Cannabis Use and Academic Performance in College Students: The Role of Procrastination.

Objective: The current study investigated procrastination as a potential moderator of the association between cannabis use and college grade point average (GPA). Participants: 220 college students (ages 18 - 24; 71.8% female) in the Northwestern U.S. who were registered for classes in Fall 2021. Methods: Demographic questions, substance use history, the Beck Anxiety Inventory, the Center for Epidemiologic Studies Depression scale, and a Procrastination scale were completed via an online survey. Official term and cumulative GPA records were also collected. Results: A regression model indicated that procrastination moderated the association between lifetime cannabis use and cumulative college GPA, whereas this moderation was not present when examining the relationship between past month cannabis use and term GPA. Conclusion: The current study identifies a putatively modifiable factor that may be related to academic performance for students who use cannabis. These results may help inform future interventions designed to help students using cannabis succeed academically.

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.

The effects of mobile phone addiction on bedtime procrastination in university students: the masking effect of physical activity and anxiety.

PURPOSE: Good sleep is one of the necessary conditions to ensure the normal performance of the physiological and psychological functions of college students. This study aimed to explore the relationship between mobile phone addiction and bedtime procrastination among Chinese college students and the mediating mechanisms of physical exercise and anxiety between the two, with a view to seek ways to prevent and intervene in college students' sleep procrastination and improve their sleep quality. METHODS: Using SPSS 29.0 analysis with Bootstrap's method, 3,800 first-year students, sophomores, and juniors were given the Mobile Phone Addiction Tendency Scale, Bedtime Procrastination Scale, Physical Activity Scale, and Anxiety Scale. The results of the analyses included mediation tests and effect analyses of anxiety and physical activity. RESULTS: The correlation analysis revealed significant positive correlations between mobile phone addiction and bedtime procrastination (r = 0.149, p < 0.01) as well as anxiety (r = 0.497, p < 0.01). Additionally, there was a significant negative correlation between mobile phone addiction and physical activity (r = -0.447, p < 0.01). Physical activity was also found to have significant negative correlations with anxiety (r = -0.506, p < 0.01) and bedtime procrastination (r = -0.424, p < 0.01). Furthermore, anxiety showed a significant positive correlation with bedtime procrastination (r = 0.334, p < 0.01). Physical activity and anxiety acted as substantial mediators between mobile phone addiction and nighttime procrastination. Both mediators had considerable masking effects, with the mediating effect amounting to 50.3% and 25.1%, respectively. Physical exercise and anxiety played a chain mediating role between mobile phone addiction and bedtime procrastination, and the masking effect was also significant, with a mediating effect size of 13.4%. CONCLUSIONS: This study reveals the special characteristics of the influencing factors and pathways of bedtime procrastination in this group of college students, providing targeted evidence for the prevention and intervention of bedtime procrastination in college students. It also has an important reference value for the effects of exercise and comprehensive intervention to improve bedtime procrastination and enhance the quality of sleep in college students.

The relationship between time anxiety and college students' sleep quality: the mediating role of irrational procrastination and the moderating effect of physical activity.

Background: Poor sleep quality has become one of the most pressing public issues among Chinese college students, with an increasing incidence rate in recent years. Although some studies showed that anxiety is related to sleep quality, the relationship between time anxiety (which is a more concrete manifestation of anxiety in the temporal dimension) and sleep quality, as well as its potential mechanisms, still requires further investigation and analysis. This study aimed to explore the relationship between time anxiety and sleep quality among college students, and to examine the mediating role of irrational procrastination and the moderating effect of physical activity. Methodology: A cross-sectional study was conducted with 1,137 participants recruited from four universities in eastern, western, and central China. They completed a questionnaire survey on time anxiety, irrational procrastination, physical activity, and sleep quality. Data analysis was performed using SPSS 26.0 and PROCESS 3.3. Results: Time anxiety had a significant positive impact on sleep quality (ß = 0.28, t = 9.95, p < 0.001). Irrational procrastination played a mediating role between time anxiety and college students' sleep quality, the effect value was 0.05, and the intermediary effect accounted for 19.26%. Physical activity moderated the direct effect of time anxiety on college students' sleep quality (ß = -0.08, t = -2.98, p < 0.01), and moderated the second half path of irrational procrastination mediation model (ß = -0.06, t = -2.12, p < 0.05). Conclusion: Higher levels of time anxiety are associated with poorer sleep quality among college students. Time anxiety not only directly affects college students' sleep quality, but also indirectly affects it through irrational procrastination. Conducting physical activities can mitigate the impact of time anxiety and irrational procrastination on college students' sleep quality.

