Perceived Childhood Experiences, Mental Load, and Academic Procrastination Among University Students
DOI:
https://doi.org/10.62843/jssr.v6i5.793Keywords:
Perceived Childhood Experiences, Mental LoadAbstract
This study examined the relationship between perceived childhood experiences, mental load, and academic procrastination among undergraduate students. It has been found that perceived childhood experiences, when positive, there is an increase in self-control, resilience and coping mechanisms. While negative experiences show increase in cognitive strain along with self-regulation failures. Mental load has been taken as mediator between early life experiences with procrastinatory behaviors. This quantitative research comprises a sample of 171 undergraduate students from Forman Christian College University (FCCU), recruited through non-probability purposive sampling. The study uses Benevolent Childhood Experiences Scale (Narayan, 2023), NASA Task Load Index (Hart & Staveland, 1998), and Academic Procrastination Scale (McCloskey, 2011) to measure the constructs. The results found that there is no significant relationship among the study variables, neither is there a relationship between gender and academic procrastination. However, there is a significant relationship between age and academic procrastination. The results and implications of this study will be a productive addition to the existing literature which lacks employment of the respected variables together. An insightful contribution will be made to interventions for academic wellbeing of university students, by introducing the role of cognitive and emotional functioning in learning patterns and self-regulating practices.
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