The Roles of Academic Self-Efficacy and Intolerance of Uncertainty on Decisional Procrastination in University Students during the COVID-19 Pandemic

Decisional procrastination has been one of the main phenomena analysed in university students, together with self-efficacy, during the COVID-19 pandemic. We examined the roles of academic self-efficacy and intolerance of uncertainty on decisional procrastination in 318 Italian university students. Furthermore, the mediating role of the intolerance of uncertainty on the relationships between academic self-efficacy and decisional procrastination was explored. The Academic Self-Efficacy Scale, the Decisional Procrastination Scale, and the Intolerance of Uncertainty Scale were used. Results: Decisional procrastination was predicted by the components of academic self-efficacy and the intolerance of uncertainty (prospective and inhibitory intolerance). Furthermore, the mediating role of the prospective intolerance of uncertainty was confirmed in the relationship between self-efficacy (self-engagement and self-oriented decision-making) and decisional procrastination. Conclusions: This study adds new evidence to findings in the analysis of the role of the intolerance of uncertainty in mitigating the relationships between the self-efficacy of students in the academic context and their tendency to procrastinate in decision-making processes, which has been poorly investigated to date by scholars in this research field. Future research will deal with a specific situation of procrastinating behaviours, such as the completion of a master's thesis or the respect for the deadline of an article's submission. © 2023 by the authors.

The paradox of freedom in lockdown

Before the arrival of Covid-19 the way of being in life was mainly in the present and future while it carried the past less consciously;during lockdown the focus seemed to be in the present and past, while the future also remained just out of sight. Lockdown had become a giant guilt-free procrastination chamber. The first lockdown took place in Britain on 16 March 2020. Emerging from that first lockdown was like slowly coming out of hibernation. This chapter touches on some of experiences at the beginning of the first lockdown: 'Between stimulus and response, there is a space. In that space is the power to choose the response. In the response lies the growth and the freedom'. Freedom is never total and there are always limits and boundaries, some come with a particular situation and others are self-made, others are within relationships and so on. Freedom can also be experienced when accepting 'a new reality' with new boundaries. The term 'thinking outside the box' is a good example of creative psychological freedom in action. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Effective Messaging Strategies for Colorectal Cancer Screening: The Development of the 2022 NCCRT Messaging Guidebook for Black and African American People

Introduction: Colorectal cancer (CRC) is the second leading cause of cancer-related deaths in the United States (US) and disproportionately impacts Black individuals. The US Preventive Services Taskforce began recommending CRC screening for individuals aged 45-49 in 2021, however effective strategies to increase screening participation in Black individuals in this age group are unknown. Thus, the National Colorectal RoundTable (NCCRT) used a mixed methods approach to identify barriers and facilitators to CRC screening in Black individuals, with specific focus on those age 45-49. Results informed the development of the 2022 NCCRT Messaging Guidebook for Black & African American People. Method(s): We conducted a mixed-methods study in a large, nationally representative sample of unscreened Black individuals. We first conducted semi-structured qualitative interviews with Black individuals over age 45, recruited from the Schlesinger Group qualitative research platform. Findings informed content for a subsequent survey to understand barriers and facilitators, administered broadly via the Prodege online research platform. Messages to encourage screening participation were developed based on learnings from prior ACS and NCCRT work. Message were tested using MaxDiff analytic methods and reviewed by a multidisciplinary advisory committee for inclusion in the Guidebook. Result(s): There were 10 qualitative interview and 490 survey participants. The average age of participants was 52.7 (s.d.56.1) for interviews and 55.3 (s.d.57.3) for surveys. 40.0% were female and 38.2% lived in the Southeast US (Table). The most frequently reported barrier to screening was procrastination (40.0% in age 45-49;42.8% in age 50-65;34.2% in age .55). Procrastination was often attributed to financial concerns (20.8% in age 45-49) and COVID-19 (27.0% in age 50-54;21.8% in age .55) (Figure). Of those age 45-49, the majority preferred to receive screening information from a health care provider (57.5%), however only 31.7% reported that a provider had initiated a screening conversation. Several messages rated as highly effective in encouraging screening were included in the NCCRT Guidebook. Conclusion(s): We identified several age-specific barriers to CRC screening and developed unique messaging to motivate screening among unscreened Black individuals age 45 and over. Messages that tested positively are publicly available as a resource for organizations and institutions that aim to increase screening rates.

