Recent studies proved that academic procrastination is a very common pervasive problem that has a negative impact on general well-being, causing distress, anxiety, remorse and unhappiness. It could also result in poor academic performance and negatively affect students’ satisfaction with themselves and their academic life.

The aim of this study was to explore the influence of self-esteem and self-efficacy on academic procrastination among Tunisian medical students.

We conducted a cross-sectional, descriptive and analytical study among medical students from Tunisia. Data were collected through an anonymous online questionnaire, exploring sociodemographic characteristics, the “Tuckman Procrastination Scale” (TPS), the “Rosenberg’s self-esteem scale” (RSES) and the “General Self-Efficacy Short Scale” (GSESS).

A total of 133 participants completed the questionnaire. Their mean age was 26 ± 3,8 years, with a sex-ratio (F/M) of 4,5. Among them 87.2% were engaged in academic procrastination, 57,1% showed low self-esteem and 55,6% perceived themselves as non-effective.

GSESS score were higher among males (p=0.019)

TPS score was negatively correlated with RSES score (p<0.001; r=-0.372). RSES score was positively correlated with GSESS score (p<0.001; r=0.44).

No relationship was proved between TPS and GSESS.

Even though procrastination is most of the time considered as a maladaptive and detrimental behavior with a psychological cost, some authors consider it acting in a beneficial way, as it reflects self-reliance, autonomy and self-confidence knowing that they are able to finish their task in time. As a result, procrastination is linked to feelings of superiority and it should be recoined as “purposeful delay”.

None Declared