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Introduction <p>Academic procrastination is a common challenge faced by students, and it can negatively impact their academic progress. Notably, perfectionism and family communication patterns influence and shape students’ academic behaviors. Therefore, the present study aimed to investigate and predict academic procrastination based on perfectionism and family communication patterns among nursing students.</p> Methods <p>This cross-sectional descriptive-analytic study was conducted among 151 nursing students at Ahvaz Jundishapur University of Medical Sciences, selected using a stratified random sampling method. Inclusion criteria were willingness to participate and enrollment in semesters 2–7. Participants who did not complete the questionnaires were excluded. The data collection tools used in the study included the Tuckman Procrastination Questionnaire (TPS), the Ahvaz Perfectionism Scale (APS), and the Koerner and Fitzpatrick Family Communication Patterns Questionnaire (RFCP). Data were analyzed using independent t-tests, analysis of variance (ANOVA), Pearson correlation, and regression analysis. The significance level was considered to be 0.05.</p> Results <p>The participants had an average age of 21.58 years, and their average GPA was 16.35. The results revealed that 64.9% of the students exhibited moderate to severe academic procrastination, while 89.4% showed moderate to severe perfectionism. Additionally, the conversation orientation mean (62.61) was higher than the conformity orientation score (41.45). Correlation analysis indicated a positive and significant relationship between academic procrastination and perfectionism (<i>r</i> = 0.416, <i>p</i> &lt; 0.01). Furthermore, the results of the T-tests showed a significant relationship between family communication patterns and both academic procrastination (sig = 0.004, <i>p</i> &lt; 0.01) and perfectionism (sig = 0.000, <i>p</i> &lt; 0.01) among the students.</p> Conclusion <p>Students’ academic procrastination is affected by both personal traits and the family environment. Perfectionism contributes to procrastination by creating pressure and instilling a fear of making mistakes. On the other hand, a positive family conversation orientation against conformity orientation can have a protective effect by enhancing feelings of responsibility and self-efficacy.</p> Graphical abstract <p></p>

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Family communication patterns and perfectionism as predictors of academic procrastination in nursing students

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月13日

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  • Bahman Dashtbozorgi,
  • Saeed Ghanbari,
  • Esmaeil Mousavi Asl,
  • Alireza Baghrobehbahani

摘要

Introduction

Academic procrastination is a common challenge faced by students, and it can negatively impact their academic progress. Notably, perfectionism and family communication patterns influence and shape students’ academic behaviors. Therefore, the present study aimed to investigate and predict academic procrastination based on perfectionism and family communication patterns among nursing students.

Methods

This cross-sectional descriptive-analytic study was conducted among 151 nursing students at Ahvaz Jundishapur University of Medical Sciences, selected using a stratified random sampling method. Inclusion criteria were willingness to participate and enrollment in semesters 2–7. Participants who did not complete the questionnaires were excluded. The data collection tools used in the study included the Tuckman Procrastination Questionnaire (TPS), the Ahvaz Perfectionism Scale (APS), and the Koerner and Fitzpatrick Family Communication Patterns Questionnaire (RFCP). Data were analyzed using independent t-tests, analysis of variance (ANOVA), Pearson correlation, and regression analysis. The significance level was considered to be 0.05.

Results

The participants had an average age of 21.58 years, and their average GPA was 16.35. The results revealed that 64.9% of the students exhibited moderate to severe academic procrastination, while 89.4% showed moderate to severe perfectionism. Additionally, the conversation orientation mean (62.61) was higher than the conformity orientation score (41.45). Correlation analysis indicated a positive and significant relationship between academic procrastination and perfectionism (r = 0.416, p < 0.01). Furthermore, the results of the T-tests showed a significant relationship between family communication patterns and both academic procrastination (sig = 0.004, p < 0.01) and perfectionism (sig = 0.000, p < 0.01) among the students.

Conclusion

Students’ academic procrastination is affected by both personal traits and the family environment. Perfectionism contributes to procrastination by creating pressure and instilling a fear of making mistakes. On the other hand, a positive family conversation orientation against conformity orientation can have a protective effect by enhancing feelings of responsibility and self-efficacy.

Graphical abstract