The relationship between self-esteem and procrastination among university students: the chain mediating effect of perfectionism and academic motivation

TL;DR

Low self-esteem is linked to more procrastination in university students, with perfectionism and academic motivation playing key roles in this relationship.

Contribution

This study identifies a chain mediation pathway through perfectionism and academic motivation linking self-esteem to procrastination.

Findings

Self-esteem is strongly and negatively correlated with procrastination.

Perfectionism and academic motivation jointly mediate the effect of self-esteem on procrastination.

Tailored interventions targeting self-esteem and motivation could reduce procrastination.

Abstract

Procrastination among university students has adverse effects on their academic performance, daily life, and physical and mental health. Understanding the mechanisms underlying procrastination facilitates the development of effective interventions to alleviate its adverse impacts.

To examine the effect of self-esteem on university students’ procrastination, and the chain mediating effects of perfectionism and academic motivation in this process, this study surveyed 2,523 undergraduates from five universities in Fujian Province using validated scales measuring self-esteem, perfectionism, academic motivation, and procrastination, and employed PROCESS Model 6 for statistical analysis.

(1) Self-esteem was significantly negatively correlated with procrastination (β = −0.200, p < 0.001); (2) perfectionism partially mediated the relationship between self-esteem and procrastination [95% CI = (0.032, 0.057), Boot SE = 0.007]; (3) academic motivation partially mediated the relationship between self-esteem and procrastination [95% CI = (−0.184, −0.135), Boot SE = 0.014]; (4) perfectionism and academic motivation served as joint sequential mediators in the effect of self-esteem on procrastination [95% CI = (−0.033, −0.019), Boot SE = 0.003].

The findings of this study provide a theoretical basis for universities to design tailored interventions that enhance self-esteem, regulate maladaptive perfectionism, and strengthen academic motivation, thereby reducing procrastination and the associated risks of academic failure and psychological issues among university students.

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