Maladaptive Perfectionism and Avoidant Coping as Predictors of Procrastination in Students

Thandiwe Dlamini; Thandiwe Mokoena

doi:10.61838/kman.jarac.7.3.15

Authors

Thandiwe Dlamini Department of Psychology, University of Cape Town, Cape Town, South Africa

Thandiwe Mokoena * School of Human and Community Development, University of the Witwatersrand, Johannesburg, South Africa thandiwe.mokoena@wits.ac.za

https://doi.org/10.61838/kman.jarac.7.3.15

Keywords:

Academic procrastination, maladaptive perfectionism, avoidant coping

Abstract

Objective: This study aimed to examine the predictive roles of maladaptive perfectionism and avoidant coping in academic procrastination among South African university students.

Methods and Materials: A correlational descriptive design was used with a sample of 410 undergraduate and postgraduate students from various South African universities. Participants were selected based on the Morgan and Krejcie sample size determination table and completed standardized self-report instruments measuring maladaptive perfectionism, avoidant coping, and academic procrastination. Data were analyzed using SPSS version 27. Pearson correlation coefficients were computed to assess bivariate relationships between variables, and a multiple linear regression analysis was conducted to examine the joint predictive effect of the two independent variables on procrastination. All assumptions for regression analysis were tested and confirmed prior to the main analysis.

Findings: The results indicated that both maladaptive perfectionism (r = .48, p < .01) and avoidant coping (r = .52, p < .01) were significantly and positively correlated with procrastination. The regression model was significant, F(2, 407) = 119.43, p < .001, with R² = .37, indicating that the two predictors together explained 37% of the variance in procrastination. Avoidant coping (β = .41, p < .001) emerged as a stronger predictor than maladaptive perfectionism (β = .33, p < .001), suggesting that both psychological factors contribute uniquely and significantly to academic procrastination.

Conclusion: These results emphasize the importance of addressing perfectionistic thinking and avoidance-based behaviors in intervention programs aiming to reduce academic delay and enhance student performance and well-being.

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