Huang Siyu, Li Zhuo, Li Jianing, Ding Xinfang
School of Basic Medicine, Capital Medical University, Beijing, China.
Beijing Key Laboratory of Mental Disorders, National Clinical Research Center for Mental Disorders & National Center for Mental Disorders, Beijing Anding Hospital, Capital Medical University, Beijing, China.
BMC Psychol. 2025 May 29;13(1):574. doi: 10.1186/s40359-025-02916-5.
Academic procrastination is a multifaceted phenomenon influenced by psychological and environmental factors and has potential negative academic and career consequences. However, there are no studies that have comprehensively explored the mechanisms of academic procrastination in medical students. This study conducts a network analysis of seven factors associated with procrastination, to establish a network of academic procrastination, and to explore the academic procrastination network and the relative importance of the different factors.
A sample of 681 students (72.1% women, 27.9% men) completed self-rating questionnaires that measured fear, conscientiousness, self-efficacy, impulsivity, depression, the nature of tasks, teacher traits, and academic procrastination. Two networks were created using regularized partial correlation network analysis (EBICglasso) with scales and items as nodes respectively, to determine the role of psychological and external environmental factors in academic procrastination.
Both networks were linkage active, and all variables showed significant correlations. Impulsivity and depression emerged as the central and bridge components, with the highest centrality indices observed for difficulty concentrating and self-hatred. Environmental factors have the highest expected influence value in the Scale-level network and academic procrastination.
The present study shows that impulsivity and depression are key factors in academic procrastination networks in the medical student population, especially difficulty concentrating and self-hatred. It further adds the influential role played by environmental factors.
This is an observational study based on surveys and network analysis, and no healthcare intervention was involved. Therefore, it was not registered in any clinical trial registry.
学业拖延是一种受心理和环境因素影响的多方面现象，具有潜在的负面学业和职业后果。然而，尚无研究全面探讨医学生学业拖延的机制。本研究对与拖延相关的七个因素进行网络分析，以建立学业拖延网络，并探索学业拖延网络及不同因素的相对重要性。
681名学生（72.1%为女性，27.9%为男性）的样本完成了自我评定问卷，该问卷测量了恐惧、尽责性、自我效能感、冲动性、抑郁、任务性质、教师特质和学业拖延。分别以量表和条目为节点，使用正则化偏相关网络分析（EBICglasso）创建了两个网络，以确定心理和外部环境因素在学业拖延中的作用。
两个网络均具有连接活性，所有变量均显示出显著相关性。冲动性和抑郁成为核心和桥梁成分，注意力不集中和自我厌恶的中心性指数最高。环境因素在量表水平网络和学业拖延中具有最高的预期影响值。
本研究表明，冲动性和抑郁是医学生群体学业拖延网络中的关键因素，尤其是注意力不集中和自我厌恶。它进一步补充了环境因素所起的影响作用。
这是一项基于调查和网络分析的观察性研究，未涉及医疗保健干预。因此，它未在任何临床试验注册中心注册。
