ArticleBMC psychology2024
Time perspectives and procrastination in university students: exploring the moderating role of basic psychological need satisfaction.
Article in BMC psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Is procrastination among students lower in group work? Evidence from a registered field experiment.The British journal of educational psychology · 2026Article
- Future time perspective and training procrastination in Chinese collegiate athletes: self-control mediation and the roles of mastery-approach and performance-avoidance goals.Frontiers in psychology · 2026Article
- Empowered, accountable, and committed? Applying self-determination theory to examine work-place procrastination.BMC psychology · 2025Article
- The impact of basic psychological needs on academic procrastination: the sequential mediating role of anxiety and self-control.Frontiers in psychology · 2025Article
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4 authors.
Funding
Abstract
backgroundResearch on procrastination, regarding time perspective factors and basic psychological need satisfaction (BPNS) has placed this problem at the meeting point of individual and contextual variables. The present study focused both on the individual, given that time perspectives can be defined as a person's attitude to an object (time) at three moments (present, past, future); and on contextual aspects, because the satisfaction of basic psychological needs (competence, autonomy, relatedness) is facilitated or made difficult by social contexts. Based on this, the aim of this study was to analyse the relationships between time perspectives and inter-subject procrastination variations, testing the moderating role of BPNS in this relationship.
methodA total of 1,188 undergraduate students, aged 17-50 years (M = 20.02, SD = 2.63), completed three questionnaires containing the variables of interest.
resultsRegression analyses showed significant negative (thus, potentially protective) association of future time perspective with all three procrastination dimensions (decisional procrastination, implemental delay, and lateness). Conversely, past-negative time perspective showed a positive (thus, potentially adverse) association with procrastination. Satisfaction of the need for competence also showed a negative (thus, potentially protective) association with all procrastination dimensions. On eight occasions, the relationships between time perspectives and procrastination dimensions were moderated by psychological need satisfaction.
conclusionsThese findings show that BPNS may play relevant roles in the negative (favourable) relationships between procrastination dimensions and positive time perspectives, as well as in the positive (adverse) associations between negative time perspectives and procrastination dimensions. Contextual interventions fostering enhanced levels of perceived autonomy, competence, and relatedness, as well as future time perspective, are thus strong candidates to consider for use and evaluation by policy makers, pedagogues, teachers, coaches and other professionals interested in counteracting procrastination tendencies.
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