The prevalence of academic procrastination and its association with medical students’ well-being status

Forough Mortazavi


Purpose: Academic procrastination or putting off doing a task until tomorrow has been a common disorder among students. The aim of this study was to investigate the prevalence of academic procrastination among Sabzevar medical students and examine the relation between academic procrastination and well-being status in this population.

Method: This cross-sectional study was conducted on 498 students of Sabzevar University of Medical Sciences. The inclusion criterion required participants to be undergraduate students. We used a stratified random sampling method to collect the data. Students filled out the Procrastination Assessment Scale-Student (PASS) and the World Health Organization-5 Well-Being Index (WHO-5).

Results: Students completed 400 questionnaires (response rate of 80%). The percentage of participants who were female, single, and resident in a dormitory were 76%, 78%, and 67% respectively. The mean score of the WHO-5 well-being index were 58.4 ± 20.7 (ranging from 0 to 100). Results showed that 34.8%, 37.1%, 49.9%, 13.8%, 27.6%, and 44.4% of the participants procrastinated most of the times or always in the first to sixth domains of the scale respectively. There was a significant difference between the mean procrastination score of depressed and non-depressed students.

Conclusion: low well-being status and academic procrastination were both common and interrelated. University teachers should consider low well-being status when their students frequently procrastinate their tasks. Screening of low well-being status and proper intervention is recommended to improve both students’ mental health and academic achievements.


Humanities; Cultural Studies; mental health; student; education; medical; undergraduate

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