relationship between academic procrastination and perceived competence, self-esteem and general self-efficacy of nursing students

Context: academic procrastination leads to dysfunctional learning outcomes in terms of patient care skills,and consequently, the nursing students’ knowledge and awareness declines, which is known as a deterrentto their success. on the other hand, perceived competence, self efficacy, and self esteem significantlyinfluence the students’ health and proper functioning of the study. hence, it is important to examine therelationship between the mentioned variables with procrastination.aims: this study was designed to determine the relationship between perceived competence, self‑esteem,and self‑efficacy with academic procrastination among the nursing students of mazandaran university ofmedical sciences.settings and design: this was a descriptive‑analytical study. it was conducted in three nursing schools ofsari, amol, and behshahr in the north of iran in 2020.materials and methods: the sample size included 299 nursing students selected by stratified randomsampling out of all undergraduate and graduate students. the research tools included the demographiccharacteristics questionnaire, williams and desi’s perceived competence scale, rosenberg self‑esteemscale, schwarzer and jerusalem self‑efficacy, and tuckman procrastination scale.statistical analysis: the descriptive statistics (frequency and mean ± standard deviation [sd], median, andquartiles) and spearman’s rank correlation coefficient were used for statistical analysis.results: according to the results, the mean and sd of the scores for academic procrastination, perceivedcompetence, self‑esteem, and self‑efficacy was 26.05 ± 6.10, 25.77 ± 2.93, 9.84 ± 1.86, and 8.31 ± 11.85,respectively. spearman’s correlation coefficient revealed a positive significant correlation between academicprocrastination and perceived competence (r = 0.56, p = 0.001) and a negative meaningful correlationwith self‑esteem (r = −0.30, p = 0.001) and self‑efficacy (r = −0.43, p = 0.001).conclusion: according to the findings, academic procrastination displayed a positive relationship withperceived competence and a negative relationship was found with self‑esteem and self‑efficacy. therefore,it is necessary to take the variables, namely, self‑esteem, perceived competence, and self‑efficacy intoaccount in order to reduce academic procrastination.