Academic Procrastination in Students During Covid-19 Pandemic: The Role of Perceived Challenges and Learning Motivation

The COVID-19 pandemic has caused many changes in educational settings which have been quite demanding. Shifting to online education has resulted in many erratic changes for students, which could have threatened their learning motivation. Therefore, this study examined perceived challenges, learning motivation and academic procrastination during the COVID-19 pandemic among 458 students of public and non-public universities in Albania, and the data were collected through online questionnaires. The findings reveal a strong relationship between academic procrastination, perceived challenges and learning motivation. Furthermore, a multiple linear regression model revealed that academic procrastination was influenced by perceived challenges and motivation. Sociodemographic variables, such as age and gender, were examined. The results are relevant for understanding learning motivational processes and critical variables that influence students' procrastination, academic achievement and adjustment. © 2023 Blerina Reci Xhakolli and Oriola Hamzallari.

COVID-19 Vaccine Hesitancy Among Health care Workers and Medical Students

Background: Health care workers (HCW) assume a significant part in teaching the overall population about the origin of the immunization and its implications and subsequently, vaccination hesitancy among them presents existential dangers to the stoppage and control of this pandemic. It will likewise impede endeavours to reduce COVID-19 pandemic. Objective(s):To comprehend coronavirus vaccine acceptance and specific attitudes toward vaccine hesitancy among HCWs and medical students at Jinnah hospital, Lahore. Method(s):200 HCWs employed by Jinnah Hospital, Lahore and 200 asymptomatic medical students to access attitudes toward vaccine acceptance and hesitancy. A cross-sectional survey was designed and the questionnaire was administered during May, 2022 while it was completed online throughout the month of May, 2022. Vaccination hesitancy was defined as procrastination or denial of vaccination although the services and the doses are available. Tabulated form was given to the descriptive statistics and the reported attitudes towards COVID-19 vaccine of the participants. Data was entered and analysed statistically by using SPSS software, IBM version 27. Qualitative data was shown as frequencies and percentages. For data analysis a chi-square test was used with P < .05 as statistical significance. Result(s):In total, 400 enrolees, completed the questionnaire, a majority of participants were doctors (98.5%), were vaccinated by choice (90.5%), had Chinese vaccination (80.5%), and had booster dose (34%). Almost all respondents were aware of COVID-19 vaccination (100%).Vaccination hesitancy was shown by health care workers right away due to fear of vaccine (1%). Conclusion(s):Vaccine intake was adequate among health care workers and satisfactory among medical students. Awareness regarding vaccination was good among both groups with low level of hesitancy.Copyright © 2022, Anka Publishers. All rights reserved.

College students' self-regulation in asynchronous online courses during COVID-19

Since the start of the COVID-19 pandemic, courses in higher education have increasingly been delivered via asynchronous online modalities. Although such modalities may allow instructors and students greater flexibility in how they engage with their courses, they increase the self-regulatory challenges learners experience. Students may feel less capable of regulating their learning in web-based modalities, which may increase procrastination and lower academic performance. Alternatively, students who procrastinate in their asynchronous courses may become convinced that they lack the self-regulatory skills needed to succeed. Little research has examined these relationships. The purpose of this mixed methods study was to examine these self-regulatory processes, the challenges students experience in asynchronous classes, and possible effects on academic performance. Undergraduate students (N = 1,216) attending a public U.S. university responded to closed–and open-ended survey items in Fall 2020. A cross-lagged panel model revealed the interdependency of self-efficacy for self-regulation and academic procrastination, and their relationship with course performance. Findings suggest that students' beliefs in their self-regulatory capabilities and their procrastination behaviors are related to each other and jointly contribute to course performance. Students described time management difficulties as the most challenging aspect of asynchronous online learning. Integration of quantitative and qualitative data revealed several unique challenges experienced by students who had relatively higher or lower self-efficacy and procrastination. Overall, this study suggests implications for the timely support of college students' self-regulation in asynchronous online learning courses during and after COVID-19. © 2023 Society for Research into Higher Education.

An Imagination - Procrastination Link? The Role of Efficacy Beliefs, Visual Imagery, and Affect in Academic Procrastination.