The multiple mediating effects of self-efficacy and resilience on the relationship between social support and procrastination among vocational college students: a cross-sectional study.

BACKGROUND: Previous research has revealed a negative association between social support and procrastination. However, few studies have investigated the mechanism underlying this relationship among vocational college students. OBJECTIVE: Based on the social cognitive theory, this study was intended to investigate the multiple mediating effects of self-efficacy and resilience on the relationship between social support and procrastination among vocational college students. METHODS: This study employed a cross-sectional design involving a sample of 1,379 students from a vocational college in China. Data were collected using the General Procrastination Scale, the Multidimensional Scale of Perceived Social Support, the General Self-Efficacy Scale, and the Resilience Scale-14. The PROCESS macro for SPSS was used to examine the multiple mediation model. RESULTS: Our findings indicate significant negative correlations between social support, self-efficacy, resilience, and procrastination. The multiple mediation analysis showed that social support did not have a significant direct impact on procrastination. Instead, the relationship between social support and procrastination was fully mediated by self-efficacy (indirect effect: -0.017; 95% CI: -0.032, -0.004) and resilience (indirect effect: -0.047; 95% CI: -0.072, -0.025), and sequentially mediated by both factors (indirect effect: -0.013; 95% CI: -0.020, -0.007). CONCLUSIONS: The results emphasise the importance of enhancing self-efficacy and resilience in initiatives aimed at preventing and intervening in case of procrastination among vocational college students. Additionally, strengthening social support may also be crucial to preventing or reducing procrastination among this population.

The relationship between physical activity and procrastination behavior among Chinese university students: a chain mediated effect of body self-esteem and overall self-esteem.

Objective: This study aimed to explore the relationship between physical activity and procrastination behavior among college students and the serial mediating roles of body self-esteem and overall self-esteem. Methods: A cross-sectional survey was conducted involving 1,018 college students. The Physical Activity Rating Scale, the College Students' Physical Self-perception Profile, the Self-Esteem Scale, and the Chinese Procrastination Scale were utilized. Serial mediating effect analysis and Bootstrap analysis were applied to the data. Results: (1) Individuals engaging in high levels of physical activity demonstrated significantly lower levels of procrastination behavior compared to those with moderate or low levels of physical activity (Partial η2 = 0.01, F = 2.762, p < 0.01). (2) Physical activity was positively correlated with body self-esteem (r = 0.37, p < 0.01) and overall self-esteem (r = 0.29, p < 0.01), and negatively correlated with procrastination behavior (r = -0.14, p < 0.01). body self-esteem was positively correlated with overall self-esteem (r = 0.11, p < 0.01) and negatively correlated with procrastination behavior (r = -0.13, p < 0.01). Overall self-esteem also showed a significant negative correlation with procrastination behavior (r = -0.26, p < 0.01). (3) Mediation effect analysis indicated that body self-esteem and overall self-esteem played partial mediating roles in the relationship between physical activity and procrastination behavior among college students. The mediating effects were composed of three pathways: "Physical Activity → body self-esteem → Procrastination Behavior," "Physical Activity → Overall Self-Esteem → Procrastination Behavior," and "Physical Activity → body self-esteem → Overall Self-Esteem → Procrastination Behavior," with the effect sizes accounting for 27.70, 12.26, and 7.28% of the total effect, respectively. Conclusion: The findings of this study lead to several key conclusions regarding the relationship between physical activity, self-esteem, and procrastination behavior among college students. Firstly, engagement in moderate levels of physical activity is more effective in reducing procrastination behavior among college students. Secondly, participation in high volumes of physical activity is associated with increased levels of both body self-esteem and overall self-esteem. Lastly, physical activity not only directly impacts procrastination behavior but also indirectly influences it by enhancing body self-esteem and overall self-esteem, thereby further reducing the individual's level of procrastination. These conclusions suggest that physical activity plays a multifaceted role in mitigating procrastination behavior in college students. By promoting self-esteem, physical activity can foster a positive psychological state that is conducive to proactive behavior and academic success. The study's findings underscore the importance of integrating physical activity into college students' daily routines as a strategy to combat procrastination and enhance self-esteem.

