Procrastination's Role in School Burnout
Author Information
Author(s): Markiewicz Katarzyna, Kaczmarek Bożydar L. J.
Primary Institution: Institute of Psychology, WSEI University, Lublin, Poland
Hypothesis
Procrastination (implemental delay) is a significant mediator of the relationship between depression, anxiety, stress and school burnout.
Conclusion
The study found that stress, depression, and procrastination influence school burnout, primarily depending on the burnout dimension.
Supporting Evidence
- Stress and depression increase procrastination tendencies.
- Procrastination significantly mediates the relationship between stress and school burnout.
- Anxiety was found to be a nonsignificant predictor of school burnout.
Takeaway
This study shows that when students feel stressed or depressed, they tend to procrastinate, which can make school burnout worse.
Methodology
The study used three questionnaires to assess depression, anxiety, stress, and school burnout among 344 students from Polish secondary schools.
Potential Biases
Potential biases may arise from self-reported measures and the voluntary nature of participation.
Limitations
The study's findings may not be generalizable beyond the Polish context or to other age groups.
Participant Demographics
Participants were 344 students aged 14-20 years, with 57.6% females.
Statistical Information
P-Value
<0.001
Statistical Significance
p<0.05
Digital Object Identifier (DOI)
Want to read the original?
Access the complete publication on the publisher's website