Previous studies have established that there is a relationship between efficacy beliefs and procrastination. Theory and research on motivation suggest that visual imagery (the capacity to create vivid mental images) may be implicated in this relationship and in the general tendency to procrastinate. This study's aim was to build on prior work by examining the role of visual imagery, as well as roles of other specific personal and affective factors, in predicting academic procrastination. Self-efficacy for self regulatory behavior was observed to be the strongest predictor, predicting lower rates of academic procrastination, though this effect was significantly greater for individuals who scored higher on a measure of visual imagery. Visual imagery predicted higher levels of academic procrastination when included in a regression model with other significant factors, though this relationship did not hold for individuals who scored higher on self regulatory self-efficacy, suggesting that this self-belief may shield individuals who would otherwise be disposed to procrastination behavior. Negative affect was observed to predict higher levels of academic procrastination, contrary to a previous finding. This result highlightsthe importance of considering social contextual issues that may influence emotional states, such as those surrounding the Covid-19 epidemic, in studies of procrastination.

Teaching the sociology of time in a time of disruption (a strike and a pandemic)

This short article shares the innovative pedagogic practices I explored and developed to nurture temporal reflexivity in the classroom to engage students in the study of the sociology of time in the context of the COVID-19 pandemic and a local strike. It takes the reader through the module as it was structured and delivered in two parts: from calendars to calibration and from memory to procrastination. This is interspersed with details of the learning exercises we undertook in the classroom and the module assignments. © The Author(s) 2023.

Relating Student Performance and Procrastination Behavior in Online Discussion Forums

Procrastination is a behavioral feature in which a person chooses to delay a task or a decision. Academic procrastination is the tendency to postpone school-related obligations despite known negative consequences. In this paper, we examine how procrastination manifests in online discussion forum participation in a university in the Philippines during the COVID-19 pandemic. We visualize how high- and low-performing students differ in the rate at which they respond to discussion forum prompts. We also make use of association rule mining in order to determine which student behaviors are antecedents of procrastination. We find that most high-performing students tend to respond to discussion forum prompts much earlier than most low-performing students. This implies that they procrastinate less. We also found that making initial accesses or posts later or no graded posts at all makes the student at risk for poor performance. © ICCE 2022.All rights reserved.

An experimental case study on forum-based online teaching to improve student's engagement and motivation in higher education

With the spread of the coronavirus disease 2019 (COVID-19), online education has been increasingly adopted globally. However, whether the online teaching approach is effective for students' learning engagement and motivation is still an open question. To improve students' learning engagement and motivation to minimize students' indulgent in procrastination and plagiarism behavior, an experimental case study on forum-based online teaching was carried out. Results showed that compared to traditional class teaching, the forum-based online teaching effectively improved students' learning engagement and motivation as well as reduced procrastination and plagiarism. Although some students are emotionally resistant to this new forum-based online teaching method, most of the students believed their presentation and other academic skills could be improved through forum-based online teaching. Moreover, students generally accepted moderate levels of peer pressure and competition that were created by the forum-based learning process. Therefore, forum-based online teaching can be considered as a useful complementary approach to traditional class teaching. The implications of this study include that breaking a final "term paper" into multiple small online submissions helps students proactively complete homework assignments and avoids plagiarism. Moreover, educators integrate theories into students' life experiences through online teaching forums, which also improve student learning engagement and motivation. [ FROM AUTHOR] Copyright of Interactive Learning Environments is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Online teaching, procrastination and student achievement

Despite growing consensus in the public debate that self-discipline is key to succeeding in an online learning environment, the evidence available is very limited. We investigate the role of procrastination as a moderator of the impact of online teaching on student performance. We take advantage of the forced transition from traditional class-based to online teaching induced by the COVID-19 pandemic and adopt a difference-in-differences strategy using administrative data of four cohorts of students enrolled in an Italian University. We find that online teaching has reduced student performance by about 1.4 credits per semester on average (0.11 Standard Deviations). However, this aggregate effect masks great heterogeneity as the negative influence on performance varies significantly according to student tendency to procrastinate with online teaching being particularly detrimental for students affected by present-bias problems. The total negative effect for procrastinators amounts to more than 18% of the workload for a semester, so implying a potential delay of approximately two semesters in the expected date of graduation for students following an online as opposed to a face-to-face five-year Degree course. © 2023 Elsevier Ltd

Academic Procrastination of Undergraduate Nursing Student: A Cross-Sectional Study

