# “When Will You Graduate?”—A Qualitative Study on Academic Procrastination Among Italian University Students

## TL;DR

This study explores how academic procrastination among Italian university students is linked to stress and anxiety, influenced by social pressures and future uncertainties.

## Contribution

The study introduces a qualitative understanding of academic procrastination shaped by cultural and social expectations, rather than just individual behavior.

## Key findings

- Academic procrastination is linked to increased stress and anxiety in university students.
- Social expectations of perfection and future-related worries are key drivers of procrastination and poor mental health.
- Systemic academic pressure, not just individual self-regulation, should be addressed to reduce procrastination.

## Abstract

Public health relevance—How does this work relate to a public health issue?
Academic procrastination is associated with poorer psychological well-being outcomes, including increased stress and anxiety among university students.Social expectations of perfection and future-related worries emerge as key determinants of students’ procrastination and mental health.

Academic procrastination is associated with poorer psychological well-being outcomes, including increased stress and anxiety among university students.

Social expectations of perfection and future-related worries emerge as key determinants of students’ procrastination and mental health.

Public health significance—Why is this work of significance to public health?
The present study highlights how culturally reinforced performance pressure can contribute to maladaptive coping strategies, negatively affecting university students’ well-being.Understanding procrastination as a socially shaped phenomenon can support more effective prevention approaches for students’ mental health.

The present study highlights how culturally reinforced performance pressure can contribute to maladaptive coping strategies, negatively affecting university students’ well-being.

Understanding procrastination as a socially shaped phenomenon can support more effective prevention approaches for students’ mental health.

Public health implications—What are the key implications or messages for practitioners, policy makers and/or researchers in public health?
Interventions should address perfectionism and future uncertainty through supportive academic environments.Findings support policies and research focusing on systemic academic pressure, not only individual self-regulation, to reduce procrastination.

Interventions should address perfectionism and future uncertainty through supportive academic environments.

Findings support policies and research focusing on systemic academic pressure, not only individual self-regulation, to reduce procrastination.

Background: In contemporary societies, the pursuit of performance and the experience of urgency emerge as dominant forces shaping individual lives. In this context, delaying behaviors assume particular significance, especially for university students, who are immersed in environments that seem to prioritize speed and efficiency as the main routes to adulthood. The pressure to be flawless and fast, coupled with uncertainty about the future, calls for reflection on procrastination, its impact on psychological well-being, and the role of educational institutions. This study explored university students’ opinions and experiences regarding academic procrastination. Methods: Ten focus groups were conducted with 89 students enrolled in a Bachelor’s degree program. All focus groups were recorded and transcribed verbatim. The corpus was analyzed using Thematic Analysis of Elementary Contexts and Reflexive Thematic Analysis. Results: The former, a cluster-based thematic procedure, identified seven clusters capturing both the organizational aspects of university life and the experience of being a student in contemporary society. The secondary thematic analysis further explored these dimensions, emphasizing themes such as social pressure and concerns about the future. Conclusions: Findings suggest that understanding the dynamics underlying procrastination can inform university policies attuned to young adults’ developmental needs and well-being.