Academic Procrastination and School Satisfaction: Mediating Role of Academic Stress

Abstract

This investigation sought to explore the mediating role of academic stress in the linkage between academic procrastination and school satisfaction among Turkish adolescents (N = 362; Mage = 15.22, SD = 1.22). It was found that adolescents' academic procrastination had a negative correlation with school satisfaction, and their levels of academic stress were positively related to satisfaction with school. Utilizing structural equation modeling, the analysis revealed that academic stress served as a partial mediator in the relationship between academic procrastination and school satisfaction. Consequently, the indirect influence of academic procrastination on school satisfaction, mediated through academic stress, was statistically significant.