Academic Procrastination and its Relationship with Self-Esteem and Life Satisfaction

The purpose of this study is to explore the relationship of academic procrastination with self-esteem and life satisfaction. two hundred and six students from sistan and baluchestan university were selected through the simple random method and completed the measures of academic procrastination, self-esteem and students’ life satisfaction. correlational analysis indicated that procrastination was significantly related to self-esteem and so its dimensions; namely, academic achievement, social evaluation and appearance. there was a significant negative correlation between procrastination and life satisfaction. multiple regression analyses indicated that self-esteem and life satisfaction were significant predictors for academic procrastination. self–esteem was a greater predictor than life satisfaction for academic procrastination. self-esteem accounted for 12.6% of the variance of academic procrastination (beta=.29, p < .001) and in the second step life satisfaction accounted for 2.8% of the variance of academic procrastination (beta=-.19, p?.01). the male students showed higher mean scores on academic procrastination than female students. there was not any significant difference on procrastination scores with regard to age and academic field. eventually, it is concluded that self–esteem was a positive and life satisfaction a negative predictor for academic procrastination.