Psychological-Academic Challenges: The Relationship Between Psychological Vulnerability and Academic Procrastination Among University Students
Keywords:
Psychological Vulnerability, Academic Procrastination, University StudentsAbstract
The study aimed to determine the level of both psychological vulnerability and academic procrastination among university students, to identify the relationship between psychological vulnerability and academic procrastination, and to explore the possibility of predicting academic procrastination scores from psychological vulnerability scores among university students; The descriptive method was used, and the study sample consisted of 375 students. The study tools included the Psychological Vulnerability Scale and the Academic Procrastination Scale, both prepared by the researcher. Descriptive statistics were used, including means, standard deviations, and weighted relative means. Correlation coefficients and simple regression analysis were also used. The study found a moderate level of psychological vulnerability and academic procrastination among university students, and a statistically significant positive correlation between psychological vulnerability and academic procrastination. The results also showed that psychological vulnerability significantly predicts academic procrastination. The scientific originality of this research lies in being one of the first studies—according to the researcher's knowledge—that addressed the relationship between psychological distress and academic procrastination among university students in the Arab environment, particularly in Egyptian universities, where this relationship has not been directly addressed in previous literature. This study, in addition to showing the correlation between the two variables, sought to test the predictive ability of psychological distress on academic procrastination, which enhances the practical dimension of the research in designing guidance programs for students. It also enriches the educational library in the field of educational psychology. The findings contribute to guiding the formulation of preventive and therapeutic guidance programs to reduce academic procrastination by developing psychological adjustment skills and enhancing psychological resilience among students.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
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