Ye Zhaixiang, Chi Shengjie, Ma Xiaoyun, Pan Linling
Department of Psychotherapy, Wenzhou Seventh People's Hospital, Wenzhou, China.
Department of Counseling, Cangnan Third Vocational School, Zhejiang, China.
Front Psychol. 2025 May 20;16:1576619. doi: 10.3389/fpsyg.2025.1576619. eCollection 2025.
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 ( = -0.14, < 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 ( = 0.08, < 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.
这项横断面研究调查了基本心理需求、状态焦虑、自我控制和心理韧性在预测大学生学业拖延方面的关系。该研究借鉴自我决定理论，探讨未满足的心理需求如何通过焦虑和自我控制的顺序中介作用导致学业拖延，同时还考察了心理韧性的调节作用。612名大学生参与了这项研究。结果表明，基本心理需求直接和间接地对学业拖延产生负向预测作用（β = -0.14，p < 0.01）。具体而言，自我控制在基本心理需求与拖延之间起中介作用，而焦虑和自我控制作为顺序中介（95%置信区间：[-0.12, -0.06]）。此外，心理韧性显著调节自我控制与学业拖延之间的关系（β = 0.08，p < 0.01），以及顺序中介路径。这些发现强调了心理韧性和自我调节在减轻大学生拖延行为中的关键作用，为教育机构提供了实际启示。
