Abstract

In the present study, aims were (1) to determine gender differences in self-compassion, academic procrastination, and dysfunctional attitudes and (2) to examine the relationships between selfcompassion, academic procrastination, and dysfunctional attitudes. Participants were 251 university students who completed a questionnaire package that included the Self-Compassion Scale, the Academic Procrastination Scale, and the Dysfunctional Attitudes Scale. Results showed that there were no significant gender differences in self-compassion, academic procrastination, and dysfunctional attitudes. In correlation analysis, self-compassion correlated positively with academic procrastination and negatively with dysfunctional attitudes. Similarly there were no significant relationships between academic procrastination and dysfunctional attitudes.

Key words: self-compassion, academic procrastination, dysfunctional attitudes, university students.