Gender Differences in Academic Procrastination and Self-Compassion: Evidence from Saudi Postgraduate Students
Gender Differences in Academic Procrastination and Self-Compassion: Evidence from Saudi Postgraduate Students

Summary/Abstract: Background/purpose. Academic procrastination is widely recognized as a common challenge to academic performance. Self-compassion, on the other hand, is considered a potential protective factor that may mitigate such maladaptive behaviours. These psychological constructs, though important for academic performance, have received little attention in the Arab context. This study, therefore, aimed to investigate the interplay between academic procrastination and selfcompassion among Saudi postgraduate students, while examining differences by gender, marital status, and academic program. Materials/methods. A total of 203 postgraduate students (87 males, 116 females) from the College of Social Sciences were randomly selected. Data were collected using the Academic Procrastination Scale and the Self-Compassion Scale. Statistical analyses included correlation, t-tests, and multiple regression. Results. Findings revealed a statistically significant negative correlation between academic procrastination and self-compassion. Gender differences were evident: males scored higher on procrastination, and females scored higher on self-compassion. No significant differences were found based on marital status or academic program (MA vs. PhD). Regression analysis indicated that self-compassion significantly predicted academic procrastination, explaining 2.65% of the variance Conclusion. The study underscores the role of self-compassion in reducing academic procrastination among postgraduate students. The findings highlight the importance of integrating self–compassion– based practices in higher education to promote academic success and enhance psychological resilience.

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