Investigating the Correlation between Cognitive Errors and Stress, Anxiety, and Depression in the Procrastination of Yazd Medical Students

Abstract

Background: Procrastination is common among students and has been associated with anxiety, depression, and cognitive errors. Recent studies suggest that such patterns may emerge in nonclinical populations as well as clinical ones. This study examines the relationship between cognitive errors and procrastination in university students to identify cognitive markers that may aid in early detection and intervention.

Methods: This observational, descriptive, and cross-sectional study was conducted between 21 March 2022 and 22 October 2023 including 170 Yazd University of Medical Sciences medical students. Participants completed three standard questionnaires: Solomon and Rothblom Procrastination Scale, Depression, Anxiety, and Stress Scale (DASS), and the Cognitive Errors Questionnaire. The sample included both native and non-native students, with non-native students defined as individuals studying outside their region of origin.

Results: No significant differences were observed in procrastination scores based on gender, marital status, place of birth, or level of education. However, 47% of students showed high levels of academic procrastination. DASS results indicated high levels of stress (42%), anxiety (38%), and depression (35%). The results showed a direct relationship between procrastination and anxiety, stress, and depression, with higher levels of these symptoms corresponding to greater procrastination (r=0.41 for anxiety, r=0.39 for stress, r=0.36 for depression). “Exaggeration or minimization” was more prevalent among clinical students and single students, while “overgeneralization” was more frequent among non-native and married students.

Conclusion: The results show that there is a direct relationship between procrastination and anxiety, stress, and depression, with higher levels of these symptoms corresponding to greater procrastination.