Neuroticism, Ruminative Inertia, Procrastination, and Relationship Issues in University Students

Background: University students often face psychological and interpersonal challenges that hinder their academic success and overall well-being. Personality traits such as neuroticism, coupled with maladaptive cognitive patterns like ruminative inertia and behavioral tendencies such as procrastination, are known to intensify interpersonal difficulties. These interrelated constructs significantly affect students’ mental health, productivity, and social functioning, underscoring the importance of understanding their interplay within the higher education context. Objective: This study aimed to examine the relationship between neuroticism, ruminative inertia, procrastination, and interpersonal difficulties among university students, while identifying demographic predictors of these challenges. Methods: A correlational research design was employed, using stratified random sampling to recruit 320 university students aged 18–28 years. Measurement tools included the Urdu version of the Big Five Personality Trait Scale (neuroticism subscale), the Ruminative Inertia Scale, the Student Procrastination Scale, and the Interpersonal Difficulties Scale. Data were analyzed through descriptive statistics, Pearson correlation, independent-samples t-tests, and hierarchical regression using SPSS version 23. Results: Correlational analyses revealed significant positive relationships between neuroticism, ruminative inertia, procrastination, and interpersonal difficulties (r = .29 to .54, p < .01). Regression analysis demonstrated that neuroticism (β = .18, p < .001), ruminative inertia (β = .13, p < .05), and procrastination (β = .64, p < .001) were positive predictors of interpersonal difficulties, accounting for 38% of the variance. T-test findings indicated that late adolescents reported higher neuroticism (M = 34.8 vs. 30.7, p < .001) and procrastination (M = 29.5 vs. 26.5, p = .03) than early adults. Women reported significantly higher procrastination (M = 29.3 vs. 26.4, p = .05) and interpersonal difficulties (M = 55.8 vs. 48.1, p < .001). MS students scored higher than BS students on procrastination (M = 29.2 vs. 26.5, p = .07) and interpersonal difficulties (M = 54.9 vs. 49.0, p < .001). Students of businessman fathers had greater procrastination (M = 29.0 vs. 25.5, p = .02), while students of non-working mothers exhibited higher neuroticism (M = 33.5 vs. 30.3, p < .001). Conclusion: The findings highlight that neuroticism, rumination, and procrastination significantly contribute to relationship difficulties among university students. Tailored interventions focusing on emotional regulation, time management, and adaptive coping strategies are essential to enhance students’ academic performance and interpersonal well-being.