The Amoebic Self Theory is a concept of the social psychology, which postulates that humans have a psychological boundary. As the authors of the concept propose [1], the function of the boundary is to allow psychological separation of one from the others. In this study, we examined how sen-sitivity to violation of the boundary, measured by an amoebic self scale, is connected with differ-ent types of procrastination sensu lato, measured by seven procrastination subscales. Only two of the seven procrastination aspects, i.e. the preference for pressure and outcome satisfaction, were negatively and significantly related to the spatial-symbolic domain of the amoebic self scale. The other purpose of this research was to examine the connection between the students’ grade point average (GPA) and scores obtained in the procrastination subscales. Only the non-adaptive aspect of procrastination predicted significantly the GPA. That is an important detail, because pointing out the gap between one’s self-opinion and the real, non dependent of the opinion, academic achievement. All these findings were considered in the academic context and consequences of these results were discussed.

This study contended that learning statistics and its rudiments were perceived as complicated compared to some other courses offered at the university level. Further, this investigation contested the existence of statistics anxiety among postgraduate students in an in-site university setting. Relationships and differences were determined in this study utilizing the constructs of antecedents of statistics anxiety namely academic procrastination, perfectionism, and gender. The objectives were (1) to establish the relationship between academic procrastination and statistics anxiety; (2) to find out the relationship between perfectionism and statistics anxiety; and (3) to investigate the differences between gender and statistics anxiety. The data from randomly selected 136 postgrad students (Kampala International University, Uganda) referring to dispositional (procrastination and perfectionism) and environmental antecedents (gender) and statistics anxiety were scientifically elicited, processed and analyzed utilizing the quantitative- post positivist’s research paradigm model. The findings revealed a positive but insignificant relationship between academic procrastination and statistics anxiety; a significant adverse correlation between perfectionism and statistics anxiety; an insignificant positive correlation existed between gender and statistics anxiety, and differences in statistics anxiety between the female and male students existed. Notably from the results then, academic procrastination did not significantly affect the students’ statistics anxiety; the students with higher levels of perfectionism tended to have lower levels of statistics anxiety while the levels of statistics anxiety among the female students were slightly greater than that of the male students.

This study explores the incidence of using electronic devices on academic procrastination in university students. The procrastination profile, screen use habits, and perceived academic performance are analyzed, assessing the impact of screen use on the psychological dimensions of procrastination. An ad-hoc instrument and descriptive and correlational techniques were used for data analysis. The results reveal that procrastination is common among students, and they perceive their academic performance as good or very good with a similar result in their grade point average, indicating that procrastination does not seem to affect their performance significantly. About 50% report frequent use of screens, and although no widespread addictive behaviors are detected, 20% may be at risk of addiction. The dimensions of self-regulation, self-efficacy, and self-esteem show an inverse correlation with screen use, suggesting that less screen use improves these dimensions and reduces procrastination. In addition, high screen use is associated with higher levels of anxiety. Self-efficacy emerges as crucial to mitigating procrastination. In conclusion, although procrastination is prevalent, it does not appear to affect academic performance significantly, but excessive use of electronic devices negatively impacts key psychological dimensions and increases anxiety.

Procrastination among students in higher education is a widely recognized problem, with significant effects on academic performance and personal well-being. This descriptive study aims to assess the level of procrastination among nursing students in Bengaluru and determine the association between procrastination and selected demographic variables, such as age, gender, and parental education. A total of 100 nursing students from Sneha College of Nursing participated in the study. Data were collected using a structured questionnaire and a 16-item procrastination scale. The results revealed that 55% of the students had low levels of procrastination, while 45% exhibited high levels. However, no significant association was found between procrastination and demographic variables like age, gender, religion, year of study, or parental education. The findings suggest that while procrastination is a common issue among nursing students, demographic variables may not be reliable predictors of procrastination behavior. These results call for interventions to improve time management and reduce procrastination among nursing students to enhance their academic outcomes.

Academic procrastination, more than merely postponing tasks, represents a significant failure in the self-regulation process of learning. Research on study skills highlights academic time management as one of the crucial elements of learning strategies and sustainable education. These abilities will help achieve the Sustainable Development Goals fourth goal. Therefore, this study aimed to understand how students plan time management in school activities and its influence on study procrastination, analyzing differences between genders and the hours students spend studying. The Time Management Planning Inventory, the Study Procrastination Questionnaire, and a personal and school data sheet were used. A sample of 506 students from elementary schools in northern Portugal was utilized. The results revealed that gender and study hours significantly influence how students plan time management for school tasks in the short and long term. This variable also showed a significant impact on the procrastination of study activities. The practical implications of this study are substantial, as they provide educators and researchers insights into the factors influencing academic procrastination and the role of time management planning and study hours. These insights can be applied to develop effective strategies to reduce academic procrastination and promote sustainable education.

Academics in healthcare grapple with the challenge of efficiently managing time while addressing diverse roles and responsibilities, leading to heightened levels of anxiety and stress within the academic community. The primary objective of this study is to offer a sustainable and systemic solution to the prevalent time-management challenges in healthcare academia, through the development of a predictive model. Employing systemic analysis software and adopting a systemic management approach, we crafted a model to address academic time-management concerns. The dynamics of time allocation for academicians are governed by three fundamental pillars: teaching, research, and administrative tasks. Significantly prioritizing administrative tasks depletes valuable academic time, making time management within academia excessively costly. This occurs as highly skilled individuals find themselves diverted towards administrative duties at the expense of their academic roles diminishing resilience levels. The proposed Timebooster Academic Systemic Model (TASM) advocates for the cultivation of soft skills in academia, en-compassing prioritization, seeking assistance, and addressing tendencies of perfectionism and procrastination. Additionally, TASM recommends the implementation of full automation, delegation of administrative responsibilities, and the mitigation of both overt and covert time-consuming elements. Furthermore, TASM reports on the pivotal role of the academic resilient manager-leaders, who actively contribute to their own satisfaction and academic growth by enhancing collaboration and teamwork. Time-management challenges emerge as a critical determinant of academic well-being and resilience. Systemic models, exemplified by TASM, offer a valuable framework for investigating prioritization concerns, identifying administrative impediments in academic processes, and managing low-value time-consuming elements. The TASM model, along with the systemic philosophy underpinning its design, presents an avenue for advancing the exploration of time-management phenomena within the context of healthcare academia.