Examination of the relationship between academic procrastination behavior and self-esteem of university students

In recent years, different approaches and definitions of procrastination and procrastination have been proposed, and most agree that they are characterized by regulatory failure. However, there is no consensus on the causality of this issue. In this sense, the most common academic procrastination is no exception. In our study, academic procrastination was associated with the variables that constitute the manifestations of self-esteem difficulties. However, despite the conceptualization of procrastination as a failure of self-esteem, there are still few studies investigating this phenomenon and its association with different manifestations of self-esteem. Negative emotions are also the result of decisions and behaviors that can be harmful, such as procrastinating tasks and commitments to the end, which are a constant source of anxiety and suffering. In this sense, understanding the self-esteem that motivates students to procrastinate can reduce this behavior and thus benefit individuals and society in general. On the one hand, the lack of metacognitive strategies such as evaluating the process itself, determining priorities, and using effective and productive time is one of the reasons for procrastination. Explaining procrastination in a self-esteem effect suggests that inhibiting capacities necessary for regulating thoughts, emotions, impulses, and behaviors may play a central role in the non-performance of tasks. In addition, procrastination affects academic performance and with it the consequences that lead to a lack of satisfaction with academic life and low self-esteem.