Procrastination is commonly conceptualized as a maladaptive self-regulatory failure associated with impaired performance and reduced control over task execution. However, recent research suggests that procrastination may also assume a functional form, referred to as active procrastination, characterized by intentional delay combined with preserved control and effectiveness. The present study aimed to examine the relationship between the level of procrastination and perceived control over academic tasks among psychology students, as well as to explore differences according to gender, study level, and mode of study. A quantitative cross-sectional pilot study was conducted using an online self-report survey administered to 300 psychology students aged 18–30 years from universities in southern Poland. An author-developed questionnaire with good internal consistency (Cronbach’s α = 0.84) was used to assess procrastination behaviors, perceived task control, and self-reported academic functioning. The results indicated a high prevalence of procrastination behaviors alongside high levels of declared task control, timely task completion, and satisfaction with task quality. Women reported significantly lower levels of procrastination than men, while no significant differences were observed with respect to study level or mode. The findings support the existence of a functional paradox of procrastination and provide evidence consistent with the concept of active procrastination, suggesting that perceived control may buffer the negative consequences of delaying academic tasks.
Jurys et al. (2026) studied this question.