlated with procrastination. Moreover, the VBM analysis showed that reward sensitivity was positively associated with the gray matter volume (GMV) of the right parahippocampal gyrus. Furthermore, the RSFC result found reward sensitivity was negatively associated with the functional connectivity of the right parahippocampal gyrus-precuneus. Crucially, the mediation analysis revealed that functional connectivity of the right parahippocampal gyrus-precuneus mediated the relationship between reward sensitivity and procrastination. To verify the robustness of the results, confirmatory analysis was carried out in Sample 2. The results of Sample 1 (i.e., the behavioral, VBM, RSFC, and mediation results) can be verified in Sample 2. In brief, these findings suggested that the functional connectivity of the right parahippocampal gyrus-precuneus involved in reward impulsive control could modulate the relationship between reward sensitivity and procrastination, which is the first to reveal the neural underpinning of the association between reward sensitivity and procrastination.

The correlation between mobile phone addiction and procrastination in students: A meta-analysis.

BACKGROUND: Mobile phone addiction (MPA) has been extensively researched as an important factor for students' procrastination. However, the direction and magnitudes of the correlation between MPA and procrastination remain unclear. This meta-analysis, thus, aims to explore the relationship between MPA and procrastination in students, as well as the moderating effects of participant's individual characteristics (education level and sex), measurement tools, and social situational factors (publication year and culture). METHODS: Qualified studies were obtained through a systematic search of PubMed, Web of Science, Embase, PsycINFO, China National Knowledge Infrastructure (CNKI), Wanfang, and Weipu. Meta-analysis was conducted in the CMA 3.0 software, and meta-analysis of variance (ANOVA) was used to test the moderating effect. RESULTS: A total of 75 studies, including 48,031 participants, were obtained. The combined effect size of the random effects model showed a significant positive correlation between MPA and procrastination in students (r = 0.376, 95 % CI [0.345, 0.406]). Education level, sex, culture, and MPA measurement tools significantly moderated the correlation between MPA and procrastination. However, the correlation was not moderated by the year of publication and the measurement tools of procrastination. CONCLUSION: MPA is positively correlated with procrastination in students. Given the high incidence of MPA in students and its potential risk factors for procrastination, attention should be paid to the identification and intervention of MPA to prevent students from procrastination.