Relações entre procrastinação acadêmica, regulação emocional e impulsividade: um estudo com universitários de Minas Gerais

Abstract

Academic procrastination is a recurrent phenomenon among young adults, frequently associated with emotional and educational impairments. Recent theoretical models suggest that factors such as difficulties in emotional regulation and impulsivity may play an important role in the development and maintenance of this behavior. Given this, the present study aimed to investigate the correlations between academic procrastination, difficulties in emotional regulation, and impulsivity among university students. To this end, sixty-four (64) participants, with a mean age of 22,4 years (SD = 4,9), completed the following questionnaires: (1) sociodemographic questionnaire; (2) Academic Procrastination Scale (EPA); (3) abbreviated version of the Difficulties in Emotion Regulation Scale (DERS-16); (4) abbreviated version of the Barratt Impulsiveness Scale (ABIS); and (5) Self-Reporting Questionnaire (SRQ-20). Additionally, participants performed two experimental tasks: Go/No-Go and Emotional Interference. The results showed elevated levels of academic procrastination, impulsivity, difficulties in emotional regulation, and risk for common mental disorders, as well as positive and significant correlations among these variables. However, no correlations were found between self-report measures and experimental tasks. These findings contribute to a broader understanding of the psychological factors associated with academic procrastination in the Brazilian context and may support interventions aimed at promoting mental health in educational and clinical settings.