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.

Are perfectionistic strivings beneficial or detrimental to well-being and achievement? Tests of procrastination and emotion regulation as moderators.

OBJECTIVE: Researchers have called for an approach that examines the conditions under which perfectionistic strivings (PS) may be beneficial or detrimental to psychological functioning. We adopted a self-regulation perspective and tested whether individual differences in self-regulation (procrastination, emotion regulation) moderate PS's relationships with achievement and well-being in an academic/work-related achievement context. METHOD: A sample of 183 preservice teachers participated in a study that combined "traditional" longitudinal assessment (six performance situations over a 9-month period) with repeated ambulatory assessment (measuring well-being, procrastination, and emotion regulation during a total of 910 preparation phases that preceded performance situations). RESULTS: Mean levels of achievement, well-being, and emotion regulation were found to be stable over time, whereas procrastination decreased on average across preparation phases. Results from latent variable interaction models indicated that individual differences in intraindividual change in procrastination over time moderated the relationship between PS and well-being (but not achievement) in the expected direction: The less individuals decreased in procrastination over time, the more negative the relationship between PS and well-being was. Contrary to expectations, we found no evidence of a moderating effect of emotion regulation. CONCLUSION: The study contributes to a nuanced perspective on the adaptiveness of PS.

The High Five Model as a predictor of academic performance over conventional psychological predictors in university students.

Introduction: The High Five Model (HFM) categorizes five positive human characteristics-erudition, peace, joviality, honesty, and tenacity-utilizing an inductive psycholexic approach. This study examines the predictive power of HFM on academic performance among university students, hypothesizing that it surpasses conventional predictors such as academic motivation, exam anxiety, and academic procrastination. Methods: A non-experimental cross-sectional correlational design was implemented using a non-probabilistic convenience sample of 1,007 Ecuadorian university students (403 females). Self-reported measures of the "high factors," academic motivation, exam anxiety, and academic procrastination were collected. Linear regression analysis was utilized to evaluate the predictive capacity of the HFM on academic performance. Results: The analysis revealed that the high factors of the HFM significantly predict academic performance, demonstrating a stronger predictive ability than traditional psychological predictors. Discussion: The findings suggest that incorporating the HFM into academic settings could enhance understanding and prediction of student performance. This could potentially inform targeted interventions that leverage these high factors, thereby fostering better academic outcomes. Further research could explore the integration of the HFM with other educational strategies and its applicability across diverse educational contexts.

Early practice makes histology masters: The use of a formative assessment quiz to prepare histology learners for a high-stakes final examination.

Assessment of learners in the anatomical sciences is a complex task as it not only tests students' fact knowledge, but also the analysis of visual information. Sometimes, novice histology learners must acquire image recognition skills of microscopic structures in a short time frame. This paper describes a strategy of offering first year dental students at the University of Michigan a short, non-grade contributing, formative assessment quiz in order to better prepare them for a high-stakes, final summative histology examination. Data collected over 7 years indicate that students, who made use of this formative assessment opportunity, performed significantly better in their summative examination than students, who did not. Especially early practice quiz users profited most. Students, who used the practice quiz until they achieved a perfect score, also had statistically higher final examination scores. Students, who did not use the practice quiz, had a significantly lower cumulative D1-year Grade Point Average (D1-GPA) than students, who did, indicating that academically weaker students often underuse supporting learning resources. In general, scores from the Dental Admission Test (DAT) were weak predictors of learning success in the DENT 510 histology course. In contrast, the D1-GPA values had a medium strength positive correlation with final histology examination scores. The major problem that was encountered with this practice quiz strategy was that many students waited until close to the day of the final examination before taking advantage of this feedback opportunity, thereby reducing its potential benefit for improving their overall learning strategy for histology.

