The Mediating Role of Flow Experiences in the Relationship between Academic Procrastination and Psychological Well-Being

Abstract

Academic procrastination is a problem characterized by individuals who try to fulfil academic activities but must perform their tasks at the required time and constantly postpone their work. Researchers have conducted numerous studies to identify the antecedents and consequences of academic procrastination. However, more research on the role of academic procrastination on well-being within the framework of flow theory is required. This study aims to determine the mediating role of flow experiences in the predictive effect of academic procrastination on well-being. This study, designed following relational research, was conducted on 818 undergraduate students. Correlation analysis and mediation analysis were applied to analyze the data. The results showed that well-being and flow experiences decreased as academic procrastination increased. Mediation analysis results confirmed that the predictive effect of academic procrastination on well-being occurred through flow experiences. The results underline that flow experiences should be considered in studies to reduce academic procrastination.