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Procrastination is a maladaptive behaviour that students often experience in academic activities and can result in negative consequences to mental health. The challenges imposed by the COVID-19 pandemic can contribute to increase procrastination behaviors in academic activities that the student does not like and in those he/she is passionate. The main objective of this research was to test an integrative model of passion, procrastination, satisfaction with life and psychological distress in students during pandemic. The sample was comprised of 416 university students aged between 18 and 57 years ( M age = 24.81 ± 7.02, 78.1% women). Structural Equation Modeling results revealed that academic procrastination is negatively linked to harmonious passion, and positively linked to obsessive passion. Academic procrastination in turn is negatively linked to satisfaction with life and positively linked to psychological distress. Harmonious passion also was directly positively associated to satisfaction with life and negatively associated to psychological distress. These results suggest that students’ harmonious passion for their studies plays a protective role against academic procrastination and mental health indicators, while obsessive passion represents a risk factor.

To address the present research gap on relations between motivational beliefs, self-regulation failure, and psychological health in post-secondary faculty, the present study used associative latent growth modeling to longitudinally examine relationships between self-efficacy, procrastination, and burnout (emotional exhaustion) in faculty internationally. Findings from 3,071 faculty participants (70% female, 69 countries) over three time points (5–6 month lags) showed greater self-efficacy at baseline to correspond with lower procrastination and burnout, and procrastination to be positively related to burnout (intercepts). Growth analyses additionally revealed stronger relations between increases in self-efficacy, procrastination, and burnout over time (slopes). Supplemental cross-lagged analyses provided causal evidence of burnout as an antecedent of self-efficacy and procrastination, underscoring intervention and policy efforts to address overwork and exhaustion in post-secondary faculty.

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The present study examined the relationship between procrastination, delay, blameworthiness, and moral responsibility. Undergraduate students (N = 240) were provided two scenarios in which the reason for inaction (procrastination, delay), the target (self, other), and the outcome (positive, negative) were manipulated, and students were asked to rate the moral responsibility and blameworthiness of the agent. Results indicated that individuals who procrastinated were seen as more morally responsible and blameworthy than those who experienced delay. More specifically, after a negative outcome, procrastination was associated with more moral responsibility, whereas delay was associated with less moral responsibility. After a positive outcome, individuals perceived procrastination as deserving of less moral responsibility, and delays as associated with more moral responsibility. Finally, a three-way interaction showed that participants rated procrastination that resulted in failure as deserving of responsibility when engaged in by others as opposed to oneself.