BACKGROUND: The learning system carried out online during the COVID-19 pandemic increasingly supports students to delay working on assignments. AIM: The purpose of this study was to explore the academic procrastination of students during a pandemic. METHOD(S): This research using a cross-sectional study research method with 399 nursing students as respondents, data were collected using Google Forms which was circulated online, data were processed using descriptive, Pearson, and linear regression methods. RESULT(S): Pearson's results show that there is a positive correlation for age, fear of failure, aversiveness of task, difficulty making decisions, dependency, lack of assertion, risk taking, and rebellion against control. The results of the linear regression test showed that aversiveness of task, dependency, and lack of assertion were the strongest predictors of students' reasons for procrastinating. CONCLUSION(S): Academic procrastination by students, if carried out continuously and repeatedly, will have an impact on academic performance, grades, and mental health.Copyright © 2022 Syiddatul Budury, Diah Jerita Eka Sari, Widiharti Widiharti, Theresia Anita Pramesti, Siti Nur Hasina.

Examining the effect of self-regulation failure on academic achievement in emergency remote teaching and learning versus face-to-face

PurposeThe study aimed to examine the relationship between self-regulation failure and academic achievement in an emergency remote teaching (ERT) and learning environment compared to a face-to-face setting.Design/methodology/approachThis study conducted an analysis of covariance (ANCOVA) to investigate the impact of students falling behind (as proxy for self-regulation failure) on their final course mark. The sample comprised students from four undergraduate modules offered at a South African university in a face-to-face setting (N = 1,604), as well as an ERT setting (N = 1,478). Students falling behind were measured as the days behind, relative to the academic program, using learning management system (LMS) log data. The study further explored whether self-regulation failure had a greater effect on academic achievement in ERT as opposed to a face-to-face context.FindingsThe results indicated a negative correlation between self-regulation failure, evidenced by falling further behind in the academic program, and students' final course marks. Furthermore, the negative impact of falling behind was found to be greater on a student's final course mark during ERT compared to a face-to-face setting.Originality/valueThis study contributes to the literature on ERT by highlighting the increased negative effect of self-regulation failure on academic achievement in ERT as opposed to face-to-face teaching and learning. Findings of this research may be of value to educators and policymakers in identifying ways of supporting self-regulated learning in future ERT situations to ensure that academic success is maintained.

A Study on the Learning Early Warning Prediction Based on Homework Habits: Towards Intelligent Sustainable Evaluation for Higher Education

Teachers need a technique to efficiently understand the learning effects of their students. Early warning prediction mechanisms constitute one solution for assisting teachers in changing their teaching strategies by providing a long-term process for assessing each student's learning status. However, current methods of building models necessitate an excessive amount of data, which is not conducive to the final effect of the model, and it is difficult to collect enough information. In this paper, we use educational data mining techniques to analyze students' homework data and propose an algorithm to extract the three main features: Degree of reliability, degree of enthusiasm, and degree of procrastination. Building a predictive model based on homework habits can provide an individualized evaluation of students' sustainability processes and support teachers in adjusting their teaching strategies. This was cross-validated using multiple machine learning algorithms, of which the highest accuracy was 93.34%.

Academic procrastination using social media: A cross‐sectional study with middle school students on the buffering and moderator roles of self‐control and gender

Temporary school lockdowns and physical distancing practices due to the Covid‐19 pandemic have led to the risk of problematic social media use (PSU) in students who need to socialize. The effect of PSU on students' academic commitment and the mechanisms that moderate this effect spark interest in researchers. For this reason, the present study sought answers to the following two research questions: (a) Whether PSU positively predicts academic procrastination (AP), (b) Whether this relation is moderated by self‐control and gender. Employing the additive multiple moderation model, the study was carried out with 370 Turkish middle school students (female: 65.1%, Mage: 12.82). The findings indicate that PSU positively affects AP. The positive effect of PSU on AP is higher in boys than in girls. Self‐control acts as a buffering moderator in the positive effect of PSU on AP. As students' self‐control levels increase, the positive effect of PSU on AP weakens. Self‐control plays a greater role as a buffering moderator in girls than in boys. Regarding the context of middle school students' PSU and AP, the results extend the literature, which states that boys tend to act more impulsively. Also, this study adds new empirical evidence to the literature regarding the importance of high levels of self‐control in minimizing the negative effects of PSU, which has become more common among middle school students after the Covid‐19 pandemic, on AP. Practitioner Points: Problematic social media use (PSU) positively affects academic procrastination (AP).Self‐control acts as a buffering moderator in the positive effect of PSU on AP.The positive effect of PSU on AP is higher in boys than in girls. [ABSTRACT FROM AUTHOR] Copyright of Psychology in the Schools is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Evaluation of Academic Procrastination Tendencies in Sophomore Medical Students