Understanding the Role of Large Language Models in Personalizing and Scaffolding Strategies to Combat Academic Procrastination.

Traditional interventions for academic procrastination often fail to capture the nuanced, individual-specific factors that underlie them. Large language models (LLMs) hold immense potential for addressing this gap by permitting open-ended inputs, including the ability to customize interventions to individuals' unique needs. However, user expectations and potential limitations of LLMs in this context remain underexplored. To address this, we conducted interviews and focus group discussions with 15 university students and 6 experts, during which a technology probe for generating personalized advice for managing procrastination was presented. Our results highlight the necessity for LLMs to provide structured, deadline-oriented steps and enhanced user support mechanisms. Additionally, our results surface the need for an adaptive approach to questioning based on factors like busyness. These findings offer crucial design implications for the development of LLM-based tools for managing procrastination while cautioning the use of LLMs for therapeutic guidance.

Latent Profiles and Transitions of Bedtime Procrastination Among Chinese College Students: The Predictive Roles of Anxiety, Depression, Problematic Smartphone Use and Self-Control.

Background: Bedtime procrastination (BP) has become an important factor affecting individual well-being. This study aimed to assess the stability and changes in BP and examine risk and protective factors. Methods: The study recruited 1423 respondents. Latent profile analysis was used to identify subgroups of BP and latent transition analysis to determine transition probabilities for each subgroup. Logistic regression examined associations between identified classes and related factors. Results: Three subgroups of BP were identified. In terms of stability and changes, the moderate bedtime procrastination group showed the highest stability (66%), followed by the severe bedtime procrastination group (62.4%), and the mild bedtime procrastination group had a 52% probability of switching to moderate bedtime procrastination. In terms of influencing factors, more problematic phone use (PSU) (OR: 1.08; 95% CI = 1.05-1.12), more depression (OR: 1.17; 95% CI = 1.06-1.29) and anxiety (OR: 1.16; 95% CI = 1.05-1.28) are all factors that aggravate the transition from mild to moderate sleep procrastination. Similarly, PSU (OR: 1.15; 95% CI = 1.12-1.19), anxiety (OR: 1.10; 95% CI = 1.06-1.14), and depression (OR: 1.10; 95% CI = 1.06-1.14) increased the risk of severe bedtime procrastination. Self-control emerged as a protective factor against BP. Conclusion: This study identified three subgroups of BP at two time points and the rule of transition for each subgroup. Our findings indicate that BP were relatively stable, with some changes over time. The results also highlight the important function that PSU, depression, anxiety, and self-control can play in preventing and intervening in BP.

Procrastination as a Marker of Anxiety Disorder Among College Students: An Institution-Based Cross-Sectional Study From Puducherry, India.

Background and objective Procrastination, which refers to the act of unnecessarily delaying the beginning or completion of an assigned task, is a widespread but often neglected problem among college students. Postponing a task can impair academic performance or lead to stress and poor mental well-being. A knowledge gap exists in understanding the cyclical nature of the relationship between anxiety and procrastination, wherein anxiety leads to procrastination, which in turn exacerbates anxiety. In light of this, we aimed to assess the level of procrastination and anxiety among college students and to correlate the relationship between their procrastination and anxiety status. Methodology A cross-sectional analytical study was conducted among 347 graduate students from various disciplines at a tertiary care hospital in Puducherry, India. A convenient sampling technique was employed to recruit the participants, and data were collected using the validated Procrastination Assessment Scale for Students (PASS) and the Hamilton Anxiety Rating Scale (HAM-A). Results Our findings showed that about 124 (35.7%) participants reported weekly reading assignments as the most frequently procrastinated task, with a mean score of 3.15 ± 1.02, followed by studying for exams and writing term papers. The most commonly reported reason for procrastination was evaluation anxiety, followed by low self-esteem and perfectionism. A significant number of students (157, 45.2%) had mild anxiety, and 58 (16.7%) students were found to have severe anxiety. A Spearman correlation coefficient of 0.26 (95% CI: 0.16 - 0.36) was observed between the overall procrastination score and HAM-A score, which indicated a weak positive correlation and was statistically significant (p<0.05). Similarly, a weak positive correlation was found between task aversiveness, fear of failure, and anxiety levels. Conclusions Procrastination is positively related to anxiety but the relationship is weak. Understanding and addressing the underlying anxiety or stress can be a key to managing procrastination among college students.

