Year: 2025
Type: article
Study design: Observational Study
Abstract: This study looks at the connection between depression, anxiety, and procrastination among 14–17-year-old adolescents. Intentionally delaying assignments despite the repercussions is known as procrastination, and it has a serious detrimental influence on students' academic performance and mental health. Important psychological elements like perfectionism, fear of failing, poor time management, and low motivation were found to be contributing causes to procrastination through research of 100 students (50 males and 50 females). The findings demonstrate a clear positive correlation between procrastination and both anxiety and despair, underscoring the need for targeted interventions. Teachers and counselors can assist kids in creating healthy coping mechanisms by addressing the psychological causes of procrastination, which will enhance their mental health and academic performance. • The study's conclusions are: • Procrastination and mental health are strongly correlated: The study demonstrates that procrastinating students often face increased emotional distress, academic difficulties, and decreased general well-being, confirming a significant association between procrastination, anxiety, and depression. • Important Psychological and Behavioral Factors: Procrastination is largely caused by academic perfectionism, poor self-regulation, low motivation, and low self-efficacy. These elements emphasize the need for focused behavioral and psychological therapies by generating a vicious cycle of avoidance, stress, and poor performance. • Holistic interventions are necessary to counteract the negative effects of procrastination. Academic settings should include time management training, cognitive-behavioral approaches, self-efficacy enhancement programs, and mental health support to increase student productivity, emotional resilience, and overall well-being.
Author: Pushpendra Pandey
Language: English
Subfield: Clinical Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W4409447865