The impact of basic psychological needs on academic procrastination: the sequential mediating role of anxiety and self-control
This cross-sectional study investigates the relationship between basic psychological needs, state anxiety, self-control, and psychological resilience in predicting academic procrastination among college students. Drawing from Self-Determination Theory, the study explores how unmet psychological need...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-05-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1576619/full |
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| author | Zhaixiang Ye Shengjie Chi Xiaoyun Ma Linling Pan |
| author_facet | Zhaixiang Ye Shengjie Chi Xiaoyun Ma Linling Pan |
| author_sort | Zhaixiang Ye |
| collection | DOAJ |
| description | This cross-sectional study investigates the relationship between basic psychological needs, state anxiety, self-control, and psychological resilience in predicting academic procrastination among college students. Drawing from Self-Determination Theory, the study explores how unmet psychological needs contribute to academic procrastination through the sequential mediation of anxiety and self-control, while also examining the moderating role of psychological resilience. A sample of 612 college students participated in the study. The results reveal that basic psychological needs negatively predict academic procrastination (β = −0.14, p < 0.01) both directly and indirectly. Specifically, self-control mediates the relationship between basic psychological needs and procrastination, while anxiety and self-control serve as sequential mediators (95% CI: [−0.12, −0.06]). Furthermore, psychological resilience significantly moderates the relationship between self-control and academic procrastination (β = 0.08, p < 0.01), as well as the sequential mediation pathway. These findings underscore the critical role of psychological resilience and self-regulation in mitigating procrastination behaviors among college students, offering practical implications for educational institutions. |
| format | Article |
| id | doaj-art-09bcd4f0c82f44b39b1b70a3eb568e36 |
| institution | OA Journals |
| issn | 1664-1078 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj-art-09bcd4f0c82f44b39b1b70a3eb568e362025-08-20T01:52:18ZengFrontiers Media S.A.Frontiers in Psychology1664-10782025-05-011610.3389/fpsyg.2025.15766191576619The impact of basic psychological needs on academic procrastination: the sequential mediating role of anxiety and self-controlZhaixiang Ye0Shengjie Chi1Xiaoyun Ma2Linling Pan3Department of Psychotherapy, Wenzhou Seventh People’s Hospital, Wenzhou, ChinaDepartment of Counseling, Cangnan Third Vocational School, Zhejiang, ChinaDepartment of Psychotherapy, Wenzhou Seventh People’s Hospital, Wenzhou, ChinaDepartment of Psychotherapy, Wenzhou Seventh People’s Hospital, Wenzhou, ChinaThis cross-sectional study investigates the relationship between basic psychological needs, state anxiety, self-control, and psychological resilience in predicting academic procrastination among college students. Drawing from Self-Determination Theory, the study explores how unmet psychological needs contribute to academic procrastination through the sequential mediation of anxiety and self-control, while also examining the moderating role of psychological resilience. A sample of 612 college students participated in the study. The results reveal that basic psychological needs negatively predict academic procrastination (β = −0.14, p < 0.01) both directly and indirectly. Specifically, self-control mediates the relationship between basic psychological needs and procrastination, while anxiety and self-control serve as sequential mediators (95% CI: [−0.12, −0.06]). Furthermore, psychological resilience significantly moderates the relationship between self-control and academic procrastination (β = 0.08, p < 0.01), as well as the sequential mediation pathway. These findings underscore the critical role of psychological resilience and self-regulation in mitigating procrastination behaviors among college students, offering practical implications for educational institutions.https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1576619/fullbasic psychological needsacademic procrastinationstate anxietyself-controlpsychological resilienceself-determination theory |
| spellingShingle | Zhaixiang Ye Shengjie Chi Xiaoyun Ma Linling Pan The impact of basic psychological needs on academic procrastination: the sequential mediating role of anxiety and self-control Frontiers in Psychology basic psychological needs academic procrastination state anxiety self-control psychological resilience self-determination theory |
| title | The impact of basic psychological needs on academic procrastination: the sequential mediating role of anxiety and self-control |
| title_full | The impact of basic psychological needs on academic procrastination: the sequential mediating role of anxiety and self-control |
| title_fullStr | The impact of basic psychological needs on academic procrastination: the sequential mediating role of anxiety and self-control |
| title_full_unstemmed | The impact of basic psychological needs on academic procrastination: the sequential mediating role of anxiety and self-control |
| title_short | The impact of basic psychological needs on academic procrastination: the sequential mediating role of anxiety and self-control |
| title_sort | impact of basic psychological needs on academic procrastination the sequential mediating role of anxiety and self control |
| topic | basic psychological needs academic procrastination state anxiety self-control psychological resilience self-determination theory |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1576619/full |
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