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 byhigh 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-indexedliterature, including bibliometric findings on workplace procrastination among Generation Z, the study synthesizes boththeoretical and empirical evidence to identify dominant research themes, existing knowledge gaps, and directions forfuture 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 distractionsand 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 byintegrating psychological, behavioral, and contextual dimensions. Practical implications for higher education institutionsinclude the development of self-regulation training programs, stress management interventions, and strategies aimed atenhancing student motivation.
| Mualliflar | Abdukaxxorova , Durdona, Qadamova , Rayhona, Muhammadova , Shaxzoda, Salimov , Ozodbek, Hojiyeva , Iroda |
|---|---|
| Jurnal | Innovation science and technologiy |
| Nashr sanasi | 2026-03-01 |
| Jild | 2 |
| Son | 3 |
| Til | Ingliz |
| DOI | 10.5281/zenodo.19201989 |
DOI: 10.5281/zenodo.19201989 · Maqolaning asl sahifasi
procrastination, generation Z, self-control, self-efficacy, academic stress, decisional procrastination, university students.
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