Reducing academic procrastination in Spanish University students through a Mindfulness-Based Intervention

Procrastination is defined as an irrational tendency to delay required tasks and is a complex phenomenon driven by personal, motivational and situational factors. For university students in particular, difficulties in self-regulation and reductions in coping resources and/or tolerance for negative affective states are key reasons why stressful contexts can increase vulnerability to procrastination. The purpose of this study was to investigate whether a 10-week mindfulness intervention known as Flow Meditation is a feasible and efficacious tool for reducing academic procrastination in Spanish university students. A total of 51 university students completed the intervention and the final sample at a four-month follow-up assessment comprised 42 students who had been randomly allocated to a 10-week Flow Meditation group (n = 22; Mean age = 19.95; SD=2.92; 77.3% women) or a waitlist control group (n = 20; Mean age = 20.55; SD=2.74; 70% women). Measures were taken at three time points: pre-test, post-test, and 4-month follow-up. Findings revealed significant reductions in academic procrastination mediated by mindfulness competence and its different facets, which were maintained until the 4-month follow-up assessment. Effect sizes ranged from moderate to high. Flow Meditation shows promise for reducing procrastination in Spanish university students through the enhancement of mindfulness competencies, in particular the Observing, Acting with Awareness, Non-judging and Non-Reactivity dimensions of the Five Facets of Mindfulness Questionnaire.