PSYCHOLOGICAL FACTORS INFLUENCING PROCRASTINATION AMONG GENERATION Z UNIVERSITY STUDENTS

Abstract

Procrastination is a widespread self-regulatory challenge that significantly affects academic performance,
psychological well-being, and long-term professional development. Generation Z university students, characterized by
high levels of digital engagement and multitasking behavior, appear particularly susceptible to procrastination tendencies.
This study aims to examine the psychological factors influencing procrastination among Generation Z university students,
focusing on self-control, self-efficacy, stress, and decisional procrastination. Drawing upon recent Scopus-indexed
literature, including bibliometric findings on workplace procrastination among Generation Z, the study synthesizes both
theoretical and empirical evidence to identify dominant research themes, existing knowledge gaps, and directions for
future research.
The findings indicate that procrastination among Generation Z students is closely associated with reduced self-control,
lower levels of autonomous motivation, increased stress, and challenges in decision-making processes. Digital distractions
and difficulties in emotional regulation further contribute to the intensity of procrastination behaviors.
This study contributes to the expanding body of literature on generational psychology and academic procrastination by
integrating psychological, behavioral, and contextual dimensions. Practical implications for higher education institutions
include the development of self-regulation training programs, stress management interventions, and strategies aimed at
enhancing student motivation.