Chronic Procrastination Among Iranians: Prevalence Estimation, Latent Profile and Network Analyses.

Procrastination is the deliberate, unjustified postponing of an intended course of action despite its costs or unfavorable effects. The present study used a self-report online survey and collected data from a large convenience sample of the general adult population (N = 2,076; females = 55.73%; Mage = 35.1 years [SD ± 12.7]) with diverse demographics. Following the ring-curve distribution, the results indicated a 15.4% prevalence rate of procrastination among the Iranian community, which was significantly higher among women and divorced individuals and lower among nomadic individuals and those with higher academic degrees. A latent profile analysis demonstrated two distinct profiles, one for procrastinators (high scores on chronic procrastination, psychological distress, neuroticism, and extraversion; and low scores on general self-efficacy, self-esteem, satisfaction with life, openness, agreeableness, and conscientiousness) and one for non-procrastinators (demonstrating a reverse pattern compared to procrastinators). Moreover, additional network analysis suggested that the examined networks were invariant across procrastination status and gender. The results indicate that procrastination differs by demographic characteristics and is associated with a unique psychological profile. However, none of the aforementioned key study variables were considered a potential vulnerability for procrastinators due to the finding that all variables were peripheral and none were central in the examined networks. Therefore, relying on the differences in mean scores on psychometric scales does not appear to be an optimal way of determining the most important variables in a therapeutic context when treating procrastination.

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.

Neural basis responsible for effect of grit on procrastination: The interaction between the self-regulation and motivation neural pathways.

Procrastination has a detrimental impact on academic performance, health, and subjective well-being. Previous studies indicated that grit was negatively related to procrastination. However, the underlying neural basis of this relationship remains unclear. To address this issue, we utilized voxel-based morphometry (VBM) and resting-state functional connectivity (RSFC) analysis to identify the neural substrates of how is grit linked to procrastination. Behavioral results showed that procrastination was negatively associated with grit. VBM analysis revealed that gray matter volume (GMV) in the left precuneus was positively associated with the consistency of interest (CI), a subcomponent of grit, while the right medial orbital frontal cortex (mOFC) was positively correlated with the perseverance of effort (PE), another subcomponent of grit. Moreover, the RSFC analysis indicated that both precuneus-medial superior frontal gyrus (mSFG) and precuneus-insula connectivity were positively related to CI, while the functional coupling of right mOFC with left anterior cingulate cortex (ACC) was positively related to PE. Importantly, the structural equation modeling (SEM) results were well suited for the influence of grit on procrastination via both self-regulation (mOFC-ACC) and motivation pathways (precuneus-mSFG, precuneus-insula). Together, these findings imply that self-regulation and motivation could be two neural circuits underlying the impact of grit on procrastination.

Procrastination in the Intention-Behaviour gap: Exercise procrastination and the moderating role of emotion.