This paper describes the effectiveness of learning analytics on various academic endeavors. Two scenarios are discussed. The first one considers the academic performance while the second one considers diversity-related issues on the studies in order to ensure the evaluation of online classes during COVID-19 pandemic. Though the impact of learning analytics in academic decision making is vast, nevertheless, it can be used to improve learning environment and address key issues as experienced by new entrants in a medical school. The present work details the key academic and non-academic factors and suggests some strategies to minimize the impact of academic procrastination and hence improve the retention rate of sophomore medical students. © 2022 IEEE.

Academic Stress, Procrastination, and Internet Uses Among College Students During the covid-19 Pandemic / Estrés académico, procrastinación y usos del Internet en universitarios durante la pandemia por covid-19 / Estresse acadêmico, procrastinação e uso da Internet em estudantes universitários durante a pandemia de covid-19

La pandemia por covid-19 repercutió en las prácticas educativas y convirtió a las tecnologías de la información y la comunicación ­sobre todo Internet­ en medios indispensables para continuar con las actividades académicas; pero a la par incrementaron el riesgo de que los estudiantes usen mal estas herramientas y con ello aparezcan fenómenos como la procrastinación. Por tanto, el objetivo fue analizar la relación entre el estrés académico, el uso problemático de Internet, la adicción a las redes sociales y la procrastinación académica. Materiales y métodos: estudio cuantitativo, no experimental, de corte transversal. Se utilizó el inventario sisco de estrés académico, el cupo para uso problemático de Internet, la smas-sf de adicción a redes sociales y la Escala de Procrastinación Académica. La muestra la conformaron 448 estudiantes universitarios mexicanos entre los 17 y los 34 años. Resultados: se hallaron diferencias significativas por sexo, en cuanto a las reacciones ante el estrés académico, y en la categoría de la autorregulación, donde los hombres indicaron una baja autorregulación. Por su parte, en la sub-muestra de mujeres se encontró una relación positiva y significativa entre el uso de las redes sociales y la procrastinación académica; mientras que, en los hombres, entre los problemas por el uso de las redes sociales y las reacciones psicológicas ante el estrés. Conclusión: el cambio de modalidad de estudio (de presencial a virtual) ha generado consecuencias en los universitarios, como estrés académico, procras-tinación y usos inadecuados de Internet.

The covid-19 pandemic has affected educational practices, turning the information and communication technologies and the Internet into essential means to continue academic activities while increasing the risk of students misusing these tools, favoring phenomena such as procrastination. This study aimed to analyze the relationship between academic stress, problematic Internet use, social media addiction, and academic procrastination. Materials and methods: In this quantitative, non-experimen-tal, and cross-sectional study, the sisco inventory for academic stress, cupi for problematic Internet use, smas-sf for addiction to social networks, and academic procrastination scale were used. The sample was made up of 448 Mexican university students aged 17­34 years. Results: Significant differences were found by sex in terms of reactions to academic stress and in the category of self-regulation, where men indicated low self-regulation. Moreover, a positive and significant relationship was found between the use of social networks and academic procrastination in women and the problems due to the use of social networks and psychological reactions to stress in men. Conclusion: The change from face-to-face to virtual modality has led to consequences such as academic stress, procrastination, and inappropriate use of the Internet among university students.

a pandemia do covid-19 impactou as práticas educacionais, tornando as Tecnologias da Informação e Comunicação (tic) e principalmente a Internet meios indispensáveis para a continuidade das atividades acadêmicas; mas ao mesmo tempo aumenta o risco de que os alunos façam mau uso dessas ferramentas e com isso apareçam fenômenos como a procrastinação. Portanto, o objetivo do presente estudo foi analisar a relação entre estresse acadêmico, uso problemático da Internet, vício em redes sociais e procrastinação acadêmica. Materiais e métodos: estudo quantitativo, não experimental e transversal. Foram utilizados o Inventário sisco de estresse acadêmico, o cupi para uso problemático da Internet, o smas-sf para vício em redes sociais e a escala de procrastinação acadêmica (epa). A amostra foi composta por 448 estudantes universitários mexicanos com idades entre 17 e 34 anos. Resultados: foram encontradas diferenças significativas em função do sexo nas reações ao estresse acadêmico e na catego-ria de auto-regulamentação, onde os homens indicaram baixa auto-regulamentação. Por outro lado, foi encontrada uma relação positiva e significativa, na subamostra de mulheres, entre o uso de redes sociais e procrastinação acadêmica, enquanto que para os homens houve relação positiva e significativa entre problemas devido ao uso de redes sociais e reações psicológicas ao estresse. Conclusão: a mudança da modalidade presencial para a virtual gerou consequências em universitários como estresse acadêmico, procrastinação e uso inadequado da Internet.

