Investigating the Predictive Role of Mind-Wandering, Cyberbullying and Cognitive Distortions on Academic Procrastination among Adolescent Students

The aim of this study was to examine the relationships between mind-wandering, cyberbullying, cognitive distortions, and academic procrastination among adolescent students. It also sought to investigate gender and developmental differences in these variables, and to determine the extent to which academic procrastination could be predicted by the other variables. The sample consisted of 460 adolescent students aged between 12 and 18 years (185 males and 275 females), divided into two developmental groups: early adolescents (12–15 years) and middle adolescents (15–18 years). Standardized measurement scales were used to assess each variable. The findings indicated significant positive correlations between mind-wandering, cyberbullying, cognitive distortions, and academic procrastination. No statistically significant gender differences were found in mind-wandering, cyberbullying, or cognitive distortions; however, males reported significantly higher levels of academic procrastination compared to females. Developmental differences were observed, with older adolescents exhibiting higher levels of mind-wandering, cyberbullying, cognitive distortions, and academic procrastination than younger adolescents. Furthermore, regression analysis revealed that mind-wandering, cyberbullying, and cognitive distortions significantly predicted academic procrastination. Based on these results, the study offers educational recommendations and practical implications aimed at reducing academic procrastination among adolescent students.