Health behaviour procrastination is closely associated with the intention-behaviour gap. However, research on health behaviour procrastination has tended to focus on bedtime procrastination, with relatively few studies on exercise procrastination. This research examined the relationship between exercise procrastination and the intention-behaviour gap through three studies. Additionally, based on the temporal-affective self-regulation resource model, the moderating role of emotion as a self-regulatory resource in exercise procrastination was explored. Study 1 validated the Chinese version of the newly developed Procrastination in Exercise Scale in two Chinese adult samples (N = 2376 and N = 393). Study 2 collected two waves of data from 447 Chinese adults (Mage = 31.19) and examined the mediating role of exercise procrastination in the intention-behaviour gap. Using a sample of 453 Chinese adults (Mage = 20.39), Study 3 investigated the moderating role of positive and negative affect in the association between intention and exercise procrastination. Cross-lagged analyses revealed the predictive roles of Time 1 intention on Time 2 exercise procrastination and Time 1 exercise procrastination on Time 2 physical activity. Exercise procrastination mediated the relationship between intention and physical activity. Examining the moderating role of emotion between intention (Time 1) and exercise procrastination (Time 2), Study 3 found that negative affect buffered this association. Findings highlight the role of exercise procrastination in explaining the intention-behaviour gap and shed new light on physical activity interventions, with implications for promoting exercise behaviour.

The mediation roles of self-regulation and problematic internet use: How maladaptive parenting during the COVID-19 pandemic influenced adolescents' academic procrastination in the postpandemic era.

INTRODUCTION: In the transition to the postpandemic era, adolescents are working to shift their focus back to school. However, the prevalence of academic procrastination is reflective of that the aftereffects of the pandemic are persisting. Literature documents the increases in the negative parenting behaviors and internet use of adolescents during the pandemic. The excessive internet use has to do with adolescents' self-regulatory capabilities and self-regulation is profoundly shaped by parents' parenting practices. Given the connections among these factors, the present study seeks to understand how maladaptive parenting practices during the pandemic influenced adolescents' academic procrastination postpandemic through the mediation of self-regulation and problematic internet use. METHOD: Using three waves of data from a total of 1062 Chinese adolescents (Mage = 14.9 years old, SD = 1.6, 13-18 years old; 45% female), we used structural equation modeling to examine the direct effect of maladaptive parenting on academic procrastination and its indirect effect via self-regulation and problematic internet use. RESULTS: Maladaptive parenting during the pandemic did not directly predict adolescent academic procrastination post-pandemic. Yet, maladaptive parenting indirectly influenced academic procrastination both through self-regulation solely and self-regulation and problematic internet use sequentially. CONCLUSION: The findings demonstrate that parents can contribute to adolescents' academic procrastination by influencing their self-regulation ability, which further impacts their internet use. Self-regulation serves as a robust mediator between parenting and adolescents' problematic behaviors related to internet use and learning. Implications for parents and intervention oriented toward adolescents are discussed.

Buffering or boosting? The dynamic curvilinear relationship between work-related use of information and communication technologies after-hours and wok procrastination.

Work-related use of information and communication technologies after-hours (W_ICTs) blurs the boundaries between work and non-work domains, representing a typical boundary-crossing behavior that affects employees' lives and organizational development. Drawing on the Job Demands-Resources theory, this study develops a dynamic curvilinear model of the impact of W_ICTs on work procrastination, considering intrinsic motivation (self-efficacy and enjoyment) and regulatory focus (prevention focus). Empirical testing of the research hypotheses is conducted through a survey involving 817 employees with standard working hours (e.g. 9 a.m. to 5 p.m.). The results indicate that W_ICTs can be regarded as both inhibitors and promoters, with a U-shaped impact on work procrastination and an inverted U-shaped effect on self-efficacy and enjoyment. The mediating roles of self-efficacy and enjoyment are significant. Moreover, prevention focus moderates the relationship between W_ICTs and enjoyment, whereas the moderating effect between W_ICTs and self-efficacy is insignificant. This dynamic curvilinear relationship may explain the inconsistent results of prior studies regarding the relationship between W_ICTs and employees' negative behaviors. It contributes to expanding research on the outcomes of W_ICTs and the antecedents of work procrastination. Moreover, the proposed influence mechanism between W_ICTs and work procrastination has not been established from the perspective of intrinsic motivation and prevention focus. Hence, this study responds to scholars' calls and adds to the existing research on how W_ICTs affect work procrastination. These research findings enhance the current understanding of the effects of W_ICTs and offer valuable insights for organizations to effectively manage W_ICTs and address work procrastination behavior in practice.