Soft skills in academic procrastination in postgraduate students, COVID-19

Objective: the research was aimed at verifying the incidence of soft skills in academic procrastination. Method(s): the study was causal correlational, with a sample of 352 graduate stu-dents, who were evaluated with the CPA Academic Procrastination questionnaire and the Soft Skills questionnaire, which were submitted online in Google Forms, with prior informed consent. Result(s): The results evidenced an inverse association between soft skills and academic procrastination;furthermore, a low but significant incidence (-,369**) was found between the variables under study. Conclusion(s): A low but significant inverse incidence of the antecedent variable on the consequent variable was found.Copyright © 2022, Venezuelan Society of Pharmacology and Clinical and Therapeutic Pharmacology. All rights reserved.

Students' Time Management, Academic Procrastination, and Performance during Online Science and Mathematics Classes

COVID-19 affected all sectors, including academia, which resulted in an increase in online learning. While education continued through online platforms, various students-related problems arose, including improper time management, procrastination, and fluctuating academic performance. It is in this context that this quantitative study was carried out to determine how time management and procrastination affected students' performance in science and mathematics during the pandemic. We surveyed 650 Filipino high school students using the Procrastination Assessment Scale-Students and Wayne State University's Time Management questionnaire with a 0.93 reliability coefficient. The findings revealed that in science and mathematics, female students outperformed males. Eleven 12-year-olds had the highest mean grades in science and mathematics, while 15 16-year-olds had the lowest. Younger respondents (11-14) were more likely to have better time management in than older ones. Further, older respondents (15-18) procrastinate more than younger ones. Time management correlates positively with success in science and mathematics. Achievement in science and mathematics is the highest among students with good time management. Procrastination negatively affects achievement. High school students who procrastinated less fare better in mathematics. With this, the study opens possibilities for teaching older learners in time management to boost their performance. Students across ages should be urged to avoid procrastinating as it negatively affects academic performance. As reinforcement, schools may educate learners on time management and procrastination avoidance through orientations and other platforms. © 2022 Society for Research and Knowledge Management. All rights reserved.

Moderating Role of Peer Pressure and Positive Learning Environment Between Career Calling and Academic Procrastination in Chinese Medical Students During Controlled COVID-19 Pandemic: A Cross-Sectional Study.

Purpose: The COVID-19 pandemic sets specific circumstances that may accelerate academic procrastination behavior of medical students. Career calling is a protective factor that fights against academic procrastination and may further improve medical students' mental health and academic achievement. This study aims to determine the status of Chinese medical students' academic procrastination during controlled COVID-19 pandemic. Moreover, the study investigates the relationships and mechanisms among career calling, peer pressure, a positive learning environment, and academic procrastination. Patients and Methods: Data were collected from several Chinese medical universities through an anonymous cross-sectional survey of 3614 respondents (effective response rate = 60.0%). Using online questionnaires to collect the data and IBM SPSS Statistics 22.0 for statistical analysis. Results: The average score of academic procrastination of Chinese medical students was 2.62±0.86. This study proved the usage of peer pressure and positive learning environment as moderating roles of relationship between career calling and academic procrastination. Career calling was negatively correlated with academic procrastination (r = -0.232, p < 0.01), while it was positively correlated with peer pressure (r = 0.390, p < 0.01) and a positive learning environment (r = 0.339, p < 0.01). Moreover, academic procrastination was negatively correlated with peer pressure (r = -0.279, p < 0.01) and a positive learning environment (r = -0.242, p < 0.01). Peer pressure was positively correlated with a positive learning environment (r = 0.637, p < 0.01). Conclusion: The findings emphasize the importance of constructive peer pressure and a positive learning environment that discourages academic procrastination. Educators should highlight medical career calling education by offering related courses to fight against academic procrastination.